Pornography and Women Theory essays

Pornography and Women Theory essays Constitutionally protected speech that is Clearly sexual abuse is discriminating and unconstitutional, therefore, must be restricted speech. Catherine A. MacKinnon, in her book Only Words gives persuading evidence that pornography subordinates women as a group through sexual abuse. She says Protecting pornography means protecting sexual abuse as speech, at the same time that both pornography and its protection have deprived women of speech, especially speech against pornography (MacKinnon, 9). MacKinnon argues this bye explaining defamation and discrimination, racial and sexual harassment, and equality and Women are sexually abused for the making of pornography. Torture, rape, hot wax dripping over nipples, and murdering women are the tools to produce a product of evil. Literature is the description of these crimes against humanity (emphasized) and cameras are On the assumption that words have only a referential relation to reality, pornography is defended as only words-even when it is pictures women had to directly used to make, even when the means of writing are womens bodies, even when a women is destroyed in order to say it or show it or because it was said or shown. However, assuming words are only a partial relation to reality would mean we would have to reconsider what reality is. Our wedding vows such as I do would be meaningless and a jury could never return a verdict that is only partial to reality. These words are treated as the institutions and practices they constitute, rather than as expressions of the idea they embody (Mackinnon, 13) Therefore, if these words of pornography are only words, dont they institutionalize rape? Since pornography is rape on women. Pornography is protected by the First Amendment as free speech, but why? Becaus ...

Pronunciation of Words With Weak and Strong Forms

Pronunciation of Words With Weak and Strong Forms English is a stress-time language which means that some words are stressed and others are not when speaking. Generally, content words such as nouns and principal verbs are stressed, while structure words such as articles, helping verbs, etc. are not.   The Structure of Words A number of structure words have both weak and strong pronunciation. As a rule, the structure will take the weak pronunciation which means that the vowel becomes muted. For example, take a look at these sentences: I can play piano.Tom is from New England. Here are these two sentences with accented words in italics. Mary can play piano.Tom is from Chicago. Can, and from and is are unaccented and the vowel is very weak. This weak vowel sound is often referred to as a schwa. In the International Phonetic Alphabet (IPA) the schwa is represented as an upside-down e. It is, however, also possible to use these words with a strong form. Take a look at the same structure words, but used with strong pronunciation: You CANT  play tennis. - Yes, I CAN.Where is Tom FROM? In these two sentences, the placement at the end of the sentence calls for the strong pronunciation of the word. In other cases, the usually unaccented word becomes accented as a means of stressing that something is contrary to what is understood by others. Look at these two sentences in a dialogue. You arent interested in coming next week, are you?Yes, I AM interested in coming! Try the following exercise to practice both the weak and strong form.  Write two sentences: One sentence using the weak form, and one using the strong form. Try practicing these sentences taking care to quickly glide over the vowel in the weak form, or pronouncing the vowel or diphthong sound firmly in the strong form. Here are a few examples: Ive heard you have a company in the city. No, I work FOR a company in the city.What are you looking for? She is our sister.OUR sister is so talented! Practice Activity Decide how the word indicated would change the meaning in the following sentences when using the strong form. Practice saying each sentence aloud alternating between weak and strong forms. Do you notice how the meaning changes through stress? I am an English teacher in Portland, Oregon. - strong amI am an English teacher from Portland, Oregon. - strong fromHe said that she should see a doctor. - strong shouldThey were able to find a job despite the difficult market. - strong wereDo you know where he comes from? - strong doIll give the assignment to them. - strong themShes one of our most valued students. - strong ourId like Tom and Andy to come to the party. - strong and Answers I AM an English teacher ... Its true even though you dont believe it..... teacher FROM Portland, Oregon. Thats my home city, but not necessarily where I live and teach now.  ... that she SHOULD see a doctor. Its my advice, not an obligation.They WERE able to find a job ... It was possible for them though you think not.DO you know where ... Do you know the answer to this question or not?... the assignment to THEM. Not you, the others.Shes one of OUR most valued students. She is one of us, not of you or them.... Tom AND Andy ... Not only Tom, dont forget Andy. Here are some of the most common words that have weak/strong pronunciations. Generally speaking, use the week form (schwa) pronunciation of these words unless they are stressed by coming at the end of a sentence or due to unnatural stress made to facilitate understanding.   Common Weak and Strong Words a / am / an / and / are / as / atbe / been / butcan / coulddo / doesfor / fromhad / has / have / he / her / him / hisismustnotof / ourshall / she / should / somethan / that / the / them / there / touswas / we / were / who / would / willyou / your

Perceptions of Safety Among Children in Foster Care Essay

Perceptions of Safety Among Children in Foster Care - Essay Example With this information, it will be possible to better understand specific safety issues indicative to foster care. In addition, this data will elucidate safety issues that may not be persistent concerns for children in foster care. With this data, social workers could develop programs to raise awareness and improve safety outcomes for children in this care setting. The US Department of Health and Human Services, Administration for Children and Families (2005) reports that at the end of 2004, 800,000 children were served by the foster care system. Of these children, 304,000 represented new entrants into the program. Although this number is part of a larger trend representing a decrease in foster care over the last several years, it does represent a notable percentage of the child population in the United States. According to the US Census Bureau (2005), there were approximately 7.5 million children living in the US in 2004. As such, almost 10 percent of children in the US were involved in the foster care system at some point in 2004. Clearly, what this data reveals is that the foster care system comprises a significant portion of children living in the United States. As the size of this population continues to grow, social workers and helping professionals are faced with the challenge of providing relevant care that can improve outcomes for chi ldren placed in these living arrangements. With the re... With the realization that so many children in the US are brought into the foster care system, there is a clear impetus to examine the safety of the overall system. A precursory overview of what has been written on the subject suggests that even though numerous authors have examined the issue of safety in the context of the foster care system, the exact manner in which safety is defined differs among scholars. For instance, Altshuler and Gleeson (1999) maintain that there are a host of variables that must be taken into consideration when assessing the safety of the child in foster care. Among these variables are included: physical health; cognitive functioning and developmental delay. Interestingly however, Bilaver, Jaudes, Koepke, and Goerge (1999) conceptualize the safety of children in foster care as directly related to the health of the child. CHAPTER I: PURPOSE STATEMENT For the formulation of the purpose statement, I would like stress on the question posed by the thesis. The question primarily revolves around whether or not children feel safe in their foster home settings. Through the posing of this question, I will try to delve into the perception of safety for these children apart from trying to assert their concept of safety when they are placed in a foster home. In this context, I will try and conceptualize the perceptions of these children through their adult experiences through a focus on literature available on the psycho analytical point of view and literary records of case studies of recalled experiences. The thesis will also focus strongly on the perceptions of the parents who have adopted these children so as to get both sides of the story for a more qualitative research. Problem Statement Although this

Health Law and Ehtics Assignment Example | Topics and Well Written Essays - 1750 words

Health Law and Ehtics - Assignment Example To facilitate and examine ethics in nursing and the health industry at large, this paper will concisely will discuss the deep origins of healthcare ethical healthy behavior. It also seeks to analyze some of the ethical issues in healthcare among them, refusal to care, beneficence, autonomy, non-male-ficence and justice (Lo, 2013). Ethical decision-making is crucial in the healthcare industry when it comes to addressing issues, conflicts and uncertainties concerning opposing values such as individual, organizational, professional and communal values. The ability to influence decisions on patient-care largely depends on the ethical guidelines provided. To avoid ethical dilemmas, there should be clearly spelt procedures and guidelines aimed at supporting ethical decision-making (Krueger & Stein, 2010). There are a number of significant challenges facing health care organizations among them rising public expectations, growing financial pressures, safety of patients, issues of quality improvement, mergers and consolidations, health care reform among others. These factors have placed healthcare firms under much stress and pressure. They have also intensified ethical concerns and conflicts. These challenges call for ethical decision-making by the parties involved (Curtin, 2011). Ethics is a very significant field to an organization’s mission as well as towards achieving the main goal. Health care executives and managers should demonstrate the significance of ethical standards in their own actions as well as looking for ways of integrating ethical practices within an organizational culture. A healthcare organization should create an ethical environment by (Krueger & Stein, 2010): The capability of an organization to realize its full potential within the market place will largely depend on knowledge, motivation, skills as well as ethical values and

Farewell Address Analysis Essay Example for Free

Farewell Address Analysis Essay In 1976, former United States President George Washington delivered one of the most meaningful and talked-about Farewell Addresses. The Address was a combination of his personal thoughts on his presidency, as well as a warning and advice to the people of United States. Washington begins by telling his countrymen that it was originally planned to be delivered four years prior when he thought of retiring as president of United States. However, feeling that he is obligated to answer to the needs of the very people who elected him to his post, he decided to extend his presidency. Washington knew that his retirement would cause a lot of concern and anxiety among his fellow Americans and so he builds their confidence, and at the same time, warns them about the dangers of sectionalism, political factions, and foreign alliances. Sectionalism Washington stresses the need for unity throughout his Farewell Address, saying that this where the true success and liberty of the country depends on. He also warns against sectionalism; that is, having a state-centric rather than a Union-centric mindset. He further calls on to the American people to continue defending the Union against possible attacks from other countries who seek to destabilize the government. In addition, Washington warns his countrymen against misleading ideas propagated by the government’s enemies that United States is too big a territory to be handled by just one administration. He underscores that this seemingly large and fragmented territory can be bound by unity and cooperation. He reminds the people that regardless of the state they live in, or the regional boundaries that exist between and among them, they are, at the end of the day, all Americans. Thus, everyone should play his or her part in keeping the Union intact. Political Factions Another aspect that Americans should be on close guard, according to Washington, is the existence of political factions which seek to weaken, and later on overthrow the government. He points out that while people advocating political factions may seem to have reasonable arguments, they are ultimately doing it for personal, and oftentimes, greedy motives. Washington also alerts his fellow Americans that these people might use government policies or exploit certain provisions of the Constitution to carry out their selfish plans. He continues to warn the people about the dangers of having political parties in any government. He argues that political parties have always been viewed as enemies of the state because of their tendency to amass great power to destabilize the government or hit on their political rivals. While political parties may be useful in other forms of government, they are not necessary in a democratic government such as the United States. Foreign Alliances While Washington encourages the people to treat all people and all other countries with utmost respect and avoid engaging them in battles or disputes, he warns them against establishing long-term or permanent ties with foreign governments. This, he says, develops unnecessarily strong attachment to other countries which might negatively affect the government’s ability to establish sound foreign policies. Throughout this Farewell Address, Washington regards the American identity in the highest possible level, and calls on the people to continuously defend and protect this. His personal love of his country was also evident in his Address through the warnings and advice he issued to his fellow Americans. Moreover, his personal love for the country was evident in the contents of the Address. He did not leave without making sure that the country is strong and that the people are even stronger to take good care of it.

Hamlet Essay -- essays research papers

Perhaps the most famous soliloquy in literature, these words reflect the state of desperation in which Hamlet, the Prince of Denmark, finds himself as he contemplates suicide. His father, the King, has died. His mother, the Queen, has remarried within a month of the King's passing, an act which has disturbed young Hamlet in and of it. To make it worse, she has married the King's brother, Hamlet's uncle, who is now the King of Denmark. As Hamlet's despair deepens, he learns through the appearance of an apparition of his dead father; that the old King was murdered by the new King. Hamlet's growing awareness of the betrayal of his mother and evil of Claudius leads to a deepening depression and madness. This soliloquy contains the famous words "Thus conscience does make cowards of us all", hinting that the "dread of something after death"-purgatory, hell, perhaps-is what keeps Hamlet alive to avenge his father. Many people incorrectly interpret those famous words of Hamlet's, not knowing the true meaning or background behind his speech. In his soliloquy, Hamlet contemplates whether or not he should take it upon himself to act accordingly to his uncle's/step-father's crime against his own father. However, later on in the play, Hamlet realizes Fortinbras' resolve and his quest for victory. By witnessing Fortinbras and his actions, Hamlet comes to realize that he has no inner struggle and sees the actions that he must take in order to bring inner peace to him and avenge his father's murder. He is grappling with the difficulty of taking action against Claudius and the fact that he has not been able to revenge his father's murder yet. Hamlet's introspective commentary is interrupted when he sees Ophelia. In his most famous soliloquy, Hamlet ponders whether he should take action against his "sea of troubles" and seek revenge for his father's death or live with the pain of his father's murder. Hamlet's weakness is later illustrated when he passes up the opportunity to kill Claudius by rationalizing that he has made peace with God, therefore sending him to Heaven if he were to be slain. In addition to his proposal of vengeance, he also contemplates whether it is better to stay alive or commit suicide. If he were to sleep, he feels that all his troubles would vanish, and this would not be such a bad thing. However, he says that if he were ... ...very attractive because it would stop all the troubles that one has to put up with in human life. He acknowledges that he doesn't know what that would involve on the fundamental level, continuing on from what he has already said, explain that because he doesn't know what the lot of his soul may be after death, he is unwilling, even afraid, to take his own life. He dreads what comes "after death", probably especially because he could be damned for committing the sin of suicide, in which case his existence after death would indeed be very bad; and he points out that if he doesn't like it after death he can't come back to human life. But, of course, one can be fearful without being a coward; and we see from events in the play that he isn't really a coward. He faces the ghost bravely, faces his killing of Polonius bravely, faces Claudius the powerful reigning king bravely, faces the pirates bravely, and faces death bravely. This whole speech is just thinking, at one moment in his life. William Shakespeare. Hamlet. Trans. Robert Fagles. The Norton Anthology of World Masterpieces. Expanded Edition in One Volume. Gen. Ed. Maynard Mack. New York: W.W. Norton, 1997.

Kindergarten History Essay

The development of early childhood education in the United States has been spearheaded by the need for an emerging society to cope with social and economic challenges. There are at important reasons why early childhood education gained more acceptance through the years. As society opened up to accepting women as part of the workforce, working mothers demanded more institutions that can accept early education for their children. The desire of the government to make their citizens more globally competitive increased thereby supporting education from the very young levels of citizenry. Educators and leaders believed that poor communities have better chances of development if illiteracy is arrested the earliest possible time. And best reason why early childhood education has developed is the great response in children that all programs have been challenged to sustain. Caldwell shares her thoughts on how parents and teachers could sustain this excitement for learning innate in children. â€Å"Yes, it’s thrilling to be part of that excitement for learning. I think the first thing that adults have to do is respect it. Curiosity is an absolutely wonderful thing, yet sometimes parents and teachers find it annoying-the 50th â€Å"why† question of the day, for example. Parents want to pull out their hair and say, â€Å"Oh come on, we’ve talked about that enough. † So the most important thing for that excitement and curiosity is to reward it, to let children know that we are impressed that they are curious about something. † (Mabie, 2001) Kindergarten is an educational program for students aged three to seven. Programs usually last from half to full days. Educators believe that the kindergarten is a venue for developing early knowledge, skills and attitude of children that will help them get a jump start at formal education. The origins of early childhood education in the US can be found in Europe. Jean Fredrick Oberlin founded a school in 1767 in France. His wife, Madame Madeleine Oberlin taught children from two to three years old. The school focused on exercise and play and handicrafts. It was more popularly known as the â€Å"knitting† school. In 1837, Freidrich Froebel put up the first school to be called a â€Å"kindergarten† in Blankenburg, Germany. His school became the first school in the world to envision education primarily for children in the pre-schooling age. Froebel is known as the creator of Kindergarten. His concept involved theories of childhood teaching and teaching material development. He also wrote the first Syllabus of Education of Man that listed basic theories of childhood education that guided schools worldwide. Early Childhood School in the US started as early child health centers. They were patterned after the French ‘cribs’ in Paris in 1844 where governments put up these centers to care for children of mothers who had to work. Whether these centers were first found in Philadelphia or New York, where women had to work during the Civil Wars, it is important to note that these centers were focused on caring for these children rather than educating them. But due to the migration of Germans to America, the concepts of kindergarten soon landed on American soil through Margarethe Schurz. In 1856, she put up the first American kindergarten in Watertown, Wisconsin. The school used German as the medium of instruction. â€Å"The first English-speaking kindergarten was found in Boston in 1860 by Elizabeth Peabody. For many years, she traveled throughout the United States, speaking about the purpose of kindergartens and their benefits to children. She helped establish kindergartens wherever she went. The first public school kindergarten was established in 1873 in St. Louis. Susan Blow, the teacher, lectured and taught kindergarten education, continuing to be a champion of Froebelian kindergarten education throughout her life. † (Spodek, 1991) By the late 1920’s, the centers realized that besides keeping the children clean and fed, there was the opportunity to transform the venue to serve for educational needs. â€Å"The average poor child in 1860s St. Louis completed three years of school before being forced to begin work at age 10. Susan Elizabeth Blow addressed that problem by offering education to children earlier. Applying Friedrich Froebel’s theories, she opened the United States’ first successful public kindergarten at St. Louis’ Des Peres School in 1873. Blow taught children in the morning and teachers in the afternoon. By 1883 every St. Louis public school had a kindergarten, making the city a model for the nation. Devoting her life to early education, Susan Blow was instrumental in establishing kindergartens throughout America. † (Watson, 1997) Maria Montessori has been a household name in early childhood education because of the amount of work and research that Maria Montessori has brought into early childhood education. As a physician working in a psychiatric clinic in Rome, she discovered that it was possible to train mentally defective children in order for them to be safer and become part of a productive sector of society. Her success of handicapped children led into her to be hired to help non-handicapped children as well. Her practice and further research helped Montessori develop a curriculum for children that helped them maximize their full potentials in reading and learning. Montessori schools began to get established in the United States before the World War. Although crash in the economy led these Montessori schools to fade in the 1930s, there came a resurgence of Montessori institutions by the 1950s. Though the Montessori Method was very popular, it would be best to note that some Montessori associations are purist of the methods while others were not. Today, early childhood educators are serious and committed in developing the kindergarten in helping future citizens of the country in becoming productive and responsible citizens. References: Watson, Bruce. 1997. Kindergarten. http://www. geocities. com/Athens/Forum/7905/fblkind. html Mabie, Grant E. 2001. A life with young learners: an interview with Bettye M. Caldwell. The Educational Forum. http://findarticles. com/p/articles/mi_qa4013/is_200110/ai_n8999175 Spodex, Bernard. 1991. Foundations of Early Childhood Education. Allyn and Bacon. Boston.

How Soon Hath Time

HOW SOON HATH TIME- JOHN MILTON HOW SOON HATH TIME is a Petrarchan sonnet written by John Milton the famous English poet. It is a sonnet written on the 9th of December 1631. Typical of the Petrarchan sonnet, there is a tonal change as well as a change in the mood and emotions of the poet. The poem has an autobiographical touch. In the Octave, the poet laments the passage of 23 years of his life, especially the 23rd year. The sonnet begins with a tone of frustration and desperation. He suffers from the complex growing youngsters have. Time is pictured as a subtle thief of youth which has wings and it has carried away the 23 years of his life. His days are hurrying away in a rush. He is growing by age, but the spring of his life has seen no bud nor blossom. He fears that he has not achieved anything in his life despite crossing 23 years. In the second half of the octave, he states that though he has attained manhood, he does not look his age. He has that physical immaturity which has made him look very young and effeminate. He despairs of not only being unmasculine, but also a failure in life as a poet and also as a respectable man of high standing. Physical immaturity seems to go hand in hand with mental, psychological and intellectual immaturity. Though he is a man now, he does not have the mature looks nor does he find an inward ripeness. He feels sad that some people are so well endowed at the proper time. The word ENDOWED suddenly makes the poet realize the ‘one who endows'- God. Eventually the mood changes. There is an introspection and acceptance. He comes to terms with the reality. He feels that all he needs is time and necessarily, along with it ,the blessings of God. He would, one day, sooner or later, in a large amount or small, bless him. It is destiny, he realizes. He would indeed be blessed by God and his fortunes may change for the better. He decides to ‘stand and wait' in anticipation of the grace of God. He feels that right now, it is the destiny allotted by God and accordingly, he has to carry out his part of the duty and wait in patience. He dreams of a day when God blesses him in His own strictest measure. He would bless him with a sense of creativity so that he would bloom to be a better poet. He realizes that human beings are allotted to play their roles, to perform God's will. If he waits with patience, God's grace would be on him eternally. Sometimes less, sometimes more, it may vary, but the Almighty, the Power, would always remain up above, blessing him. So all he needs is Time, Patience and the will of Heaven. In the last line, the poet refers to God as a Taskmaster. A taskmaster's job is to extract work and God will make him strive hard so that one day he would be a greater poet; because that is what, he feels ,God intends him to be. If not today, perhaps someday, he will achieve what he dreamed of, the success he strived for and the glory he anticipated. He would certainly succeed as what he aspired to be. The sonnet ends with a tone of hope and consolation. Milton presents the same theme in ON HIS BLINDNESS. A parallel reference can be made of the lines from Shakespeare's AS YOU LIKE IT where he speaks that we are allotted to play our roles; to perform God's will. — † All the world's a stage and all men and women mere players

The eNotes Blog On Following Your Passion Interview with YumiSakugawa

On Following Your Passion Interview with YumiSakugawa Yumi Sakugawa is a writer and illustrator located in Los Angeles, CA. She works with as our primary illustrator, and has published two books,  I Think Im in Friend-Love With You  and  Your Illustrated Guide to Becoming One with the Universe. Her work is sincere and ethereal, striking a   balance between poignant and peculiar. We are obviously fans- but we think youll enjoy her perspective and her answers from our quick chat with her. When did you first become interested in drawing and writing comics? Were you a student that doodled in the margins of your notebooks? Ive always loved drawing, writing and making up stories ever since I was maybe five or six years old. And yes, much to the constant exasperation of all my teachers, I was a student who doodled way too much in the margins of my notebooks. What was it like the first time you were published? How old were you, and what do you remember most about the experience? My first published book  I Think Im in Friend-Love With You  came out in 2014. I was 29-years-old. It had always been a bucket list item of mine to have a published book before turning 30, so seeing my book in bookstores was and is a very gratifying experience. What comes first when developing your comics, the words, or the illustrations? Do you think there’s a particular reason for this order? Is it contingent upon the project? It varies project by project. Sometimes the imagery comes first, sometimes the words come first. With every story, it is whatever feels the most intuitive. It appears that much of your work relies on your own proximate relationship with the universe, how do you interpret your personal spirituality and apply it to your artwork. Are there particular objects or moments that you feel best represent your perspective on spirituality? I once had this surreal spiritual experience when I was 23-years-old, sitting on the ground outdoors, and looking up at a moon slowly moving across the length of the night sky. Suddenly I had an image of a divine figure pushing the moon with the tip of his or her celestial fingertips and I was so blown away by that concept for a few moments I felt the boundaries between myself and the rest of the universe completely vanish. I always go back to that moment when I think about what spirituality and art mean to me. It is all about interconnectedness and being an ocean as opposed to an island. How did you get your start as a writer/artist? Did anyone in particular influence you? I made a bunch of comics and kept sharing them on the internet or through self-published zines until one day I happened to accidentally create a web comic that went viral which eventually lead to the publication of my first book. Alex and Ann Chiu are an awesome artist couple now based in Portland who first introduced me to zine culture. We love your books I Think I am in Friend-Love with You and Your Illustrated Guide to Becoming One with the Universe, they seem to be equal parts honest and surreal. What artists have influenced you the most, and how have you been able to define your own style as an artist? I dont know if I really have an answer for how to define your own style as an artist. You keep making work that feels the most honest to you, and from there your own unique voice and perspective subconsciously emerge from the act of making work over and over again. Haruki Murakami, Aimee Bender, Ray Bradbury, Miranda July, Adrian Tomine, Jillian Tamaki, Michael DeForge, Moto Hagio, Inka Essenhigh are some of the many artists, cartoonists and writers off the top of my head whom I consider to be an influence. As the primary illustrator for , you must have a pretty vast knowledge of the written works we have study guides for, do you have any favorite illustrations of books that you’ve done for the site? If so, what are they, and why do you like them so much? I really like the image I came up with for  Catcher in the Rye. I love stories about adolescent coming-of-age. Where do you see yourself in five years? What long-term goals do you have set? I hope to still be living in Los Angeles, but with a house and a backyard so that I can finally own a dog. That, and still be making comics and art. The Everyday eNoter’s bookshelf is always full, what’s your current favorite read? Why? My favorite book Ive read all year so far is  The First Bad Man  by Miranda July. It is weird, intensely honest, and mesmerizing from beginning to end. It feels like a punch in the heart. What’s the best advice you’ve ever received from a professor or teacher? A writing mentor of mine once said, Just get it done. What advice can you give the students that use about pursuing their dreams? Just get it done. Also, meditate every day for 20 minutes. Looking back, what advice would you give your freshman self? I dont know, with the time travel paradox and all that, I think Ill just let my freshman self do her own thing. Im pretty content with how things are in my life right now! And finally, what’s your go-to music/soundtrack for working/writing? Indie rock and moody instrumentals from the early 00s because my music tastes are eternally frozen in my college years. To learn more about Yumi and her artwork and books, visit  her website and follow her on  Instagram  and Twitter. Also, be sure to check out 20 Illustrations of Shakespeare Quotes where we showcase her Shakespeare play scene illustrations.

Top 3 Supreme Court Cases Involving Japanese Internment

Top 3 Supreme Court Cases Involving Japanese Internment During World War II, not only did some Japanese Americans refuse to relocate to internment camps, they also fought federal orders to do so in court. These men rightfully argued that the government depriving them of the right to walk outside at night and live in their own homes violated their civil liberties. After Japan attacked Pearl Harbor on Dec. 7, 1941, the U.S. government  forced more than 110,000 Japanese Americans into detention  camps, but Fred Korematsu, Minoru Yasui, and Gordon Hirabayashi  defied orders. For refusing to do what they’d been told, these courageous men were arrested and jailed. They eventually took their cases to the Supreme Court- and lost.​ Although the Supreme Court would rule in 1954 that the policy of â€Å"separate but equal† violated the Constitution, striking down Jim Crow in the South, it proved incredibly shortsighted in cases related to Japanese  American internment. As a result, Japanese Americans who argued before the high court that curfews and internment infringed upon their civil rights had to wait until the 1980s for vindication. Learn more about these men. Minoru Yasui v. the United States When Japan bombed Pearl Harbor, Minoru Yasui was no ordinary twenty-something. In fact, he had the distinction of being the first Japanese American lawyer admitted to the Oregon Bar. In 1940, he began working for the Consulate General of Japan in Chicago but promptly resigned after Pearl Harbor to return to his native Oregon. Shortly after Yasui’  arrived in Oregon, President Franklin D. Roosevelt signed Executive Order 9066 on Feb. 19, 1942. The order authorized the military to bar Japanese Americans from entering certain regions, to impose curfews on them and to relocate them to internment camps. Yasui deliberately defied the curfew. â€Å"It was my feeling and belief, then and now, that no military authority has the right to subject any United States citizen to any requirement that does not equally apply to all other U.S. citizens,† he explained in the book And Justice For All. For walking the streets past curfew, Yasui was arrested. During his trial at the U.S. District Court in Portland, the presiding judge acknowledged that the curfew order violated the law but decided that Yasui had forsaken his U.S. citizenship by working for the Japanese Consulate and learning the Japanese language. The judge sentenced him to a year in Oregon’s Multnomah County Jail. In 1943, Yasui’s case appeared before the U.S. Supreme Court, which ruled that Yasui was still a U.S. citizen and that the curfew he’d violated was valid. Yasui eventually ended up at an internment camp in Minidoka, Idaho, where he was released in 1944. Four decades would pass before Yasui was exonerated. In the meantime, he would fight for civil rights and engage in activism on behalf of the Japanese American community. Hirabayashi v. the United States Gordon Hirabayashi was a University of Washington student when President Roosevelt signed Executive Order 9066. He initially obeyed the order but  after cutting a study session short to avoid violating the curfew, he questioned why he was being singled out in a way  his white classmates were not. Because he considered the curfew to be a violation of his Fifth Amendment rights, Hirabayashi decided to intentionally flout it. â€Å"I was not one of those angry young rebels, looking for a cause,† he said in a 2000 Associated Press interview. â€Å"I was one of those trying to make some sense of this, trying to come up with an explanation.† For defying Executive Order 9066 by missing curfew and failing to report to an internment camp, Hirabayashi was arrested and convicted in 1942. He ended up jailed for two years and did not win his case when it appeared before the Supreme Court. The high court argued that the executive order was not discriminatory because it was a military necessity. Like Yasui, Hirabayashi would have to wait until the 1980s before he saw justice. Despite this blow, Hirabayashi spent the years after World War II getting a master’s degree and a doctorate in sociology from the University of Washington. He went on to a career in academia. Korematsu v. the United States Love motivated Fred Korematsu, a 23-year-old shipyard welder, to defy orders to report to an internment camp. He simply did not want to leave his Italian  American girlfriend and internment would have separated him from her. After his arrest in May 1942 and subsequent conviction for violating military orders, Korematsu fought his case all the way to the Supreme Court. The court, however, sided against him, arguing that race did not factor into the internment of Japanese Americans and that internment was a military necessity. Four decades later, the luck of Korematsu, Yasui, and Hirabayashi changed when legal historian Peter Irons stumbled upon evidence that government officials had withheld several documents from the Supreme Court stating that Japanese Americans posed no military threat to the United States. With this information in hand, Korematsu’s attorneys appeared in 1983 before the U.S. 9th Circuit Court in San Francisco, which vacated his conviction. Yasui’s conviction was overturned in 1984 and Hirabayashi’s conviction was  two years later. In 1988, Congress passed the Civil Liberties Act, which led to a formal government apology for internment and payment to of $20,000 to internment survivors. Yasui died in 1986, Korematsu in 2005 and Hirabayashi in 2012.

Does Different Business Strategy Is Indeed a Requirement for Success Essay

Does Different Business Strategy Is Indeed a Requirement for Success - Essay Example According to the research findings, it can, therefore, be said that competition is even more profound in businesses surviving in competitive markets. Companies will, therefore, resort to innovation whereby new untapped markets will be created. However, creating and investing in new markets has its risks and disadvantages. The other option involves applying robust efforts to provide the same services and products better than any other player in the same industry does. However, the benefits cannot be retained for a long time. Therefore, the most successful business organizations resort to a hybrid of the two options. Best market players combine innovativeness and best of service to produce a different business field where competitors will find hard to compete. Most successful global business organizations have indeed survived the torrential market conditions by playing it differently. Apple is one of the leading companies in the production of high-tech electronic gadgets. Due to its su ccess, the company has become envy to most companies that are trying to follow its steps. With Steve Jobs as its current CEO, the company has achieved much success than other companies that have been in the industry for many years. Currently, the company’s market capitalization has exceeded $ 200 billion and this makes Apple find a position in the top ten companies in the globe. Currently, the company is ranked slightly below Microsoft, which is the leading technology company in the world. The most striking thing about the success of the company is how fast the company has achieved the success. Other market players in the industry are hoping to learn the secrets of the company and if possible emulate them. To understand Apple secrets, one needs to make a detailed analysis of its business strategies in order to determine how the same has indeed contributed to its success. Firstly, unlike other companies in the industry, Apple is a vertically integrated company. This implies th at the company control or owns most of the technology required to produce its products.