States by Edward Said Essays

States by Edward Said Essays States by Edward Said Paper States by Edward Said Paper Taylor Stephan Section 2 Exam â€Å"States† 1. Edward Said underscores the dispersed, distanced nature of the Palestinian individuals. As I would see it, Said unmistakably shows that it is uncalled for to ask â€Å"What is it you Palestinians need? †. Palestine, when perceived as a nation and a network, is currently broken into a plenty of pieces. These pieces, or individuals each with recollections and encounters, were sprinkled the whole way across the world. It would appear to be difficult to share national pride when one’s nation doesn't actually exist. Palestinians don't have a brought together home where they can share their feeling of culture and their comparable convictions. Numerous Palestinians â€Å"speak of awdah (return)† (650). They need to reestablish their nation, and paste together the messed up pieces. Regardless of whether Palestine could be reestablished as a nation, would it ever be the equivalent? One can't delete history. The Palestinians can never genuinely recapture what they need, which is their personality and ethnocentricity. Questions can undoubtedly be misconstrued. False impressions because of poor correspondence have showed up since forever. For instance, in the 1940’s, America undermined Japan with a ban, except if they cut relations with Japan. The Japanese erroneously accepting this as a danger to their national security. The turmoil caused the assault on Pearl Harbor, which is a critical occasion in American history. Japan and the United States were restricting powers, however exchange held together the harmony. This misconception caused greater threatening vibe between the two gatherings. 2. Said clarifies that the photo touches off adverse, yet constructive emotions about the state of the Palestinian individuals. Said shows that this image reflects images of powerlessness and disorder all through the Palestinians. This pitiful house, close Senjel, is secured with weeds. It has all the earmarks of being strange under the inclusion of the trees. Said is exceptionally enthusiastic for his own kin. He has a lot of passionate uneasiness seeing a photographic presentation of the disengagement of his own kin. I don't have the foggiest idea what it feels like to lose my personality and be seen through a skeptic’s eyes. In spite of the fact that this image doesn't seem to impel certain feelings and emotions in myself, it is conceivable for Said interface his sentiments. Said comprehends the importance of removal with respect to his people’s history. Additional Credit: I can at present recall the awfulness of September eleventh. I was in second grade. The entirety of the understudies were quickly sent home or gotten by their folks. I didn't comprehend the pictures on the news. It nearly appeared to be a dreamlike activity film. My auntie was on a trip to New York City that day, yet fortunately she showed up safe. I regard the individuals and salvage group required during September eleventh. I think they showed a profound feeling of care for individual Americans. I trust that the straightforwardly influenced families have some feeling of harmony these years after the fact.

The Men We Carry in Our Minds

The Men We Carry in Our Minds Scott Russell Sanders In his paper â€Å"The Men We Carry in Our Minds,† Scott Russell Sanders looks at the issues that exist between sex disparities. These issues primarily occurred during the mid 20thâ century. Men had the decision of either being assembly line laborers or fighters, while ladies just had the alternative of remaining at home. Sanders usesâ argumentative strategiesâ to help the peruser build up and see unmistakably the challenges between this issue.His article communicates how just certain men had to do hard work so as to accommodate their family, while others simply had it given to them. He additionally contends about how ladies were never given the equivalent chance to follow their fantasies and were informed that lone men were equipped for being effective. As a kid, Sanders saw numerous men experience a similar daily practice of life, being compelled to do hard work so as to help their families. He knew men, for example, neg ligible ranchers, craftsmen, steel laborers and numerous other people who all toiled with their bodies.But he additionally knew about another kind of men, â€Å"†¦ men, who didn't perspire and separate like mules† (Sanders, 326). These different sorts of men were officers. To Sanders they seemed like they scarcely worked by any stretch of the imagination. However, he later discovered that these men would before long be set for war, to battle for their lives and for their nation. From the outset, appearance implied everything except for later Sanders discovered that it wasn’t simply persevering men who had hardship, each man did. Sanders was given an open door that numerous in his social class were infrequently given.He was offered a grant into school, which showed him the various perspectives on individuals towards life. Being in school permitted him to collaborate with various kinds of individuals, particularly ladies and these cooperations opened his perspective s into the issues that concerned numerous ladies. He figured out how ladies were worn out on continually being in the shadow of men, and that they needed to be perceived as their own people. Sanders before long understood that the fundamental impact towards these ladies sees were the men in their lives.The fathers who brought them up and instructed them that solitary men were fit for being fruitful. Ladies unequivocally accepted that they had equivalent privileges of being as fruitful as men. From the cooperations with ladies around him, Sanders at last understood that ladies were similarly as equivalent, however to society it was as yet the equivalent. At long last men were to be seen more effective than ladies. Scott Russell Sanders. â€Å"The Men We Carry in Our Minds. † Essay Writing for Canadian Students with Readings. sixth ed. Eds. Kay L. Stewart, roger Davis, Chris J. Bullock, and Marian E. Allen. Toronto ON: Pearson, 2008. 324-329

first week class reflections

first week class reflections i recently experienced my first weekend at mit with classes finally in session and i havean assortment of feelings. i guess my last post was a lot of feelings, but theres a lot of feelings still. too many feelings. i spent the entirety of my saturday afternoon psetting for only One class: 8.01. i walked into 8.01, not exactly with optimism, but not with pessimism either. i took physics c mechanics in high school and did great the first semester and did average around that second semester. so, yeah, i had a background. this first pset is 5 problems long. seems pretty simple, maybe would only take about 2.5 hours to complete at first glance. oh, how i was so wrong. i worked with my friend aiden [insert pic of aiden] who is also in 8.01! and boy, did we mcHeckin SUFFER. we spent t h r e e hours on two problems. it took us 5 hours to complete three. as i type this up, im watching aiden and raymond try and solve our fifth and final problem but i honestly have given up hope. i have never felt so defeated in my life and i think thats something that really says a lot about me. ive questioned a lot of the time my purpose in being at such a highly regarded institution. the university that is on the lips and minds of so many people, such an acclaimed, respected, and desired place. so how the f*ck did i end up here? if you take a look at my track record, its somewhat impressive. academics wise i graduated 3rd in my class and ive got an assortment of extracurriculars and interests under my belt, but i think the way ive been learning was what would eventually lead me to my downfall. i would listen, but not truly learn. i heard, and i remembered, but then i would forget. i learned not out of curiosity and love for what i was doing, but for a letter on paper that i believed would determine everything i was and everything i would be. and for that, i am forever full of regret. ive been trying to tackle my classes with a new perspective: learn for love of knowledge. and its been working. ive come to terms with the fact that i need to build new foundations. im currently taking 8.01, 18.01A, 3.091, and 21M.011 01 8.01 = Physics 1br / 18.01A = Calculus 1br / 3.091 = Intro to Solid State Chemistrybr / 21M.011 = Intro to Western Music and i love what im learning. but i think i fall back to my old ways when it comes to psets. i look at the problems and i see streaks on a screen. i am shaky hands, teary eyes, tense shoulders. i am labored breathing, ringing ears, anxious taps of the toe on the ground. i am terrified. as ive been psetting with aiden, i realize that i dont quite catch on to material as fast as everyone else. the way that my colleagues write down equations on the whiteboard with such ease, explaining fast and quick solutions and variables like bullets from a gun. and i cant help but feel impaled by every word, both from the pain of processing but also the pain of inadequacy. i am inadequate. even now, im looking at the whiteboard, where in the corner it facetiously reads Aiden and Cami suck at 8.01 as a way to offset the tension i feel when doing this homework. its something strange to come to terms with, how this class singlehandedly has knocked down everything i am and everything i know. i am trying to approach learning with positivity but i cant help but feel lost. i am behind. 18.01A seems to mimic these feelings, but not quite so drastically. i love my lectures. i love my professor. his handwriting is neat, his explanations are concise and easily understood. i am learning calculus the way ive wanted to learn calculus. and though i struggle with the psets, the gratifying feeling when i hit submit and see the green checkmark appear is a feeling like no other. i am learning to love math, appreciating the thoughts and perspectives its given to me. i am learning. 3.091 is familiar and comfortable. i took chemistry for three years in high school honors chem, ap chem, and organic chem. and i had an incredible chemistry teacher, dr. varnold, who not only was my teacher, but one of my greatest mentors, friends, and even parental figures ive ever had the pleasure of knowing. he taught me how to love chemistry, and now i look at my 3.091 problems and experiments with excitement. i am comfortable. 21M.011 is my treat to myself. ive loved music for as long as i can remember, yet i never really had time for it in high school, until i decided to love myself a little bit more and allow myself to take choir in my senior year of high school. i played piano and guitar on and off throughout my entire school career. and its taken me 17 years of my life to finally admit to myself that i want to pursue a music minor in college and this is my chance to explore music in a tangible academic setting. i am happy. and all these classes come together to make my first semester experience. mit is a challenge unlike any ive faced before. i recently asked myself why mit students put themselves under so much stress and challenge. a degree? job security? name? but no, no i dont think were here for that. the thing that has been holding me down amongst this chaos, that stops me from shutting my laptop and throwing it out the window, that stops me from transferring and just giving up and going home, is companionship. mit challenges us to show that some things simply cannot be done on your own. office hours, pset parties, even just a simple yell into mit confessions for help with an 8.01 pset: it is collaboration. and so no matter the amount of hours i spend on this one pset, no matter how long i stare at that screen at the empty textbox, no matter how long i write and erase and write and erase, it is all worth it because of these people ive met and the experiences theyve given me. and now i take a breath and look around me, as we crowd into this kitchen in loop, with meme music blasting from the speakers, surrounded by friends and fried rice and laughter and joy. it is comfort. it is companionship. it is a safety net that protects me from all the stresses of this tiny bubble. and in this madness and chaos, i know one thing: i am home. ps: please enjoy this wholesome video of me hyping up my friends. to my friends: youve made this all worth it. thank you for the late night walks to random, the impromptu cooking sessions, the friendly bullying and teasing, the dance your feelings out parties at 2am, the stress baking sessions, and everything else that comes with our weird wacky friend group. Post Tagged #@ my friends this is basically my uwu i love you post to you #also @8.01 gods please...please love me and help me i am afraid #cause yeah uwu i love you 8.01 = Physics 1 1 back to text ?

first week class reflections

first week class reflections i recently experienced my first weekend at mit with classes finally in session and i havean assortment of feelings. i guess my last post was a lot of feelings, but theres a lot of feelings still. too many feelings. i spent the entirety of my saturday afternoon psetting for only One class: 8.01. i walked into 8.01, not exactly with optimism, but not with pessimism either. i took physics c mechanics in high school and did great the first semester and did average around that second semester. so, yeah, i had a background. this first pset is 5 problems long. seems pretty simple, maybe would only take about 2.5 hours to complete at first glance. oh, how i was so wrong. i worked with my friend aiden [insert pic of aiden] who is also in 8.01! and boy, did we mcHeckin SUFFER. we spent t h r e e hours on two problems. it took us 5 hours to complete three. as i type this up, im watching aiden and raymond try and solve our fifth and final problem but i honestly have given up hope. i have never felt so defeated in my life and i think thats something that really says a lot about me. ive questioned a lot of the time my purpose in being at such a highly regarded institution. the university that is on the lips and minds of so many people, such an acclaimed, respected, and desired place. so how the f*ck did i end up here? if you take a look at my track record, its somewhat impressive. academics wise i graduated 3rd in my class and ive got an assortment of extracurriculars and interests under my belt, but i think the way ive been learning was what would eventually lead me to my downfall. i would listen, but not truly learn. i heard, and i remembered, but then i would forget. i learned not out of curiosity and love for what i was doing, but for a letter on paper that i believed would determine everything i was and everything i would be. and for that, i am forever full of regret. ive been trying to tackle my classes with a new perspective: learn for love of knowledge. and its been working. ive come to terms with the fact that i need to build new foundations. im currently taking 8.01, 18.01A, 3.091, and 21M.011 01 8.01 = Physics 1br / 18.01A = Calculus 1br / 3.091 = Intro to Solid State Chemistrybr / 21M.011 = Intro to Western Music and i love what im learning. but i think i fall back to my old ways when it comes to psets. i look at the problems and i see streaks on a screen. i am shaky hands, teary eyes, tense shoulders. i am labored breathing, ringing ears, anxious taps of the toe on the ground. i am terrified. as ive been psetting with aiden, i realize that i dont quite catch on to material as fast as everyone else. the way that my colleagues write down equations on the whiteboard with such ease, explaining fast and quick solutions and variables like bullets from a gun. and i cant help but feel impaled by every word, both from the pain of processing but also the pain of inadequacy. i am inadequate. even now, im looking at the whiteboard, where in the corner it facetiously reads Aiden and Cami suck at 8.01 as a way to offset the tension i feel when doing this homework. its something strange to come to terms with, how this class singlehandedly has knocked down everything i am and everything i know. i am trying to approach learning with positivity but i cant help but feel lost. i am behind. 18.01A seems to mimic these feelings, but not quite so drastically. i love my lectures. i love my professor. his handwriting is neat, his explanations are concise and easily understood. i am learning calculus the way ive wanted to learn calculus. and though i struggle with the psets, the gratifying feeling when i hit submit and see the green checkmark appear is a feeling like no other. i am learning to love math, appreciating the thoughts and perspectives its given to me. i am learning. 3.091 is familiar and comfortable. i took chemistry for three years in high school honors chem, ap chem, and organic chem. and i had an incredible chemistry teacher, dr. varnold, who not only was my teacher, but one of my greatest mentors, friends, and even parental figures ive ever had the pleasure of knowing. he taught me how to love chemistry, and now i look at my 3.091 problems and experiments with excitement. i am comfortable. 21M.011 is my treat to myself. ive loved music for as long as i can remember, yet i never really had time for it in high school, until i decided to love myself a little bit more and allow myself to take choir in my senior year of high school. i played piano and guitar on and off throughout my entire school career. and its taken me 17 years of my life to finally admit to myself that i want to pursue a music minor in college and this is my chance to explore music in a tangible academic setting. i am happy. and all these classes come together to make my first semester experience. mit is a challenge unlike any ive faced before. i recently asked myself why mit students put themselves under so much stress and challenge. a degree? job security? name? but no, no i dont think were here for that. the thing that has been holding me down amongst this chaos, that stops me from shutting my laptop and throwing it out the window, that stops me from transferring and just giving up and going home, is companionship. mit challenges us to show that some things simply cannot be done on your own. office hours, pset parties, even just a simple yell into mit confessions for help with an 8.01 pset: it is collaboration. and so no matter the amount of hours i spend on this one pset, no matter how long i stare at that screen at the empty textbox, no matter how long i write and erase and write and erase, it is all worth it because of these people ive met and the experiences theyve given me. and now i take a breath and look around me, as we crowd into this kitchen in loop, with meme music blasting from the speakers, surrounded by friends and fried rice and laughter and joy. it is comfort. it is companionship. it is a safety net that protects me from all the stresses of this tiny bubble. and in this madness and chaos, i know one thing: i am home. ps: please enjoy this wholesome video of me hyping up my friends. to my friends: youve made this all worth it. thank you for the late night walks to random, the impromptu cooking sessions, the friendly bullying and teasing, the dance your feelings out parties at 2am, the stress baking sessions, and everything else that comes with our weird wacky friend group. Post Tagged #@ my friends this is basically my uwu i love you post to you #also @8.01 gods please...please love me and help me i am afraid #cause yeah uwu i love you 8.01 = Physics 1 1 back to text ?

The Importance Of Contact Information For The Director And...

Keep in contact with appropriate Content Specialist(s). †¢ Participate in triplet meetings and officer transitions to help ensure a smooth transition and transfer of materials and information. Keep a well-organized, complete notebook to provide continuity from one adviser to the next. Train successor. Adviser Notebooks Each adviser, regardless of her committee assignment, should keep the following items in a notebook or in a file electronically that she brings with her to Advisory Board meetings and meetings with her committee or officer. The contact information for the officers and members can be found in KeyReports. 1. Lists a. Advisory Board roster b. Roster of local association officers (if applicable) c. Contact information for the†¦show more content†¦Copies of correspondence and memoranda received from the campus and the community related to committee work c. Communication from local alumnae association(s) (one year) 6. Resources a. Kappa Kappa Gamma Fraternity Bylaws, Standing Rules and Policies b. Chapter Bylaws and Standing Rules c. Leadership Guides d. What To Do When for Chapters e. Robert’s Rules of Order, Newly Revised Chapter Council Adviser The Chapter Council Adviser should have knowledge and experience related to the Fraternity’s organization and a basic understanding of parliamentary procedure as she works with the executive body of the chapter. †¢ Attend Chapter Council meetings or ensure another adviser attends any meeting she cannot attend. †¢ Advise and assist Chapter Council in all of its work. †¢ Grant excuses for absences from Initiation. †¢ Advise the chapter President. †¢ Advise the chapter Nominating Committee unless Advisory Board appoints another adviser. †¢ Be present for chapter officer elections or ensure that another adviser will attend. †¢ Be present when chapter Bylaws and/or Standing Rules are revised and voted upon. †¢ Serve as member ex officio of House Board and attend House Board meetings with the chapter President. †¢ Serve as a member of the chapter’s Emergency Procedure Team. †¢ Assist in trainingShow MoreRelatedInternet Mark eting For Growing Civil Engineering Firm1286 Words   |  6 Pagesbe online. †¢ Main conclusions: o Imperative to have an updated and interactive online strategy. o To look for creative but honest ways to connect with target audience that is technologically advancing. †¢ I recommend the development of an internet content and marketing plan that includes clear strategies and goals to build up a positive and transparent brand. INTRODUCTION †¢ Purpose: Noticed potential business and networking opportunities were being overlooked because the company lacks an online andRead MoreRisk Communication At The National Research Council ( Nrc )2326 Words   |  10 PagesThe National Research Council (NRC) (NRC, 1989) defines risk communication as an interactive process of exchange of information and opinion among individuals, groups, and institutions. The primary role of risk communication is to provide information to the public to induce appropriate levels of concern and actions (Covello, McCallum, Pavlova, 1987). The American National Academy of Science (NAS, 2010), further develop that it involves multiple messages about the nature of risk and other messagesRead MoreThe State Library Requires The Corner Toolkit Website1535 Words   |  7 Pagesand unclear for people who visit the website to access the required information provided by the website .The website provides information about various children’s programs, child development program management and about the Corner, the children’s’ play home at The Queensland state library. The state library needs to target the educators, parents or carers of children as the primary audience for the website, restructure the content, redesign the website and keep the website updated with the new trendsRead MoreMolson Canada Social Media Marketing Essay3181 Words   |  13 PagesMolson Canada: Social Media Marketing K603 Table of Contents Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 2 I. Key Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 3 II. Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 III. Alternatives Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 IV. Implementation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 16 1 Executive Summary Molson Canada has been facing negative reactions their recent social media marketing initiativeRead MorePhase 14843 Words   |  20 Pagesï » ¿Busi 454 Simulation : Phase 1 Duplox Copiers Canada Limited Carlos del Aguila Contents Section A 2 Section B 4 Section C 8 Section D 14 Section E 22 Section A Duplox Copiers Canada Limited is experiencing several severe issues that are affecting the profitability of the firm. 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The Reason for Freedom of Religion - 2238 Words

Religious influence in the adoption and development of law is contradictory to the structure of the American government and way of life. We are all familiar with the phrase; â€Å"My fellow Americans†, these are words we probably have heard many times before, Presidents have uttered them in addressing the nation, they always have the same connotation every time they are spoken, that all of us are Americans, notice please that the statement is not My fellow Christians. That’s because being an American does not automatically indicate being a Christian, one of the reasons this is such a great country is that we have specific rights guaranteed by our government, such as the right to free speech, the right to bear arms, freedom of the press and as†¦show more content†¦I suggest that it is not only possible but highly probable that these laws which are basic common sense and much archeological evidence points to have existing in practice if not in some sort of writte n form as â€Å"guidelines† for the earliest of human settlements were influential upon the writers of The Bible not the inverse. Christianity while it is representative of great ethical standards is a religion. A way of life, as such that it is an intricate part of the lives and world view of its believers, as do all religions, equally. Is it possible that the founders actually wanted their legacy to be a nation founded on one religious belief after establishing through forceful adherence to their ideals gain the ability to guarantee themselves and their children, certain civil rights including the right to express their individual religious beliefs, no matter how many of them a minority belief, without persecution for doing so by the government? In answer to this question I offer the first amendment which states: â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.† Ratified on December 15th 17913 this clearly states that our government by their design shall make no law respecting the establishment or free exercise of religious views, If we were toShow MoreRelatedPersuasive Speech On Pray In Schools1066 Words   |  5 Pagespersuade. Specific Purpose and Significance: To persuade my audience to respect religions in schools. Central Idea: ATTENTION STEP I. Attention Getter: Do you have a choice in your religion? Should praying be in Schools? 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Netball And Volleyball Has Been Developed Over Many Years

This essay will look at how Netball and Volleyball have been developed over many years and how athletes prepare themselves to competitively take part in both of these sports. â€Å"Netball traces its roots back to basketball† which was established by James Naismith in 1891 to fulfill the need for a â€Å"high-spirited† game for men. (International netball, n.d.). Female teachers became captivated by this game and a version for girls was established with rules that were adapted to accommodate for social needs, such as; women’s participation in sport and the clothing women wore during this time. During the 1890’s women’s basketball was played on grass courts and women wore woolen gym frocks, white long sleeved shirts, a tie, woolen leggings and sandshoes (Netball New Zealand, 2014). By the early 1900’s the sport began to grow rapidly yet no official rules had been established, there were two versions; nine-a-side and five-a-side. Concern grew o ver the lack of official rules so during the 1960’s formal rules were developed and it was decided that every four years a World Champion tournament would be held. Women’s basketball officially changed names to netball in the 1970’s due to being rejected for the Olympics as two different sports with the same name could not compete. In the 1990’s netball became recognized as a sport of the Olympic Games and became part of the Commonwealth Games which demonstrates how far netball has come (International Netball Federation, 2014). The objective ofShow MoreRelatedNetball Is A Ball Sport Played By Two Teams Of Seven Players6558 Words   |  27 PagesNetball is a ball sport played by two teams of seven players. Its development, derived from early versions of basketball, began in England in the 1890s. 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