What Was the Chicano Movement?

What Was the Chicano Movement? To some of us the Chicano Movement was a period of time where historians describe as a civil rights movement. Although the Chicano Movement has open many opportunities for different cultures and ethnicity to be acknowledged, it s a fight that well always be remembered in history. What made is era between 1960s to1970s so special, is that it opens many public viewers on the Spanish community and all the obstacles that Mexican-Americans had to encountered. This gives Americans a chance to understand other peoples cultures. Society has portray America as the land of the free, but looking back at the past many different ethnicities and different skin color people had to go from end to end encountering numerous suffering and pain in order to have the freedom they do today. Taking into consideration that some people today still take the Chicano Movement in vein, failing to understand its impact. Although at the heat of the battle many Mexican-Americans gave up hope and faith in their community. In spite of this, there is still some Latinos left that was willing to fight until the end. A man that believes in what is justified and moral; and that man is Cesar Chavez. The Chicano Movement inCalifornia started in the 1960s when Cesar Chavez led the United Farm Workers Organizing Committee. He organized the farm workers in the central valley of California. Chavezs main strategy for the farm worker was to focus most his ideas into the strikes, boycotts, and committing himself not use violence, and the importance of having faith and praying to achieve his goal. Not only was Cesar Chavez a big influence to the Mexican community, other organizations such M.E.cH.A, and New Raza Left had a major impact too. M.E.cH.A, (Movimento Estudiantil Chicano de Aztlan) is an organization that search for and help students from high school and colleges understand the importance of Mexican-Americans culture. On the other hand, the New Raza Left was an organization that helps the Latinos community. The purpose of this organization is to close the issues in California to the anti-immigration Proposition 187, as well ass the anti-affirmative action Proposition 209, and the anti-bilingual education Proposition 227. Importantly this organization has help fought against colleges and universities that refused to educated the mistreating of different ethnic such as; Mexican-Americans, Asian-Americans and African-Americans. In the spirit of the Chicano Movement it help colleges and universities to have an open mind on a higher level of education that led to the foundation of the Chicano studies. During the 1960s until now many Mexican Americans has fought their heart out to have the right to be treated as an equal, not gather than or less than any human being. Part of the Chicano Movement was to create a mixture of educational goals, cutbacks on school dropout rate, improving educational achievement, and creating a bilingual-bicultural program. While the civil rights movement was reaching across the nation and over hearingMartin Luther king non-violent protest, other ethnicity groups saw a chance to stand up and doing something for their community. Which led into aLos Angeles high school blowout in 1968. At the students walkout protest in Lincoln High School and Roosevelt the Los Angeles police officers brutally attacking several students for blocking a fire exit. During this big blow out young Mexican-Americans got to witness their peers fighting for a change. They also got to experience how the Latinos community was not respected and treated as second-rate citizens. On an interview, Rosales stated, remembers that farm workers were thought of as ignorant, lazy, stupid, and dirty. In another segment, a second interviewee recalls that being Mexican was a burden(Chicano; History of the Mexican American Civil Rights Movement). The Chicano movement has indeed affected and help changed California to what it is today, it was every cultural as well a following movement helping to create a new global cultural of different individuality. The time has come for the American people to learn about the civil/human rights struggle that minorities had to face. What is now consider a mistake in the past, is knowledge to the future that will help young students open their eyes to greater understanding of different ethnicities. Without the Chicano Movement, young Mexican-American would not understand the value of their freedom. Whereas, in todays world many of us are free to live among any different nationalities. The reason we have this freedom, is because of all the hard works that our ancestors had to go through in order for this generation to not suffer the same pain they went through. In todays education it is more rounded, meaning that in school, professors/teachers have to teach about the past history, like different cultures, religions races and etc. However, back in the 1960s many students did not get the education students have today. In a chronicle Art Fights the Power written by Sam Martian talks about a young boy (Malaquis Montoya) that also fought through the civil rights movement and was also a big part in the Chicano Movement. Like the rest of the Latinos community, struggling to live in the society of racism and discrimination. Although life was rough for Montoya he soon later get into University of Berkeley and become s professor at Davis. The government was finally beginning to recognize the problems that were being brought into the mainstream of society. People that were not of Mexican descent were shown what was happening in other social and economic groups. Local organizations gained strength and many started to campaign together in an attempt to raise public awareness. Education was at the top of this organizations priority list. People actively involved in the movement saw the need for a change in the system that for so long satisfied a narrow-minded society. There are several events that initially sparked the kindling of the Chicano Movement. The huge outcry by lower-middle class Mexican citizens was publicized more as people began to take action. These actions were not always legal or morally justified, but they did show the power behind the movement. The public saw many acts of violence against policemen and white businessmen. These acts were often the only thing seen by the general public, due in part to the press. There was much more to the movement than just this, however. Education for Mexican-Americans, or Chicanos, was something that was fought long and hard for. Years of oppression and social inequality were ingredients for an unpleasant time of protest, and violence, and incriminating actions. For many years, Chicanos in California and the Southwest had to deal with segregation, police brutality, and unlawful convictions. The children were thought of as future laborers so they werent taught with the same standards as other children. There was an ongoing struggle with Chicanos all over the country along with the African-Americans who felt cheated in similar ways to gain the civil rights that the Anglos had. These actions were eventually brought to the attention of The Supreme Court and overturned and set new standards for the events to come. The 1960s were a time of movement and struggle for the Chicanos in the United States. Chicano students felt that they were being deprived their education and that it was becoming a big problem. This had been the first time that they had actually begun making actions since there were some in college, and they realized that what was being done was unfair. High school students had begun to talk and begun to plan their walkouts. They had many reasons to Many schools that were predominantly made up of Mexican Americans, as well as African American were funded less than the Anglo schools of other areas. In Texas in 1970, Mexican American schools only received 3/5 of the Federal appropriations that Euro American schools were receiving. In Bexar County, a poor Chicano district, with five times less property value than the Euro American district, received less state aid per pupil than its wealthier Euro American neighbor. (Acuna, 413) The Chicanos realized that without educational equality, access to higher education was impossible. So once again, as in other instances, the people took it to the courts. This time there was more than one case involved in gaining progress. In 1968, the first case was Serrano v. Priest where John Serrano Jr. sued the California state treasurer on the grounds that his son received an inferior education in East Los Angeles because of the of the local property taxes financed the local schools. The argument was that the poor districts did not receive as much funds as the wealthier ones and in turn, the students were given the unequal treatment. He was trying to prove that money equaled education. As a result of Serrano taking his case to the Supreme Court, the court ruled in favor of Serrano stating that Californias school districts violated the state Constitutions equal protection clause by denying equal access to education. In a similar case, San Antonio School District v. Rodriguez, filed in 1968, the Supreme Court found that the U.S. Constitution did not include equal education as a fundamental right.

Osmosis: Potato and Blackcurrant Squash

In biology, osmosis Is defined as the diffusion of solvent molecules (usually water molecules) across a semi-permeable membrane from a region of lower solute concentration to a region of higher solute concentration. Osmosis Is of great importance In biological processes where the solvent Is water. The transport of water and other molecules across biological membranes is ssential to many processes In living organisms.The pressure exerted by the molecules of the solvent on the membrane they pass through is called osmotic pressure. Osmotic pressure is the energy driving osmosis and is important for living organisms because It allows water and nutrients dissolved in water to pass through cell membranes. There are three types of condition that Involves osmosis which Is hypotonic, hypertonic and isotonic. In a hypotonic solution, the water will move into the cell due to the outside of the cell having a lower solute concentration than the inside of the ell.When an animal cell Is placed In a hypotonic surrounding (lower solute concentration), the water molecules will move into the cell causing the cell to burst and haemolysed. When plant cell Is placed In a hypotonic solution, water molecules diffuse into the cell and the plant cells remain turgid because the cell wall prevents bursting. In a hypertonic solution, water will move outside of the cell due to the outside of the cell is having a higher solute concentration than the Inside of the cell.When an animal cell, a red blood cells is exposed to a hypertonic surrounding (higher olute concentration) the water will leave the cell causing the cell to shrink and it Is said to undergoes crenation. If a plant cell is placed in a hypertonic surrounding, the cell wall cannot prevent the cell from losing water as the water moves out from the cells. It results in cell shrinking, plasmolysis occurs (cell becoming flaccid), In an isotonic solution, there is no net movement of water as the interior and exterior environment of the cell Is having the same solute concentration.RESEARCH QUESTION: How does the dfferent concentration of blackcurrant squash solution affects the ercentage change in mass of chipped potatoes after being immersed in solution for 15 minutes? HYPOTHESIS: The higher the concentration of blackcurrant squash solution, the lower the concentration of the solution getting bigger, water inside of the cells will move outside the cell and this is called hypertonic. The movement of water diffuse out of the cell causes the size of the potato to decrease and shrinking in size to crenate.VARIABLES: TYPE OF VARIABLES VARIABLES UNIT WAYS TO CONTROL INDEPENDENT Concentration of blackcurrant squash solution Use different concentration of blackcurrant squash solution which is 0%, 20%, 40%, 0%, and 100%. DEPENDENT Percentage change in mass of chipped potatoes Weigh the potato using a weighing balance to get the initial mass. Then, immersed the potatoes in the different concentration of the solution for 15 minutes. Find the final mass to get the average mass. Calculate the percentage using the formula: XIOO% CONTROLLED 1 . Volume of solution cm3 Use 30 cm3 of solution for each boiling tube measured by measuring cylinder. . Type of potato Use the same type of potato 3. Time taken to immersed the potato in the solution min Fixed the time taken for the potato to be immersed in the solution as 15 minutes by sing a stopwatch. 4. Temperature Conduct the experiment in the same room using a thermometer. 5. Initial length of the potato chips cm each. Table 1: Table of variables and method to controls it. MATERIALS AND APPARATUS: MATERIALS APPARATUS 1. Blackcurrant squash at a concentration of 556 g dm-3 , 100 cm3 2. Distilled water, 100 crn3 3. Large baking potatoes 1. Boiling tube, 6 2. White tile, 6 3.Ruler, 1 4. Scalpel, 1 5. Measuring cylinder, 50 cm3 6. Cork borers, 1 7. Weighing balance, 1 Table 2: Table of Materials and Apparatus METHODOLOGY: PROCEDURE: 1. boiling tube is prepared and labelled as A, B, C, D, E and F. 2. 30 cm3 of distilled water is measured using a measuring cylinder and poured into test tube A. For test tube A, volume of blackcurrant squash is O cm3. For the rest of other test tubes, the volume of blackcurrant squash and volume of distilled water is measured as shown in column 4 and 5 in the table respectively using a measuring cylinder. 3.The potato is cut up using a cork borer making it into small pieces to fit in the boiling tube. The potato skin is cut off and trimmed. 4. The potato chips are dried on a towel paper. . The potato chips are weighed using a weighing balance and the mass is recorded in a table as initial mass. 6. The chips are placed in the blackcurrant squash solution and leave it for 15 minutes. 7. Make sure the solution covered the chips completely so that the process of osmosis can occur efficiently. 8. After 15 minutes, the chips are taken out and dried using a paper towel. 9.The potato chips are weighed using a weighing ba lance and the final mass is recorded in a table. 10. The change in mass of potato chips and the percentage change in mass of potato chips are calculated. 11. Steps 2 – 10 are repeated 3 times. 12. The graph of concentration of blackcurrant squash solution against percentage change in mass is plotted.Graph above shows that as the concentration of the solution increases, the percentage change in mass of the potato will decreases. This is because at the highest concentration, less amount of water is present in the solution than the concentration of the sucrose. Based on the raph above, we can see that the graph of concentration of blackcurrant squash solution against percentages changes in mass is inversely proportional to each other. The percentage change in mass is constant throughout the experiment as the slope or the steepness of the graph wasn't extreme and it decreases in a consistent manner. 3.At 0%, the percentage change in mass is in a positive value showing a hypotonic condition but as the concentration increases to 20%, 40%, 60%, 80% and 100%, the percentage change in mass has become a negative value. This shows that it is in a hypertonic condition. 4. As we can see on the graph, at 0% the lowest concentration it gives the highest value of percentage change in mass of 7. 60%. In this situation, hypotonic occurs as the concentration of water outside the potato chips is higher than inside the cell. Hypotonic solution is a solution with a lower solute concentration but high water concentration.This causes the movement of water to diffuse into the sap of potato cells following the concentration gradient. The rate of water moves inside the cell is higher than the water moves outside the cell and this result to the increase of size of the potato. The potato cell had become turgid and firm. 5. While, at the highest concentration 100%, the percentage change in mass is -33. 30 is the lowest value. In this situation, the potato cells are in hypertonic sol ution which is a solution with a higher solute concentration but lower concentration of water.Thus, water will move outside of the cell to the solution following the concentration gradient. The rate of water moves outside the cell is higher than the water moves inside the cell. As a result, the cell shrinks in sizes and become plasmolysed due to the water loss inside the cell. 6. At 20%, the graph loping downwards is showing a negative percentage changes in mass due to the difference than the 0%. But at 40%, the difference of percentage change in mass is bigger than the previous one with a value of -23. 20%.This is because as the concentration is getting higher, the water will moves out more than it will moves into the cells. At 60%, the percentage change in mass is -28. 00%. At 80%, the value is -31. 40% and the difference with 100% is quite small. 7. The standard deviation is calculated and it is shown in the graph as error bars. The error bars in the graph is small and cannot be seen clearly. Based on the results, he error bars show that the data that had been collected is reliable as it is very small and it indicates less variable and closer to the mean.The smaller the error bars gives you the more reliable data and accurate results. Limitation and Suggestions LIMITATIONS SUGGESTIONS 1 . When we do the dilution for the solution, the blackcurrant squash and the distilled water might not mix well. The apparatus we used here is measuring cylinder which cannot be turn upside down to get the homogenous mixture. – Volumetric flask can be used to replace measuring cylinder as it is the best apparatus to get the accurate esult. It has the most fixed values and it definitely can be turned upside down in order to mix the solution well. . The initial length of potato chips to be cut before we put it into the solution is measured using a measuring cylinder. This could affect the result because measuring cylinder has a big uncertainty which is 0. 05cm. – Instead, we can use vernier calliper that has a smaller uncertainty which is 0. 01 cm. This could give better and accurate result. 3. The volume of blackcurrant squash solution is measured using a measuring cylinder that has a bigger uncertainty of 1. cm and this could affect the result to be less accurate. To improve the results obtained, burette is used to replaced measuring cylinder as it has much more smaller uncertainty of 0. 05cm 4. The time for the potatoes left to immerse in the solution is too short which is 15 minutes. Such a short time is not sufficient for the osmosis to occur efficiently. – The duration of time should be longer to get the most accurate values. The potatoes should be left in the solution for at least 30 minutes so that the process of osmosis could happen efficiently giving out the best results. 5.When the potato chips is taken out from the solution, it must be dabbed and dried by using a paper towel to remove any liquid from the surface before wei ghing it to get the final mass. But the process might not have done the same way for every potato chip as maybe more liquid is removed from one of the potato chips but not the other. – We should at least try to dry the potato chips using the same paper towel and dried it carefully so all the liquid is removed of the potato chips so as the result will came out better. 6. The excess potatoes skin which wasn't taken out properly could give a slightly less

Effects of Verbal Communication Essay

Verbal Communication Communication of all types can be found everywhere. It does not necessarily have to be spoken or oral, it can be found in verbal and nonverbal forms. This is especially true in the areas of the criminal justice system. Communications can be found in equipment, reports, phones, in roll call, or everyday operations. For police officers and other members of the criminal justice system, communication in some form or type can always be certain. It may be in the form of verbal communication, such as roll call, talking with the public, talking to peers, inmates, administration, or supervisors. It is said that nearly 70 percent of one’s time is spent communicating (2009). Officers or those appointed by the department, talk to the media on a daily basis. Whether it is the television, the newspaper reporters, or the radio, it is on a daily basis. For law enforcement officials there is the need to communicate with the press from time to time. This could be to talk about public affairs, providing information about a situation that the police are involved in, or to make announcements. It is common in most areas that law enforcement appoints a spokesperson for the department. This person chosen represents the community and the department, along with all officers. This person must have the intelligence and the ability to speak clearly and in a concise manner, and have the ability to understand questions if asked. He or she should have some clear understanding of what the media only needs to hear. One way to assure this is to him or her draft a statement, before making the announcement to the press. When drafting the announcement and when reading the announcement, the person should avoid using what is called police jargon or codes. Using such language can be confusing to the general public and may cause confusion with the press. When talking to the press he or she should be able to avoid being distracted and should keep eye contact with those who he or she are talking to. Nonverbal communication between the press and officers can also have a confusing effect at time. â€Å"Sometimes nonverbal messages may contradict verbal; often they may express true feelings more accurately than the spoken or written language (Murphy & Hildebrandt). For nonverbal communication, the situations that he or she may want to be careful with can include the stance. There should be no slouching or leaning on the podium. This gives an appearance of the press seeing that he or she either does not want to be there or it could show disinterest. The spokesperson choose vocabulary carefully also. He or she may want to use a friendly tone also, and avoid using emotions during the press release. This must remember that the press usually ahs cameras somewhere that records everything that is said verbally and nonverbally, which may cause some confusion. The courtroom is another place that communication is done daily. Within this setting the law enforcement officer or other personnel, may be called to testify for the prosecutor. Communication in the courtroom setting for police, prosecutors, defense, the suspect, judge and jury, all play a crucial part. The officer when called to testify, should have the ability to understand the questions clearly, is able to listen effectively, and be able to explain the facts written in his or her report. The affidavit is based on the facts that have been written in the officers’ incident report. There may be situations or times when an officer feels uncomfortable, while sitting or standing in a group of other people. Or he or she may fill uncomfortable when having to be in front of the others in the courtroom. The officer should never let emotions or nonverbal cues cloud his or her testimony. During cross-examine; the reputation of the officer could be misinterpreted. Before testimony officers should try to talk to the prosecutor to learn what to expect. He or she may want to practice the testimony also. Being able to communicate verbally and use less nonverbal cues like emotions, could make the difference in the testimony. When testifying the officer should be able to answer in a clear and audible voice with recalling or stating just the facts. He or she may also want to remember to present themselves as a professional and to look and act as one. Not only is his or her reputation at stake, but the department also. For law enforcement personnel who work inside the correctional facility, communication techniques can be a critical part of the job. Officers must be able to talk to their peers, and inmates. The ability to be an active listener, understand, read and write clearly and to follow verbal and nonverbal orders are very important. There may be issues at time among inmates that may cause a barrier of communication. Some of these barriers could include the disruptive inmate, a language barrier, such as a foreign language or a deaf person. There may be the inmate that may cause tension between the officers and others. There are many factors to consider on how to communicate within the correctional setting. There is the use of daily reports that must be filled out by officers. There has to be a clear understanding by the officers and other employees of operating procedures. Incident reports that are fact based must be filled out by officers involved. As with police the correctional officer must also confront inmates and vice versa. The officer should at all times be careful of the nonverbal clues used. This would include his or her emotions at the time, the way he or she stands, or the tone of voice. Most correctional officers are trained on the use of verbal and nonverbal methods of communications before being assigned to the facility (2010). For the peer to peer communication the officer must be able to understand the assignment given, whether it is verbal or nonverbal communications. Assignments are usually given at the beginning of the shift, and it is the responsibility of the officer and peer to have a clear understanding of what it is. If the officer does not understand it is his or her responsibility to ask questions. Another form of peer to peer is among the officers themselves. Communication is a key role inside of the correctional facility when working with the inmates. He or she should be able to understand clearly the instructions that pertain to an inmate or surroundings. He or she must be able to read nonverbal cues from other officers and to be able to read nonverbal cues from the inmates. Within the Juvenile facility, there is a great need for communication of nonverbal and verbal. Like any other facility the officers must be able to understand the importance of filing out the report, whether it be an incident, daily, or new arrival. Each officer must have the intelligence and ability to be able to communicate with a juvenile in custody. Like inmates in the adult correctional setting, juveniles may also become belligerent at times and want to cause problems. The officer must be able to talk with the juvenile as well as be able to listen. Officers must also be able to read the nonverbal cues that are given by the inmates. These could include actions such as throwing of things, language, the stance, eye contact, vocal sounds, and emotions such as anger, sadness and more. Juveniles have a language that seems to be something that they have learned. Most people call it street slang and signs. Most officers are provided continuing training on problems involving juveniles, as well as training to understand the signs and slang used by them. For Officers and other employees of the juvenile facility there is the need to understand clearly the written reports, the operational procedures, releasing of information to outside agencies and families and the ability to talk clearly to peers. Officers and other employees may be called on to answer questions over the phone, concerning a juvenile. They may have to work on computers, and other equipment, or spend hours doing paperwork. This is all an important part of communicating within the facility. When an officer’s peer assigns the officer to a certain department in the facility the officer must have a clear understanding of what is expected of him or her at the time. The one way for the officer to make certain of the assignment, is to ask the needed questions if any should arise. The officer must be able to take orders on a continuous basis and be able to understand the details. When working with other officers there has to be a clear line of communication between the officers. Nonverbal cues, as with any other law enforcement facility should be easily read. The officer must have the ability to do so, in case something should happen. These nonverbal cues could be eye contact, a facial expression, or a nudge, or a physical gesture such as the wave of a hand. As with any other situation officers that work in a juvenile facility must show professionalism and act accordingly. The officer must be careful when using nonverbal communication. These include keeping the emotions from getting away from him or her, keeping the tone of his or her voice from becoming too loud, watching the stance and posture when talking to other employees, inmates, and peers. Communication can be seen in many different forms. These can include fact based reports by law enforcement officers, correctional officers, reports to the press or other media, juvenile facilities and courtrooms. There may be barriers for the officers at times, such as language, ineffective listening, a misunderstanding, or miscommunication. Whatever the reason, for one to communicate properly there must be the ability to understand, listen actively, ask questions when needed, and to speak clearly when asked to. For law enforcement and others in the criminal justice system the need to recognize nonverbal communication is essential. An officer must be able to identify cues given by a suspect, or by an inmate in custody. The law enforcement official should always act and speak in a professional matter when facing the public or fellow workers and supervisors or administrators. He or she must remember that they represent not only themselves but the departments and states they reside in. Effective communication is the key to an effective organization such as the criminal justice system.

Uncle Toms Cabin Essay - 690 Words

Uncle Toms Cabin Uncle Toms Cabin follows the lives of two slaves that live on a Kentucky plantation. Tom, a black slave, and a young mulatto woman named Eliza are under the ownership of Mr. Shelby. Tom is his most trusted slave, while Eliza is Mrs. Shelbys beloved servant, whom she has raised since she was a young girl. Mr. Shelby is a kind man, but is not very good with his finances. He is indebted to a slave trader by the name of Haley. The story begins with Haley giving Shelby the option of trading a couple of his slaves to pay off his debt. Haley tells Shelby that he wants Tom, Shelbys most faithful slave. Knowing he has little choice, Shelby eventually signs over Elizas five year old son, Harry and Tom to Mr.†¦show more content†¦There, she is reunited with her husband who has been posing as a wealthy white man. They soon hear the news that there are men after them. Dressed as two men and a little girl, George, Eliza and Harry finally cross over to Canada and their freedom . At the St. Clare plantation Tom is having and easy life. Toms happiness is short- lived when sweet Eva becomes ill and dies. Mr. St. Clare is deeply disheartened by the loss of his beloved daughter and decides to begin the process of freeing Tom and his other slaves. Tom is ecstatic when he is told of his impending freedom. Before he can finish the paperwork, St. Clare is killed. Marie St. Clare sells Tom at an auction to a man named Legree. Legree is a hard and mean man who treats Tom with disgust. The Shelbys hear of Toms location, but before George Shelby can reclaim him, Tom is beaten severely and dies in Georges arms. The young George Shelby was so distraught; he returns home and frees all of his slaves. While living in Canada, George and Eliza are reunited with relatives that had worked with Tom on the Legree plantation. After receiving an education in France, George moves Eliza and their family to Liberia, Africa where they enjoy their freedom and expand their family. 2 The author of this book, Harriet Beacher Stowe, claims this story was based on real stories of different slaves and people. Uncle Toms Cabin is believed to be one of the mostShow MoreRelatedUncle Toms Cabin829 Words   |  3 PagesUncle Toms Cabin, composed by Harriet Beecher Stowe and distributed in 1852, is an abolitionist-themed novel portraying the tragedies of bondage in the United States. It was immensely persuasive, prompted the formation of a basic pejorative, and was maybe even a reason for the Civil War. The story opens on a Kentucky ranch, home to the kind and venerated Uncle Tom, and the junior Eliza and her tyke. The story has a few significant characters, yet bases on Tom and Eliza. 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