The Womens Movement Essays -- United States History Women Essays

The Women's Movement Works Cited Missing The women’s movement began in the nineteenth century when groups of women began to speak out against the feeling of separation, inequality, and limits that seemed to be placed on women because of their sex (Debois 18). By combining two aspects of the past, ante-bellum reform politics and the anti-slavery movement, women were able to gain knowledge of leadership on how to deal with the Women’s Right Movement and with this knowledge led the way to transform women’s social standing (Dubois 23). Similarly, the movement that made the largest impact on American societies of the 1960’s and 1970’s was the Civil Right Movement, which in turn affected the women’s movement (Freeman 513). According to informant Betsie Cole, at age forty-six and an instructor at East Tennessee State University, the women’s movement made a large impact on her life growing up and she is still able to see the changes that the women’s movement has made in societ y. Cole states that women did not have to be directly involved in the twentieth century women’s movement to feel and notice the impact it had on society. Cole, for example, notes that even though she wasn’t in an organization to help support the women’s movement until she was in college, it still made an impact on her during her high school years. "The modern movement was just getting into gear when I was in high school and that was my formative years. That thinking about- well, what is a women’s role? What am I supposed to be after high school?" stated Cole. Cole considers this era a period of questioning mainly because college was considered a choice at the time when she was graduating high school. Are you going to work or are you going to start a fami... ...al interest concerning small sections of feminism rather then the whole picture," Cole said. Maybe the fragmenting of the women’s movement has to do with some women being so comfortable in today’s society that they feel no need to press on to gain more social equality. The movement has made a lot of progress in changing the views that society has caste on women by aiding in the accomplishments for equal rights. College is not presented as a choice for women, but rather a choice for both sexes, right along with choosing a career and working. Granted that men do have more benefits with pay and support, but now women are not looked down on for going to college. Striving for equal rights and opportunities is still a major issue for women and probably will be for years to come. Cole summed it up best by saying, "I still believe that one person can change the world!"

The Brain & Its Functions

Opening Notes: * Interest and research in the brain is at an all-time pace The cure for some common diseases such as Alzheimer’s, Parkinson’s and Multiple Sclerosis has accelerated the efforts of many scientists * Many of the names for the parts of the brain have come from Latin and Greek words * The easiest way to learn about the brain is to look at it as three divisions; the hindbrain, the midbrain and the forebrain * Modern imaging has allowed us to study the brain and locate where important functions are occurring * Functions do not happen in just one area of the brainMany neural layers and areas are found in any one activity that happens. * Some areas do appear to be predominantly involved in certain functions. The hindbrain: * The hindbrain is located where the spinal cord goes into the cranium * The first area that we see if the medulla. It is the swelling at the tip of the spinal cord. * It is concerned with all of our automatic functioning, such as breathing, h eart rate and swallowing medulla: controls all involuntary responses * reticular formation: regulates sleep and wakefulness reticular formation: regulates sleep and wakefulnessInside the medulla is the reticulum activation system It is concerned with arousal, attention and sleep * The second part of the hindbrain that we see is the cerebellum Is sometimes called the small brain cerebellum: controls coordinated motor activity e. g when you first learn to ride a bike, you have to think about everything you do. After you learn to ride a bike, it becomes totally automatic, and that is because of the cerebellum * The next part that we see is the ponsPons means bridge in Greek and that’s exactly what the pons is * It is a bridge taking in all of our sensory information and taking it to the cortex to be interpreted. pons: the bridge from brainstem to cortex The midbrain: * The midbrain takes all of the incoming neural information and channels it to the correct part of the cortex to be interpreted. * It is also involved in muscle tone and helps in sleep, wakefulness and attention. The forebrain: * It is the most complicated part of the brain, and it is what separates us as human beings from other animals. When we first look inside the skull, what we see is the cerebrum. * The cerebrum is composed of two parts called hemispheres; the right side and the left side * The outer covering of the cerebrum is called the cortex * It is made up of what is called convolutions – the worm-like structures that you see when you look at the brain convolutions: folds in the brain that store memories * We can look at the cortex in another way and divide the cortex into four sections called lobes; function of the lobe is to interpret information coming in from our senses cortex: surface layer of brainLobes: * Located in the back of the head is the occipital lobe. * The occipital lobe processes visual information, or what we see. occipital lobe: interprets visual information * Coming to the top of the head is the parietal lobe. * The parietal lobe processes information on pain, touch, temperature and pressure parietal lobe: interprets temperature, pain, pressure and touch * Located on the sides of our head, right above our ears, are the temporal lobes. * The temporal lobes process auditory information, emotion, and have a part in memory temporal lobe: interprets auditory information Located right above our forehead is our frontal lobe; it is the largest part of the cortex and the part of our brain that makes us human. * It is involved in speech production, logical and rational thought, and has the ability to understand and plan the future. frontal lobe: controls speaking, thought and future planning * There are two areas behind the frontal lobe. * The first one is the motor cortex and it interprets our muscular sensations. motor cortex: controls voluntary movements Right behind it is the sensory cortex and it is the part of the cortex that tries to coo rdinate all of the information coming in from all of our senses. sensory cortex: processes body sensations Inside of the cerebrum is the limbic system: * The limbic system is a primitive part of the cerebral cortex. It is made up of several parts that have a function in the everyday working of the brain * The first part is the corpus callosum. corpus callosum: connects the hemispheres of the brain * It is a band of nerve fibers that hold the right and left hemisphere together. It allows the right side of our brain to know what the left side is doing, and the left side to know what the right side is doing. * The second structure is the thalamus. The thalamus is sort of a relay center of the brain. * It takes in all of the sensory information and takes it to the cortex to be interpreted, and takes it from the cortex back to the spinal cord to get back to the body. thalamus: relay station for visual, auditory and somatosensory information * The next part is the hypothalamus. The hypoth alamus controls all of our drives and tries to maintain homeostasis; homeostasis is an equilibrium at which our body functions best. hypothalamus: controls drives such as hunger, thirst and sex * The next structure is the hippocampus. * The hippocampus is very important in the processing of our short-term memories into long-term memories. * This is the part of the brain that is first attacked by the disease Alzheimer’s. * The hippocampus also helps us in facial recognition. hippocampus: stores short term memories and takes them to long term memories * The next part is the amygdala. The amygdala adds emotion to memory. * It also has a direct role in the formation of our memories. amygdala: holds emotion and emotion laden memories Located inside our frontal lobe are two areas that help in our speech production: * The first is Broca’s area. For most people, all right-handed people, and most left-handed people, Broca’s area is located in the left hemisphere. Brocaâ €™s area: controls our ability to speak * This allows us to speak. It coordinates what we want to say with our tongues and our muscles. The next area is located a little bit behind Broca’s area more toward the temporal lobe is Werniche’s area. * Werniche’s area allows us to understand what is spoken to us. Werniche’s area: creates the understanding of written and spoken language Lateralization in Epilepsy Patient: * Patients with severe epilepsy have allowed us to discover another important concept about our brains. * To help severe epileptics when drugs failed, a dramatic operation was performed and it involved cutting the corpus callosum. Separating the hemispheres allows the seizures to be localized and not spread from hemisphere to the other. Split-brain patients learn that the hemispheres will have distinct, different functions; this is called lateralization. Hemispheres: * The left hemisphere controls the right side of the body. * It also coordi nates our language abilities because it has both Broca’s area and Wernicke’s area in it. * The left side is also the logical, rational brain and excels in such areas as science and math. left hemisphere: controls language, logic and sequential tasks * The right hemisphere controls the left side of the body. It excels in spatial abilities. * It is our artistic and musical part of our brain. It also has a function in detecting and emoting emotions. * In all but split-brain patients, we use all of our brains and both hemispheres since they communicate with each other. * The right hemisphere knows what is happening in the left hemisphere, and the left hemisphere knows what’s going on in the right hemisphere. right hemisphere: controls spatial-visual tasks, facial recognition and creativity Extra Keywords (NEED TO KNOW THESE): * septum: controls and create rageful behavior * cerebrum: the largest part of the brain divided into two hemispheres

Genetically Modified Foods Essay

In the world, many people are not getting the balanced amount of nutrition-needed daily. There are many vitamin deficiencies that can lead to illnesses, malnutrition, and death. However, biotechnology has made this pandemic decrease through genetically modified foods. Many people think that these foods are unhealthy for people, and they are harmful. They think that this type of food is untraditional. I believe that genetically modified foods are good for countries that have high malnutrition rates. They are also good to help preserve food against pesticides. The purpose of this essay is to show how genetically modified foods are good for countries with malnutrition. Genetically modified foods are food that has received a segment of DNA or genes from another organism through biotechnology engineering. Biotechnology is the exploitation of biological processes for industrial and other purposes, especially the genetic manipulation of microorganisms for the production of antibiotics, hormones, and etc. The most commonly known genetically modified food is golden rice. Golden rice is engineered to contain a higher amount of vitamin A to improve the health of unskilled laborers in undeveloped countries. Golden rice is mainly used in Asian countries or countries whose staple food is rice. Originally, rice doesn’t have a high amount of vitamin A, and in those countries there are high amounts of deficiency in Vitamin A. Vitamin A plays a significant role for healthy vision, strong bones, supple skin, normal cell regeneration, reproduction, and helps the immune system fend off infections. A deficiency in Vitamin A can result in eye diseases such as Nyctalopia (night blindness), Xerophthalmia (dry eye syndrome) , and/or total blindness. Golden rice is enhanced with multiple DNA, including DNA from daffodils. Also, this rice has a higher amount of beta-carotene. In my opinion, golden rice is good for undeveloped countries whose staple is rice because this rice contains DNA from another plant. Therefore, it doesn’t have a lot of chemicals that could eventually be harmful to people’s body. There are more foods that are genetically modified such as corn, potatoes, soybeans, squash, canola, flax, and tomatoes. Corn and potatoes are modified with a gene to produce an endotoxin. An endotoxin is a toxic substance produced and stored within the plant tissue. This endotoxin protects these vegetables from corn-borer pest and the potato beetle. Likewise, soybeans can be modified with a gene from a bacterium to make it herbicide resistant. A herbicide is a type of pesticide that is used to kill unwanted plants, such as weeds. This can keep vegetables safe from harmful insects. These insects can destroy or make the vegetable harmful for digestion. Some people may say that genetically modified foods are untraditional. However, many foods that are used today are modified. The genes of many plants have been modified so much over the years that they are embedded into the DNA of the plant. Cross breeding was the first forms of modifying food through genetics. Since cross breeding was discovered, it was a large part of agricultural processes. Therefore, many vegetables, whether organic or not, have been modified somewhere down the history line of that vegetable. In conclusion, many people feel that genetically modified foods are not a traditional or healthy way to eat. However, genetically modified foods can help undeveloped countries become healthier and prevent some vitamin deficiencies, such as Vitamin A deficiency. Many vegetables are modified to help prevent them from their common pest and enemy-like plants. Also, throughout the years many plants have undergone minor genetic changes. These changes are used in vegetables today to help make them healthier and keep them fresher longer. This can make the world a healthier and better place.

Polands Count Casimir Pulaski and His Role in the American Revolution

Polands Count Casimir Pulaski and His Role in the American Revolution Count Casimir Pulaski was a noted Polish cavalry commander who saw action during conflicts in Poland and later served in the American Revolution. Early Life Born March 6, 1745, in  Warsaw, Poland, Casimir Pulaski was the son of Jozef and Marianna Pulaski. Schooled locally, Pulaski attended the college of Theatines in Warsaw but did not complete his education. The Advocatus of the Crown Tribunal and the Starosta of Warka, Pulaskis father was a man of influence and was able to obtain for his son the position of page to Carl Christian Joseph of Saxony, Duke of Courland in 1762. Living in the dukes household in Mitau, Pulaski and the remainder of the court were effectively kept captive by the Russians who held hegemony over the region. Returning home the following year, he received the title of starost of ZezuliÅ„ce. In 1764, Pulaski and his family supported the election of StanisÅ‚aw August Poniatowski as King and Grand Duke of the Polish-Lithuanian Commonwealth. War of the Bar Confederation By late 1767, the Pulaskis had become dissatisfied with Poniatowski who proved unable to curb Russian influence in the Commonwealth. Feeling that their rights were being threatened, they joined with other nobles in early 1768 and formed a confederation against the government. Meeting at Bar, Podolia, they formed the Bar Confederation and began military operations. Appointed as a cavalry commander, Pulaski began agitating among government forces and was able to secure some defections. On April 20, he won his first battle when he clashed with the enemy near PohoreÅ‚e and achieved another triumph at Starokostiantyniv three days later. Despite these initial successes, he was beaten on April 28 at Kaczanà ³wka.  Moving to Chmielnik in May, Pulaski garrisoned the town but was later compelled to withdraw when reinforcements for his command were beaten. On June 16, Pulaski was captured after attempting to hold the monastery in Berdyczà ³w. Taken by the Russians, they freed him on June 28 after forcing him to pledge that he would not play any further role in the war and that he would work to end the conflict. Returning to the Confederations army, Pulaski promptly renounced the pledge stating that it had been made under duress and therefore was not binding. Despite this, the fact that he had made the pledge reduced his popularity and led some to question whether he should be court-martialed. Resuming active duty in September 1768, he was able to escape the siege of Okopy Ã…Å¡wiÄ™tej Trà ³jcy early the following year. As 1768 progressed, Pulaski conducted a campaign in Lithuania in the hopes of inciting a larger rebellion against the Russians. Though these efforts proved ineffective, he succeeded in bringing 4,000 recruits back for the Confederation. Over the next year, Pulaski developed a reputation as one of the Confederations best field commanders. Continuing to campaign, he suffered a defeat at the Battle of Wlodawa on Sept. 15, 1769, and fell back to  Podkarpacie to rest and refit his men. As a result of his achievements, Pulaski received an appointment to the War Council in March 1771. Despite his skill, he proved difficult to work with and often preferred to operate independently rather than in concert with his allies. That fall, the Confederation commenced a plan to kidnap the king. Though initially resistant, Pulaski later agreed to the plan on the condition that Poniatowski was not harmed. Fall from Power Moving forward, the plot failed and those involved were discredited and the Confederation saw its international reputation damaged. Increasingly distancing himself from his allies, Pulaski spent the winter and spring of 1772 operating around CzÄ™stochowa. In May, he departed the Commonwealth and traveled to Silesia. While in Prussian territory, the Bar Confederation was finally defeated. Tried in absentia, Pulaski was later stripped of his titles and sentenced to death should he ever return to Poland. Seeking employment, he unsuccessfully attempted to obtain a commission in the French Army and later sought to create a Confederation unit during the Russo-Turkish War. Arriving in the Ottoman Empire, Pulaski made little progress before the Turks were defeated. Forced to flee, he departed for Marseilles.   Crossing the Mediterranean, Pulaski arrived in France where he was imprisoned for debts in 1775. After six weeks in prison, his friends secured his release. Coming to America In late summer 1776, Pulaski wrote to the leadership Poland and asked to be allowed to return home. Not receiving a reply, he began to discuss the possibility of serving in the American Revolution with his friend Claude-Carloman de Rulhià ¨re. Connected to the Marquis de Lafayette and Benjamin Franklin, Rulhià ¨re was able to arrange a meeting. This gathering went well and Franklin was highly impressed with the Polish cavalryman. As a result, the American envoy recommended Pulaski to General George Washington and provided a letter of introduction stating that the count was renowned throughout Europe for the courage and bravery he displayed in defense of his countrys freedom. Traveling to Nantes, Pulaski embarked aboard Massachusetts and sailed for America. Arriving at Marblehead, MA on July 23, 1777, he wrote to Washington and informed the American commander that I came here, where freedom is being defended, to serve it, and to live or die for it. Joining the Continental Army Riding south, Pulaski met Washington at the armys headquarters at Neshaminy Falls just north of Philadelphia, PA. Demonstrating his riding ability, he also argued the merits of a strong cavalry wing for the army. Though impressed, Washington lacked the power to give the Pole a commission and a result, Pulaski was forced to spend the next several weeks communicating with the Continental Congress as he worked to secure an official rank. During this time, he traveled with the army and on Sept. 11 was present for the Battle of Brandywine. As the engagement unfolded, he requested permission to take Washingtons bodyguard detachment to scout the American right. In doing so, he found that General Sir William Howe was attempting to flank Washingtons position. Later in the day, with the battle going poorly, Washington empowered Pulaski to gather available forces to cover the American retreat. Effective in this role, the Pole mounted a key charge which aided in holding back the British. In recognition of his efforts, Pulaski was made brigadier general of cavalry on Sept. 15. The first officer to oversee the Continental Armys horse, he became the Father of the American Cavalry. Though only consisting of four regiments, he immediately began devising a new set of regulations and training for his men. As the Philadelphia Campaign continued, he alerted Washington to the British movements that resulted in the abortive Battle of the Clouds on Sept. 15. This saw Washington and Howe briefly meet near Malvern, PA before torrential rains halted the fighting. The following month, Pulaski played a role at the Battle of Germantown on Oct. 4. In the wake of the defeat, Washington withdrew to winter quarters at Valley Forge. As the army encamped, Pulaski unsuccessfully argued in favor of extending the campaign into the winter months. Continuing his work to reform the cavalry, his men were largely based around Trenton, NJ. While there, he aided Brigadier General Anthony Wayne in a successful engagement against the British at Haddonfield, NJ in February 1778. Despite Pulaskis performance and a commendation from Washington, the Poles imperious personality and poor command of English led to tensions with his American subordinates. This was reciprocated due to late wages and Washingtons denial of Pulaskis request to create a unit of lancers. As a result, Pulaski asked to be relieved of his post in March 1778. Pulaski Cavalry Legion Later in the month, Pulaski met with Major General Horatio Gates in Yorktown, VA and shared his idea of creating an independent cavalry and light infantry unit. With Gates aid, his concept was approved by Congress and he was permitted to raise a force of 68 lancers and 200 light infantry. Establishing his headquarters at Baltimore, MD, Pulaski began recruiting men for his Cavalry Legion. Conducting rigorous training through the summer, the unit was plagued by a lack of financial support from Congress. As a result, Pulaski spent his own money when necessary to outfit and equip his men. Ordered to southern New Jersey that fall, part of Pulaskis command was badly defeated by Captain Patrick Ferguson at Little Egg Harbor on Oct. 15. This saw the Poles men surprised as they suffered more than 30 killed before rallying. Riding north, the Legion wintered at Minisink. Increasingly unhappy, Pulaski indicated to Washington that he planned to return to Europe. Interceding, the American commande r convinced him to stay and in February 1779 the Legion received orders to move to Charleston, SC. In the South Arriving later that spring, Pulaski and his men were active in the defense of the city until receiving orders to march to Augusta, GA in early September. Rendezvousing with Brigadier General Lachlan McIntosh, the two commanders led their forces towards Savannah in advance of the main American army led by Major General Benjamin Lincoln. Reaching the city, Pulaski won several skirmishes and established contact with Vice Admiral Comte dEstaings French fleet which was operating offshore. Commencing the Siege of Savannah on September 16, the combined Franco-American forces assaulted the British lines on Oct. 9. In the course of the fighting, Pulaski was mortally wounded by grapeshot while leading a charge forward. Removed from the field, he was taken aboard the privateer Wasp which then sailed for Charleston. Two days later Pulaski died while at sea. Pulaskis heroic death made him a national hero and a large monument was later erected in his memory in Savannahs Monterey Square. Sources NPS: Count Casimir PulaskiPolish-American Center: Casimir PulaskiNNDB: Casimir Pulaski

Free Essays on Susan Glaspells Use Of Symbols In “Trifles“

In one of Susan Glaspell’s first plays â€Å"Trifles† (1916), her use of symbols serves to build characters and add emphasis to her main points. In â€Å"Trifles† the main symbols are used to illustrate the status of women in the early twentieth-century rural society. The play tells the story of two women coming to the house of a neighbour, Minnie Wright, who has been accused in the strangulation murder of her husband. They’ve come to collect some of Minnie’s things while the men, the sheriff, county attorney, and a witness, search for clues and answers. Minnie Wright is never seen in the play, but the audience can learn a lot about her character in Glaspell’s representation by use of symbols such as the house, Minnie’s quilt and the way she quilted it, the bird, and the sardonic title of the play. â€Å"I stayed away because it weren’t cheerful - and that’s why I ought to have come. I - I’ve never liked this place. Maybe it’s because it’s down in a hollow and you don’t see the road. I dunno what it is, but it’s a lonesome place and always was† (Glaspell, 983). This is a description of the Wright’s house given by Mrs. Hale, a neighbour who Minnie in her happier days before marrying John Wright, as Miss Foster. Minnie’s life was very much like the life of the house, dreary, secluded, and lonesome. The house was down in the hollow where nobody could see, just like Minnie Wright was cooped up in the house where nobody would see her. John Wright did not give Minnie any money to buy nice clothes, so she was embarrassed to be out where all the other ladies were socializing. Minnie could not go out and buy things for herself; she could not spend the day in town if she wanted to. As a farm wife in the early twentiet h century, Minnie had to stay home and be a housewife to the full extent of its meaning. John was out working all day and Minnie was stuck in the house to work and try to pass the time. Their house had ï ¿ ½... Free Essays on Susan Glaspell's Use Of Symbols In â€Å"Triflesâ€Å" Free Essays on Susan Glaspell's Use Of Symbols In â€Å"Triflesâ€Å" In one of Susan Glaspell’s first plays â€Å"Trifles† (1916), her use of symbols serves to build characters and add emphasis to her main points. In â€Å"Trifles† the main symbols are used to illustrate the status of women in the early twentieth-century rural society. The play tells the story of two women coming to the house of a neighbour, Minnie Wright, who has been accused in the strangulation murder of her husband. They’ve come to collect some of Minnie’s things while the men, the sheriff, county attorney, and a witness, search for clues and answers. Minnie Wright is never seen in the play, but the audience can learn a lot about her character in Glaspell’s representation by use of symbols such as the house, Minnie’s quilt and the way she quilted it, the bird, and the sardonic title of the play. â€Å"I stayed away because it weren’t cheerful - and that’s why I ought to have come. I - I’ve never liked this place. Maybe it’s because it’s down in a hollow and you don’t see the road. I dunno what it is, but it’s a lonesome place and always was† (Glaspell, 983). This is a description of the Wright’s house given by Mrs. Hale, a neighbour who Minnie in her happier days before marrying John Wright, as Miss Foster. Minnie’s life was very much like the life of the house, dreary, secluded, and lonesome. The house was down in the hollow where nobody could see, just like Minnie Wright was cooped up in the house where nobody would see her. John Wright did not give Minnie any money to buy nice clothes, so she was embarrassed to be out where all the other ladies were socializing. Minnie could not go out and buy things for herself; she could not spend the day in town if she wanted to. As a farm wife in the early twentiet h century, Minnie had to stay home and be a housewife to the full extent of its meaning. John was out working all day and Minnie was stuck in the house to work and try to pass the time. Their house had ï ¿ ½...

Why Cheating Is Different in College

Why Cheating Is Different in College No matter what you did in high school when it comes to cheating, you should know that cheating in college is quite different. Its a really big deal. College administration takes cheating seriously. Its not unheard of for whole classes to be expelled for collaborating or outright cheating.  This happened recently at the University of Virginia when a large part of an economics class was caught cheating.  As a freshman, you will be introduced to the honor code at your college. It will outline the rules for your particular institution. Youll also see that colleges have honor courts, where students must go in front of a jury of peers and face charges. Not a pleasant experience for the first year of college. Why Cheating Is More Serious in College When youre caught cheating, even once, you lose all credibility with professors. This is a big loss in college. In high school, we can survive if our teachers lose confidence in us, or even if they dont like us. College is a different story.  Youre going to get to know your major professors pretty well, and youre going to need them for things like recommendations for internships, scholarships, awards, jobs, and special programs. To a great extent, your success will depend on their opinion of you. You cant afford to mess that up. Dont risk this important relationship and lose all respect. Professors are good at catching cheaters. They are smart, they put a lot of time and energy into creating assignments and tests, and they have more time and more resources for catching cheaters. They also have tenure and a little bit more flexibility than high school teachers when it comes to checking out their suspicions and following through with allegations. In high school, theres a tendency to treat cheating less seriously, perhaps because high school students are minors. In college, youre an adult. If caught cheating, youll pay adult consequences.   Your high school education may have been funded by taxes, but your college education is probably funded by you and your parents. Whenever you cheat, you are wasting time. If you cheat in college you are also wasting money. And not just a little bit of money. When you fail a class (and if you get caught cheating, youll probably receive a failing grade), you are losing the money you paid for tuition. This is likely many thousands of dollars! College is competitive. Fellow students will take cheating more seriously in college because they realize whats at stake. Theyre more likely to turn you in. Cheating is for losers. How would you feel if your parent was accused of cheating on the job? What if they were fired for it? Theyd feel the same way if you were caught cheating in college. You dont want to disappoint your parents!

African American Children and Religion Research Proposal

African American Children and Religion - Research Proposal Example Others have limited their coverage of the research population, excluding young African-Americans for a variety of reasons. This researcher, however, believes that there is an urgent need for research that highlights the positive aspects of the social behavior of today’s generation of young African-Americans, using data involving a youth research population. It is hoped that such an investigation of an important and growing sector of contemporary American society would contribute to knowledge of African-American culture, more specifically on the aspect of psychology of religion. It is further hoped that the results would provide concrete strategies for action that would inspire present and future generations of African-American families and youth to perform their important role in strengthening a nation founded on and inspired by Christian ideals. Aims of the Study The aims of this study are as follows: 1. To determine the impact of religious practice or non-practice on the social attitudes and behavior of African-American children from the ages 8 to 19 residing in a specific community. 2. To examine the religion-based determinants of positive social attitudes and behavior. 3. To identify and describe the positive religious practice role models of the research population under study. Hypothesis The study will test the following hypotheses: 1. African-American children who engage in positive religious practices develop positive social attitudes and exhibit positive social behavior (H.1). 2. African-American children who do not engage in any type of religious practice do not develop positive social attitudes and exhibit negative social behavior (H.2). Review of Literature and Preliminary Discussions One of America's founding fathers, Benjamin Franklin, stated that "religion will be a powerful regulator of our actions, give us peace and tranquility within our minds, and render us benevolent, useful and beneficial to others" (Isaacson, 2003, p. 87-88). Over the last quarter of a millennium, American society has undergone a seismic shift in several aspects, more notably in the role of religion and the belief that its practice has beneficial effects on society. Several studies (Paul, 2005; Inglehart and Baker, 2000; Idler and Kasl, 1992) have attempted to show the correlation between America's social problems and the negative effects of secularization on the practice of religion, and that such a development would have detrimental consequences to the future of democracy. Aral and Holmes (1996) and Hummer et al. (1999) also showed that this phenomenon is evident not only in America but also in other developed democracies such as Europe and Japan. On the contrary, they argue, democratic nations such as those in predominantly Catholic Latin America and in parts of Africa with societies influenced by Christianity (such as Angola, Democratic Republic of Congo, and Ethiopia) where the people are noted for religiosity often exhibit the worst forms of social behavior. In another study, Barro and McCleary (2003) used the term "spiritual capital" in reference to the social benefits that proceed with the practice of religion. They concluded that Americ a's deep social problems in a period of great economic prosperity and the highest expenditures for health care among