Earthquakes at Home Essay Example | Topics and Well Written Essays - 750 words

Earthquakes at Home - Essay Example There are also some degrees of distribution in the mid-South region, but the principal areas of high risk, which show up red on the map, tend to be located in the equivalent of the states of California, Oregon, and Washington (Science, 2010). These areas also appear to extend into the nation of Mexico. #2 Where I live, in Erie, Pennsylvania, is gray on the map of earthquake risk, meaning it has a low risk (Science, 2010). It is not near any major fault lines, so it is relatively safe from earthquakes. There are occasionally small earthquakes around Erie, but they only extremely rarely get above 3 magnitude, cause any damage, or result in any injury or destruction. #3 The earthquakes around the world seem unevenly distributed according to the map of the last week’s earthquakes. The predominant amount of earthquakes have occurred in the Pacific Rim; many of these are in East Asia and Southeast Asia (Latest, 2010). This is not surprising to me, because these areas are known to have a high earthquake risk. I have heard a lot about very bad earthquakes happening in Japan and China. #5 I have visited some of the red areas on the map, including spots in California and Mexico. In California, the real estate where I was, is too expensive for me to consider living there. I also do not want to move to Mexico, because I don’t speak fluent Spanish. However, I would be willing to live in a red earthquake risk area, if I had enough income to do so in California or, if I learned Spanish and also had a better job and income, in Mexico. I would assume that especially in the US, architects would have earthquake proofed many buildings. I would be more hesitant in living in a red zone in some country with less advanced building standards. Generally, though, I am a risk taker as a person. I think that no one lives forever, and that none of us are

Estimating Essay Example | Topics and Well Written Essays - 250 words - 1

Estimating - Essay Example Therefore, the calculation of the height of the building will be as follows; This means that the height of the tower from the first floor is 108ft. However, in order to find the total height of the building from the ground floor, 15ft have to be added to the total 108ft. Therefore, the total estimated height of the tower from the ground floor to the indicated place will be 123ft. This estimation method is better since there is no information provided about the height of the floors. Even though the estimation method cannot provide accurate data, it is the best method for estimating the towers length up to the indicated place. In order to calculate the total load the foundation of the tower must carry, assumptions have to be made based on the universal measurements used for the construction of towers and buildings. One can assume that the tower is 8m wide and 16m long, the wall, that is above the foundation, is 1.0kN/ m, the piers are 300mm, and the walls are 200mm thick. The mass of the concrete used in the construction is 2400kg/m3. Below is the calculation for each floor which will later be multiplied by the number of floors present in the tower. From the calculations above, the total amount of load on the foundation is equaled to 324 * 10 = 3240kN. The factor 10 has been used since it is the number of floors that are evident in the image provided. The result obtained are a rough estimate since there are no accurate data provided by the

Linguistic Features Of Advertising Language English Language Essay

Linguistic Features Of Advertising Language English Language Essay In the present world of mass media, people are confronted with advertisements all the time. When we watch TV in the comfort of our living rooms, we are bombarded with ads; when we read a newspaper or magazine, somehow our attention is distracted by one form of an ad or another. On our way to school or office, we come across ads in various shapes or colors. Indeed, advertising, whether print, broadcast, or any other type, is part of our everyday lives. It is inevitable for us to neglect the importance of advertising. Goddard (2002) suggested that Although advertisements are ephemeral in that each one is short-lived, their effects are longstanding and cumulative (p.3). There was a TV commercial in which a young male stripped down to his underwear so as to wash his Levi 501s jeans in a launderette. This commercial has stimulated an eight-time growth of the sales of that brand. It happened in 1985 and advertisements at that time were not as popular as nowadays. From this perspective we can know more the importance of advertisements. They can impose great impact on the behavior of the consumers. This is the reason why many and many scholars are working on advertisements. Simpson (2001) acknowledges that there has been an enormous upsurge of interest in the linguistic and discoursal characteristics of advertising (p. 589), adding that the studies conducted have been anchored on different traditions and perspectives, such as cognitive, cultural and anthropological, genre and register analysis, critical discourse analysis, and linguistic pragmatics (Simpson, 2001, p. 590). In recent years, research has focused on reader effects of poetic and rhetorical elements in ads from a relevance-theoretic perspective. For instance, van Mulken, van Enschot-van Dijk, and Hoeken (2005) aimed to find out whether slogans in ads are appreciated more than slogans without a pun, and whether puns containing two relevant interpretations are appreciated more than puns containing only one relevant interpretation (p. 707). Lagerwerf (2007), on the other hand, examined the effects on audiences of irony in ads and of sarcasm in public information announcements. Working within th e pragmatic construct of metadiscourse, Fuertes-Olivera, et al. (2001) analyzed the metadiscourse devices typically used by ad copywriters to construct their slogans and/or headlines. The researchers analysis proceeded from the assumption that advertising English should be represented as a continuum of text functions fluctuating between informing and manipulating in accordance with the idea that advertising is an example of covert communication. By studying advertisements and its language, we can acquire more information of this special form of language and also of register. Sometimes, the language use in advertisements can even reflect the different values in a society. In this study, the main focus is on the linguistic perspectives of advertising language. A lot of studies have been done to find out the common and distinctive features of advertising language in Western society. The English advertisements in Asian society have rarely been studied. In this research, some advertiseme nts in a magazine published in Hong Kong will be studied. The research questions are as followed: What are the general lexical grammatical features of advertising languages? And what are the general lexical grammatical features of advertising language in Hong Kong Magazine? Do the general features found in the advertisements in HK Magazine match with the findings of general features shown in literature review? If so, what are the reasons for the seller to use a similar approach? If not, why do they use different approach? The answer of the first part of the research will be answered in Literature Review. While for the others, they will be answered through a textual analysis on the advertisements of Hong Kong Magazine. Literature Review 1. Advertising 1.1 Definition and Development The word advertise originated from Latin advertere, which means to attract peoples attention. The basic characteristic of advertising is to arouse consumers attention and interest towards a product so that consumers would take action to buy the product (Cao, 2008). The American Marketing Association provided a more detailed definition of advertising, namely, a paid, non personal communication laying emphasis on promotion and visual as well as oral presentation of the sales message (Tyagi Kumar 2004:3). Aside from considering advertising as a paid communication and a marketing tool, Ulanoff(1977) further stated that advertising openly identifies the advertiser and his relationship to the sale effort. The patterns or styles of advertising change. There are different manners to advertise in different times. Three different periods in advertising were elaborated as follows (Myers, 1994:19-28): The 1890s: making brands and getting attention. Ads were created using rhymes, repetition, parallelism, and scientific and literary language. The advertisers were just getting a major foothold in newspapers and magazines. The 1920s: creating an image for consumption. Ads often contained embedded narratives and mock conversations, associative language, and metaphorical substitutions of one thing for another. Ads used the new media, such as radio and comics. The 1960s to the present: addressing the jaded consumer. Ads are made using ironies, parodies, puns, ads on ads, and juxtaposition of competing discourse in the text and the images. There is an extension to new media- not only television, but sponsorship of sports and the arts. 1.2 Categorization Cook (1992:9) proposed four ways of categorizing ads, namely, by medium, product, technique, and consumership. First, in terms if medium, Fuertes-Olivera, et al. (2001) mentioned that the text type of advertisements can be further subdivided into digital advertisement, broadcast advertisement, print advertisement and outdoor advertisements. As for this study, the data of analysis are print advertisements. Second, based on products, luxury item ads require distinct techniques from ads on household necessities (Cook, 1992:9). Mueller (1992) brought forward two terms: high consumer involvement and low consumer involvement. The former refers to the goods which generally tend to be higher in price and are purchased relatively scarcely; the latter refers to the goods which tend to be lower in price and are brought very often. Ebert Griffin (2005:305) provided a more detailed categorization, namely, convenience goods, shopping goods, and specialty goods. The first one is similar to low con sumer involvement while high consumer involvement products are subdivided into shopping goods and specialty goods. Specialty goods are extremely important and more expensive than shopping goods, such as wedding gowns. The data analysis in this study comprise of all three kinds of goods. Third, concerning techniques, there is a distinction between reason advertising and tickle advertising. Reason advertising is direct and simple while tickle advertising in indirect and required an audience to exert more efforts to comprehend them (Bernstein, 1974). Fourth, with respect to consumership, advertisements can be categorized by consumers lifestyle, socio-economic class, gender, age, and so on (Cook, 1992:11). Moreover, advertisements can be classified based on their location in the magazines or newspapers. First, display ads, like those investigated in this study, are placed in conspicuous places amongst the editorial material so as to draw the attention of readers whose main purpose of reading the publication is not to read a particular advertisement. Second, classified ads are placed in special sections and ordered in accordance with the subject as their target reader belongs to a particular group (Vestergaard Schroder, 1985:3). Advertising language The relationship between text and image There is general disagreement on the relationship between text and image. Barthes (1984) claimed that all images are polysemous with a floating chain of signifier. Language can be used to fix this floating chain and to anchor the image (1984:39). However, Kress and van Leeuwen (1996:17) argued that text and image are not mutually dependent and that the visual component of a text is an independently organized and structured message- I. Lexical features of advertisements in English newspapers and magazines 1. Coinage Coinage, according to Longman Dictionary, means a word or a phrase that has been recently invented. Advertisements are full of coined words to be lively and eye-catching. For example: Give a Timex to all, to all a good time. (Timex, a brand name of watch) Timex, being a coined noun, is formed originally from the two words time and excellent. The new word is short and easy to remember. (2) TWOGETHER The Ultimate All Inclusive One Price Sunkissed Holiday (a seashore holiday hotel advertisement) Twogether is obviously derived from the word together, which will create the fresh effect and leave a strong memory in the readers mind. Beside, the particular image of two persons being together is formed without great effort, which make us feel warm and longing for that holiday hotel. 2. Comparative and Superlative adjectives In order to convince the readers that the product advertised is second to none, comparative and superlative adjectives are frequently and commonly used in the advertisements. (3) More connections to Europe. DHL has the worlds biggest logistics network. In this example, DHL, the logistics company, highlight its advantage of being more accessible and more easily to reach with the word more and biggest. Those who read this advertisement will have the impression that DHL is right choice for them because it has more locations to reach than other companies. 3. Compound word Compound words are colloquial in form, which will gives the readers a sense of closeness. Compound words also allow more possibilities to create humorous effect. (4) better-than-leather-miracle-covering look at the oh-so-comfortable size give that oh-so-good-to-be alive feeling This advertisement is quite interesting by combining many words together, which sounds like someone who is exclaiming his extol. Without doubt, it is impressive because of its creativity of compound word and humorous effect. III. Syntactic features of advertisements in English newspapers and magazines 1. Simple sentence Generally speaking, simple sentences are quick and direct in conveying information, while complex sentences will create some suspense dragging the readers understanding behind. Please compare: (5) Buy one and get one free. (5`) If you buy one, you will get one free. (6) Time to listen. Capacity to act (Mess Pierson, Consulting Company) (6`) Its time to listen and our capacity to act. Obviously, sentence (4) and (5) are both vivid in rhythm and easy for the readers to get the information. Sentence (4`) and (5`) however, are comparatively redundant in conveying the meaning, though they are grammatically correct. Readers tend to remember to (4) and (5) structure, because of their simplicities. One everlasting example is Nike shoes slogan: Just Do It! rather than Lets just do it now! 2. Imperative sentence Imperative sentences are often persuasive in that it arises the reads impulse to buy the product. Imperative sentences, beginning with the verbs, are forceful and tempting, which coincide with the purpose of the advertisements. (7) Get fast downloads with no wires attached. (SmarTone, Hong Kong Telecom Company) (8) Stop in at any Ford or Lincoln-Mercury dealer. (Ford, Car Company) Readers are advocated and persuaded to do the action, waiting no time. By telling or requesting readers to perform in a certain way, imperative sentences are effective in exerting a subtle impression to do as they are told. 3. Disjunctive Clause Disjunctive Clause is the exclusive syntactic features of advertisements in English newspaper and magazines. Disjunctive Clause usually chops the sentences into several parts with the cohesive device of full stop, dash, hyphen, semi-colon etc. By doing so, the advertisement is more condensed, which will save the money for taking up too much space of the newspapers or magazines. (9) We strive to send you a vacation faster. Caring more about you. (SkyTeam, Flight Company) In this advertisement, we can see that Caring more about you is split from the former. Normally, we would say: We strive to send you a vacation faster and care more about you. The effect here is to highlight the part Caring more about you to leave a strong impression on the readers. So, when the ads want to emphasis something, they will tend to put them in a Disjunctive Clause to catch the readers attention. Cook (1992) stated that Advertising is a prominent discourse type in virtually all contemporary societies (p.5). The term discourse means text and context together and they interact in a way which participants perceived as unified and meaningful. Text means linguistic forms, which is artificially and temporarily detached from context so as to carry out analysis. Context includes substance, music and pictures, paralanguage, situation, co-text, intertext, participants and function. Four categories of advertisement are found. They are medium, product, technique and consumer (Cook, 1992, p.9). Another scholar Goddard (2002) suggested that attention-seeking devices are presented in the language of advertising, along with the category of writer, readers and texts. Moreover, cultural variations, user friendliness, stereotyping and presupposition are also features of the advertising language. Research Questions Methodology A qualitative approach will be adopted in this research. A total of twenty advertisements will be collected randomly from the magazine Times. The volume in 2012 will be used. Times magazine has 54 issues a year. The issues on January, April, July and October will be used. From each issue, one piece of advertisement will be analyzed. There should be a total of 20 issues and thus 20 pieces of advertisement. Times magazine is chosen because of its popularity and the readiness to find in the market. The types of products must not re-occur in the 20 pieces being analyzed. It means that every piece of advertisement should be promoting different products. From the 20 pieces of advertisements, they will be analyzed accordingly in several directions. The first direction is the theory they has used in advertising. The second direction is identifying the features of advertising language. The results will be presented in tables and summary will be drawn according to the findings.

Lord of the Flies :: essays research papers

Chapter 1: The Sound of the Shell Piggy and Ralph meet up with each other after escaping from their shot-down plane. A large scar was made in the untouched jungle, symbolizing the first of man's destruction on the island. A war is going on in the outside world, and now for the rest of the book, everyone will be isolated from it and put into their own "world." Piggy spots a conch shell, and tells Ralph how to use it to make a noise. Ralph does so, and calls all of the other boys on the island who crashed down with the plane. Jack and his Choir, Simon, Sam and Eric, and many other characters join in an assembly (including the littl'uns, which are the youngest kids at about 6 or 7 years old). Rules are set down, and Ralph is to be chief. There is no one else on the island but the young boys, so Jack decides to take his choir out to hunt for wild pigs, although he is unsuccessful in killing a small pig with his knife. Significance: While Jack's first attempt to kill the pig failed, his quote "next time..." foreshadowed his future of savage hunting. Chapter 2: Fire on the Mountain Ralph calls another assembly, and reminds everyone that they are completely alone on the island, and there are no adults. Jack recounts his failure in killing the pig, and reiterates the need for skilled hunters. Several rules are made up, such as "whoever holds the conch gets to speak." Unexpectedly, an unnamed littl'un with a birthmark on his face tells about a "beastie" that he saw somewhere on the island. The general consensus from the others is that there is no such thing, and it must be his imagination. Ralph then suggests making a signal fire, which would be necessary if they hope to get rescued. The boys scramble off to gather wood to build a fire. Unsure of how to light it, they finally grab Piggy's specs and focus the sunlight to ignite their fire. They were not careful, however, and soon the fire is engulfing half the forest near the mountain. The little boy with the birthmark is noticed to be missing, swallowed up by the raging fire. Significance: Piggy is averse to most of the other boys, who he thinks are acting like little children (they are children, obviously, but Piggy acts like the adult figure).

What to Believe In the novel Life of Pi

Jeff Ramos English101 Mr. Adams 11-21-2012 What to Believe In the novel Life of Pi, Yann Martel uses the protagonist Pi to demonstrate how faith, ritual and ones will to live save one from the barbaric and carnivorous reality. Pi Patel, lover of faith and various gods and their beliefs loses his family after a shipwreck and drifts on the Pacific Ocean with the zebra, hyena, orangutan and tiger named Richard Parker, each struggling in their own way to survive. In the end, Pi presents two different stories and leaves it up to the reader to decide which version is ultimately true.Personally, I would believe the animal story was made up by Pi because the human story was too much for him to endure. But how do we define truth? Is something true simply because it is believable? Is something untrue because it seems unrealistic? The dictionary defines truth as 1) the true or actual state of a matter; 2) conformity with fact or reality; 3) a verified or indisputable fact, proposition, principl e or the like. The relativity of truth is not emphasized as a major theme until the last part of the novel, when Pi recaps the entire story to the officials from the shipping company who are questioning him.Pi lets them choose the version they prefer, and for them that version becomes truth. In this world, people believe the version of truth that they are most comfortable with. People would rather believe a colorful version of a story, over the gruesome details of the story that actually happened. For example, as Mr. Okamoto and Mr. Chiba were interviewing Pi, he asks them â€Å"So tell me, since it makes no factual difference to you and you can’t prove the question either way, which story do you prefer? Which is the better story, the story with the animals or the story without animals? Mr. Chiba: the story with the animals.Mr. Okomoto: Yes. The story with animals is the better story. † (317). After hearing the two versions of Pi’s horrendous account, the interv iewers agree the story with the animals is the â€Å"better† story, however; never do they say they believe it is true. As humans we tend to think that something is untrue just because it is unbelievable or we just haven’t had an opportunity to experience a certain situation yet. For example, when Pi is describing the atheists and agnostics last words he says â€Å"I can well imagine an atheist’s last words: â€Å"white, white? L-L-Love! My God† – and the deathbed leap of faith.Whereas the agnostic, if he stays true to his reasonable self, if he stays beholden to dry, yeast less factuality, might try to explain the warm light bathing him by saying, â€Å"possibly a f-f-falling oxygenation of the b-b-brain,† and, to the very end, lack imagination and miss the better story. † (64). This shows how the agnostic did not believe in god because he felt that it was untrue and unbelievable. Yet when he or she experiences it, they surely would become a believer. Pi seems to be bothered by the agnostic and their decision to doubt, to lack belief in anything. Another quote from Life of Pi shows that simply because Mr. Chiba and Mr.Okomoto have never actually witnessed a floating banana they automatically believed that it is untrue and believe it would sink. â€Å"â€Å"Bananas don’t float. † â€Å"Yes they do. † â€Å"They are to heavy. † â€Å" No they are not. Here, try for yourself. I have two bananas right here. † †¦ â€Å"They’re in. † â€Å"And? † â€Å"They are floating. † â€Å"What did I tell you? †Ã¢â‚¬  (292-293). Through experience Pi knows that bananas float. Once Pi proves to the interviewers that indeed bananas do float, they believe. How do we decide what to believe? The theory of knowledge can guide us in deciding what to believe, what to ignore, what to question, and what we don’t know.It is different from assumptions, rumo rs and myths. Which version do you believe? Do you think Pi, as a young boy, comes up with the fantastical tale to cope with the ugly truth? Or, is it somehow not the point to decide what actually happened? Maybe the beauty of the first story outweighs the believability of the second? Martel spends so much time developing the first story, and not much on the second. While it might seem totally unlikely, the details are all put into the first story. Ultimately, in Life of Pi, Martel leaves the decision of what to believe up to you.

Huxley, Plato Comparison on Education Essay

In Plato’s Republic, Plato believed the state was responsible for the education of its citizens for the purpose of their individual enlightenment. Huxley, in his work Brave New World takes this part of Plato’s utopian society and perverts it in order to indoctrinate the citizens of his state. I will attempt to argue that Huxley uses education by the state to indoctrinate its citizens and ultimately undermine Plato’s theory on education by the state for individual enlightenment. The ways in which Huxley uses education to indoctrinate the individual are diverse. Music or rather hypnopaedic sound was used to indoctrinate the citizens while they slept (Kindle, Huxley, loc 385). Eugenics but more precisely the Bokanovsky Process is used along side with Podsnap’s Technique to create the individual. These processes combined allowed the state to alter embryos and make people into whatever the state desired (Kindle, Huxley, loc 84). The use of music to educate the youth was something Plato originally stated in his utopian society. He stresses that when people are young they are more susceptible to influence (Kindle, Plato, loc 8578). Huxley’s state does this as well and plays hypnopaedic sound (music) while the young are sleeping over and over again to indoctrinate them, and slowly alter their thoughts or make them remember certain things. The uses of hypnopaedic sound vary by tones and tongue but are ultimately used to create â€Å"social stability† which is another way of saying â€Å"control of the populace†. Hypnopaedic sound is used to make the citizens never try to fix anything or use old things, but buy new ones instead. One of the sounds for this type of indoctrination is â€Å"ending is better than mending, ending is better than mending† (Kindle, Huxley, loc 1328). This process of convincing people they need to buy things is a way of gaining contentment and satisfaction as well as benefitting the state by creating a consumer society. The saying or sound â€Å"every one belongs to every one else† is also used to create a society where everyone has sex with each other and there are no relationships. The sex is not for procreation but for entertainment seeing as the state creates the individual and regulates childbirth. Plato also favored this sharing in his Utopia but only for his guardian class of citizens. Huxley applied this to his whole society but the sharing is only in-between classes never outside of classes. Another sound to further indoctrinate is â€Å"Every one works for every one else. We can’t do without any one. Even epsilons are useful. We couldn’t do without Epsilons. Every one works for every one else. We cant do without any one†(Kindle, Huxley loc 951). This is a type of farce, seeing as not all the citizens of Huxley’s world perform the same tasks or duties. Hypnopaedic sound is also used to convince people to take soma (Kindle, Huxley loc 2699). â€Å"A gramme in time saves nine† and â€Å"One cubic centimeter cures ten gloomy sentiments† are some of the hypnopaedic sounds used (Kindle, Huxley loc 1140). The drug soma was developed when the government of Huxley’s society took over the pharmaceutical industry. Soma has no side effects except providing an escape for people away from their problems, anxieties or feelings (Kindle, Huxley, loc 1328). This is really another means of control and also perversion by Huxley, which is compounded by hypnopaedic sound. The sound â€Å"everybody’s happy now† is used to make people believe they are happy and if you believe you are happy, you are happy (Kindle, Huxley, loc 968). This form of perverted education by Huxley is how the state indoctrinates the individual but this is just a part of it. Huxley’s world state employs the method of the Bokanovsky’s Process to create or rather grow its citizens some thousands at a time (Kindle, Huxley, loc 84). This process combined with the Podsnap’s Technique allows the state to mold and create the individual into whatever the state dictates by using eugenics. Plato favored a process of eugenics also as a means to breed out imperfection. Huxley took this process to creation itself instead of modification through generations (Kindle, Plato, 1252). This is Huxley’s way of specialization, which Plato also talks about in his utopian educational system as a necessary way for the state to function (Kindle, Plato loc 4953). Huxley perverts this and takes it a step further and does not give the individual a choice in what their life may be. Citizens are grown in tubes and altered by means of chemicals, additives, and even gravitational forces (Kindle, Huxley, loc 170). By these alterations people cannot think or do outside of what their task or assigned job is by the states indoctrination. The citizen can only do what it is made to do by this process and cannot question it’s purpose. In Huxley’s world state everyone regardless of their class is completely content being what they are and nothing else. This is again because they cannot think outside of what they have been made and told to be by hypnopaedic sound and state modification. (Kindle, Huxley, loc 959). Huxley’s education by means of hypnopaedic sound and eugenics indoctrinates the citizens of his world state. This indoctrination keeps the people from questioning authority and the status quo and ultimately makes them slaves to Huxley’s world state. Huxley does a fine job in Brave New World of showing what can be possible after a great tragedy occurs and the people need someone to save them. This tragedy would then lead to drastic changes in the way people live and ultimately lead to a whole brave new world. Huxley’s Brave New World does not seem possible in the actual world. Brave New World is more of a cautionary tale of what if and the totalitarian state. The real world is to globalized now and states are interdependent upon one another but hey what if?

The Origins of The Civil Rights Movement †African American Studies Research Paper

The Origins of The Civil Rights Movement – African American Studies Research Paper Free Online Research Papers The civil rights movement began in 1954 with the Supreme Court ruling on the Brown v. The Board of Education and ended almost ten years later in 1965 in Selma, Alabama with the killing of 4 young girls. The origins of the civil rights movements can be linked all the way back to Reconstruction. Blacks in America had been trying to become equal citizens for nearly 100 years. Blacks in the South had been put back to a near slavery conditions with the Black Codes and the Jim Crow Laws. In 1909 NAACP was formed, the National Association for the Advancement of Colored People, by W.E.B. Dubois the first black man to receive a Ph.D. from Harvard. The NAACP promoted equality for blacks. The CIO, the Congress for Industrial Organization, was the first union to allow blacks to participate in as equal members. The CIO helped teach blacks how to vote, get signatures for petitions and how to organize strikes. These organizations existed during the early 1900s to World War II. In World War II blacks fought to protect America. They fought to protect the rights they were not given as citizens. When blacks returned from the war they were expected to go back to being second class citizens. All of these events contributed to the beginning to the civil rights movement. The events that started the civil rights movement began in 1954, when the Supreme Court ruled in the case of Brown v Board of Education of Tapeka, Kansas that segregation in schools was unconstitutional and wrong. The NAACP hired Thurgood Marshall to argue the case in front of the Supreme Court, Thurgood Marshall went ahead to be the first Black Supreme Court Justice. He served for 24 years on the Supreme Court. In 1955, Rosa Parks refused to give her seat up to a white man in Montgomery, Alabama. She was arrested and put in jail. Her refusal to give up her seat lead to an eight month strike of the bus system in Montgomery. The black community organized their own carpools and buses during the entire eight months. 65% of Montgomery’s bus income came from black riders. The eight-month strike put a severe financial burden on the city. The Supreme Court ruled that bus segregation was unconstitutional and ended the strike. Next 1957, the Governor of Arkansas refused to desegregate his schools and ordered the National Guard to stop 9 black students from desegregating Little Rock’s Central High School. Governor Faubus completely ignored President Eisenhower orders to desegregate. The President then sent in Paratroopers and National Guardsmen to escort the 9 black students into Central High School. In 1960, four college students started a sit-in in Greensboro, North Carolina. Every day these four students returned to a cafà © for lunch waiting to be served. They received national attention and black and white students started participating in the sit in. While all of these events are going on white policemen and white mobs are assaulting blacks. Bull O’Connor, the Police Chief, of Birmingham, Alabama, orders his officers to beat up black protesters. The black protesters followed Ghandi’s example of the non-violent protest. This practice of non-violence infuriated the white attackers, however, when the news cameras would capture the violence on camera, it would show non-violent protesters singing gospel hymns and walking slowly down the street being attacked by white bigots. In 1961, the freedom riders tried to show how the nations bus where now desegregated by riding Cross County. They met opposition along the way. Then in 1962, the University of Mississippi was desegregated. As this lone black student broke the white barrier U.S. Marshal’s and National Guardsmen escorted him. In 1963, the civil rights movement took off. Dr. Martin Luther King, Jr. led the march on Washington D.C. His march ended on the steps of the Lincoln Memorial where he gave his â€Å"I have a dream† speech. This year was hard for blacks the leader of the NAACP, Medgar Evans, was gunned down in his driveway. His killer was not brought to justice until the late 1990s. The civil rights movement came to an end in 1964, when a church was attacked on a Sunday morning killing four little black girls. President Lyndon B. Johnson then passed the Civil Rights Act of 1964, which guaranteed the rights of minorities; President Johnson also passed the Voting Rights Act of 1965, which guaranteed the voting rights of minorities. President Johnson started other programs to help minorities like the Head Start Program. The civil rights movement then fell apart the leaders became interested in other causes. New black leaders emerged with Malcolm X and S. Carmichael who encouraged blacks to fight violence with violence. The Black Panthers were formed with the Black Power movement. The civil rights movement lead to the beginning of other movements such as women, homosexuals, Native Americans, Hispanic Americans and other groups. The civil rights movement achieved first class citizenship for blacks and minorities 100 years after the civil war. The civil rights movement questioned everything America stood for. Research Papers on The Origins of The Civil Rights Movement - African American Studies Research Paper19 Century Society: A Deeply Divided EraWhere Wild and West MeetHip-Hop is ArtQuebec and CanadaComparison: Letter from Birmingham and CritoStandardized TestingThe Hockey GameHonest Iagos Truth through DeceptionTwilight of the UAWAssess the importance of Nationalism 1815-1850 Europe