Life vs. Death Penalty free essay sample

Capital punishment has been one of the most discussed points in America for quite a long time. It holds a similar degree of significance in legislative issues as premature birth or weapon control since it is such a dubious subject. The position that I right now hold with this discussion is nearer towards life in jail. Not on the grounds that I don’t completely accept that somebody who executes many individuals or does simply frightful acts should 100% be rebuffed and perhaps murdered themselves, but since I discover more advantages towards saving somebody in prison forever. For instance, the expense to keep somebody in prison is significantly less expensive than it is to murder them. An investigation in 2011 demonstrated that it cost California more than $4 billion dollars to do executions since 1978. $1. 94 billion went towards the path, $925 million towards Automatic Appeals and State Habeas Corpus Petitions, $775 million towards Federal Habeas Corpus Appeals, and $1 billion went towards Costs of Incarceration. We will compose a custom article test on Life versus Capital punishment or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Furthermore, we can’t overlook the amount it expenses to pay for the security monitors who investigate these prisoners. The absolute expense to pay these security monitors a year comes up to $90,000 PER INMATE a year. It’s additionally been said that capital punishment trails are multiple times more costly than a path for detainment without the chance for further appeal. On the off chance that the Governor of California condemned the detainees that are waiting for capital punishment to life in jail he could spare nearly $170 million every year! The Executive of the DPIC expressed, â€Å"The capital punishment in the U. S. is a massively costly and inefficient program with no unmistakable advantages. The entirety of the investigations on the expense of the death penalty close it is considerably more costly than a framework with life sentences as the most extreme punishment. In a period of agonizing spending reductions, states are emptying cash into a framework that outcomes in a declining number of capital punishments and executions that are solely completed in only one region of the nation. The same number of states face further deficiencies, it is a suitable opportunity to consider in the case of keeping up the exorbitant capital punishment framework is being keen on wrongdoing. † Another explanation that life in prison is a superior discipline is on the grounds that it is a genuine powerful discipline. There is nothing that shows that capital punishment has been successful in bringing down wrongdoings. To be in a jail cell for as long as you can remember with nothing to do except for think, sit, rest, eat, and possibly a recreational action or two, that is in reality more regrettable than death. Being in jail sends a few people insane or can transform them totally, which I accept is a way better discipline since they are compelled to live with the wrongdoing that they submitted. Passing would be a simple and speedy way out. Without a doubt, the death row detainees are doing only sitting, thinking, and pausing. That is the thing that they are doing, pausing. They are hanging tight for the end, since they, in contrast to different detainees, have an end. What's more, sincerely how could that be reasonable, we out of the blue feel that on the off chance that we murder them that will instruct them and others like them to never submit the awful demonstrations again, when in certainty we are making it basic for them. The DPIC official stated, â€Å"The nation’s police boss position capital punishment toward the end in their needs for viable wrongdoing decrease. The officials don't accept capital punishment goes about as an obstacle to murder, and they rate it as one of most wasteful employments of citizen dollars in battling wrongdoing. Criminologists agree that capital punishment doesn't viably decrease the quantity of murders. † capital punishment is supreme, there is no turning around it so in the event that we execute somebody and more proof comes up that later demonstrates somebody guiltless, we can’t reclaim the execution. 140 individuals were wrongly executed since 1973. The most widely recognized purpose behind individuals unjustly being accused of capital punishment are bogus admissions, witness mistakes, government unfortunate behavior, defective science, awful legal counselors or nark declarations. Likewise in all honesty yet race plays a factor in whether somebody can get capital punishment versus life in jail. Pretty much 68% of detainees that are waiting for capital punishment are non-whites. We basically can't state we live in a nation that offers equivalent equity to all Americans when racial abberations plague the framework by which our general public forces a definitive discipline. Representative Russ Feingold, 2003. In 1990, a report from the General Accounting Office said that 82% of the cases that were checked on indicated that if the criminal executed a white individual they were bound to be sent to death row than if they slaughtered another minority. There are at present 1,822 minority prisoners waiting for capital punishment and there has been roughly 394 minorities executed since 1976, contrasting this with the 1,475 white death row detainees and the 643 that have been executed. Something intriguing is the passing rate by crime in California shifts sole by race. African Americans are multiple times bound to be killed than whites in California. While 27. 6% of homicide casualties are white, 80% of executions in California have been for those indicted for murdering whites. In conclusion, capital punishment is simply ethically off-base. How would we as a nation legitimize that somebody is being rebuffed for homicide or something of that sort and to address/rebuff this conduct we execute them. That is so in reverse. America is a nation that disapproves of different nations who don’t esteem life yet we don’t truly realize how to back up that reasoning since we are a nation who grew up knowing to fix issues with viciousness. After George W. Shrubbery expressed in the 2000 presidential races, â€Å"I don’t figure you should bolster capital punishment to look for vengeance. I don’t think that’s right. I think the motivation to help capital punishment is on the grounds that it spares different people’s lives† Family fellow fought back with, I bolster capital punishment to instruct individuals murdering isn't right Brian on Family Guy. When you consider it, how does executing the prisoner keep us any more secure than simply keeping them in prison for eternity? Toward the day's end nobody is being hurt, and each and every individual who is outside of jail is sheltered. The groups of the casualties can have genuine feelings of serenity that they realize the individual will decay in jail and every other person no longer needs to try and miracle if that individual will want them next. It’s a success win circumstance. Until somebody thinks of an arrangement that is more financially savvy, sympathetic, and still successfully rebuffs individuals for violations the equivalent or better than life in jail does, that is by all accounts the most ideal approach to deal with crooks.

Grace And Sin :: essays research papers

Beauty So as to totally comprehend the religious philosophy of beauty you need to investigate Augustine, Aquinas, Luther, Rahner, Segundo, and Boff, and how they got what effortlessness was. Their hypotheses on beauty have some admirable sentiments but then they additionally have some invalid focuses. Augustine adopted an individual strategy to elegance and he had confidence in the massa damnata, which essentially implies that on the entire individuals are cursed. He said before the first sin, you had a decision to be acceptable or insidious. Likewise, Augustine said that there is a twofold destiny, which implies as it were a few people are picked before they are conceived on the off chance that they are going to go to paradise. I don’t concur with this since it is essentially saying that there is no salvation for all individuals. Aquinas believed that effortlessness was added to nature and it hoists nature. He composed the Summa, which exhibits the heavenly vision. The blissful vision is the point at which the brain is brought together to God. Aquinas’ religious philosophy is dualistic which shows characteristic and extraordinary as isolated substances. I don’t put stock in his heavenly vision since I accept that God permits us to settle on our own decisions out of through and through freedom so our psyche can't be brought together with Him. Except if I am off-base, this is stating God recognizes what will occur before it occurs. If so for what reason do we have languishing; since God gave us unrestrained choice. Luther saw elegance through his own perspective on himself as a delinquent. He was fixated to such an extent that he admitted his wrongdoings seven times each day. He said that elegance is some help of God and it mends a person’s corruption. He said that Jesus’ word was a vehicle of elegance and that effortlessness can't be justified. I think his perspectives on effortlessness are not generally excellent simply because he sees God as a functioning part and people as a uninvolved one. So as to be genuinely graced I accept that the two gatherings need to be dynamic and included. Rahner accepts that effortlessness is characteristic for nature and he likewise has confidence in Anonymous Christianity. This hypothesis is that each individual on this Earth is a Christian regardless of whether you don't have any acquaintance with it. I don’t concur with this hypothesis in light of the fact that, by and by God gives everybody through and through freedom and this permits individuals to accept the manner in which they need to. Boff says effortlessness is a relationship with the trinity. I concur with this since it comprises of indicating love and commitment to every one of the three people of our one God. He additionally said that freedom is the way to beauty. I some what concur with

I Moved Off Campus

I Moved Off Campus Last year, I made a HUGE decision. I decided to move off of MITs campus. You may be asking the big question WHYYYYYYY????? East Campus, for all its glory, is no longer my home. Danny B. 15 wrote about how it was his home.   I wrote plenty of times about how it was my home.  What changed? Me. I changed. Who was once a headstrong, ready-to-take-on-the-world prefrosh, is now a slightly jaded, very depressed upperclassmen. It did not happen overnight, and it does not happen to everyone. Id like to think Im special, in a way. The kind of way where life threw a lot of terrible things at me, and the only way I could find myself reacting was by falling down. And then picking myself up and moving forward one silly step at a time, with a lot of help and a lot of strength. And one of those steps was moving off campus. And that is why I moved off campus for my senior year. It was the absolute correct decision for me. Now, my cat, Rory, and I live with the amazing Dan S. 17 in a tiny three-and-a-half room apartment on the northern tip of Cambridge, not too far from MITs campus. Dan and I listen to music, bake cookies, cook lots of foods, and have a fancy drink night. Things are pretty great. I was rather absent during IAP due to work, but Im back, and we are going to have a great semester.

I Moved Off Campus

I Moved Off Campus Last year, I made a HUGE decision. I decided to move off of MITs campus. You may be asking the big question WHYYYYYYY????? East Campus, for all its glory, is no longer my home. Danny B. 15 wrote about how it was his home.   I wrote plenty of times about how it was my home.  What changed? Me. I changed. Who was once a headstrong, ready-to-take-on-the-world prefrosh, is now a slightly jaded, very depressed upperclassmen. It did not happen overnight, and it does not happen to everyone. Id like to think Im special, in a way. The kind of way where life threw a lot of terrible things at me, and the only way I could find myself reacting was by falling down. And then picking myself up and moving forward one silly step at a time, with a lot of help and a lot of strength. And one of those steps was moving off campus. And that is why I moved off campus for my senior year. It was the absolute correct decision for me. Now, my cat, Rory, and I live with the amazing Dan S. 17 in a tiny three-and-a-half room apartment on the northern tip of Cambridge, not too far from MITs campus. Dan and I listen to music, bake cookies, cook lots of foods, and have a fancy drink night. Things are pretty great. I was rather absent during IAP due to work, but Im back, and we are going to have a great semester.

module B essay - 978 Words

Explore how time and place are used in the prescribed speeches to shape the audiences understanding of how knowledge of the past sheds light on the present - HSC 2013 Speeches form an interpretation of historical events and values which are moulded around the speakers opinions and ideology. Paul Keatings Funeral Service of the Unknown Australian Soldier 1993 and Noel Pearsons An Australian History for Us All 1996, demonstrate a contrast between how a historical and contextual understanding of these speeches helps create the necessary apperception on the given audience to convey the speakers message appropriately. Despite the fact that both speeches were given in the mid 1990s, they were addressed to different types of†¦show more content†¦As his speech did not withhold any potential controversy, the content and context of it was widely understood and appreciated by his audience. Funeral Service of the Unknown Australian Soldier, was addressed by Paul Keating as an individual, as well as the Australian Prime Minister, the representative of the entire nation. The purpose was to pay respect to Australians who had fallen in battle with the dedication of a monument, without glorifying or celebrating Australias participation in war. As it was addressed to a mixed audience, the wider Australian community, the themes remained universal, to be easily appreciated with minimal knowledge and understanding of Australia and its history in war. This unknown Australian is not interred here to glorify war over peace; ... or of one generation above any that has or will come later reflects on Keatings anti-war perspective which is contextually proven, as he was well known for being extremely critical of war and Australias participation in it as an ally. Without the knowledge of Keatings anti-war ethics, the speech was often thought to celebrate war and Australias participation in it, thus creating a divided reception of the speech by the audience. Despite this, Keating had substantial social respect because of his title as prime minister, which resulted in the audience readily accepting his point of view. The concepts of war and peace are the overarching themes in Pearsons AnShow MoreRelatedEssay on your mom964 Words   |  4 Pagesyour mom I like your mom I like your mom I like your mom I like your mom I like your mom This module explores the ethical issues regarding sexual behavior. In this activity, you will develop an essay about contemporary sexual morality. Read the chapter on sexual morality in your e-text. Using information about sexual morality, select either (a) female genital mutilation or (b) same-sex marriage as your essay topic. Describe the ethical implications of your topic, and discuss how others have expressedRead MoreMarketing Design And Innovation : Ipod Marketing Strategy1167 Words   |  5 Pages TABLE OF CONTENTS LISTS OF CONTENTS PAGE NO. TASK 02 2 Reflective Essay: Learning and assessment of the module 2 References 5 Title: Marketing Design and Innovation: iPod Marketing Strategy TASK 02 (Re-sit Submission for Partial Fulfillment) Reflective Essay: Learning and assessment of the module An organizations general design and it power of innovation determines the competitive advantage in the local as well as internationalRead Moreapollo 500851 Words   |  4 PagesMaterials for Learning A. Computer with internet access (broadband recommended) B. MP3 and Windows media capabilities (iTunes, Windows Media Player, etc.) C. Microsoft Word (Microsoft Office is available at a special discount to Liberty University students.) IV. Measurable Learning Outcomes Upon successful completion of this course, the student will be able to: A. Discuss the biblical basis for apologetics. B. Know the benefits of apologetics for ministry. C. Understand the Christian truthRead MoreResearch Essay3.the Decisions We Make as Individuals Have a Significant Impact on the Environment.777 Words   |  4 Pages2 Research Essay To be truly information literate, you need to understand how information is produced, the forms information comes in, and where to locate information sources. You need to be able to evaluate sources and select the best ones for your purposes. And finally, you need to be able to clearly communicate your research results. As you are guided through this assignment, you will complete all of these tasks. Your end result will be a well-researched and articulate essay on one of theRead MoreResponse Paper Instructions1075 Words   |  5 Pagesfollowing parameters for this paper: 1. 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For me the most meaningfulRead MoreHSC English Advanced Course Module B: Critical Study of Texts1532 Words   |  6 PagesUnit: HSC English Advanced course Unit of Work Module B: Critical Study of Texts Year: 12 / Stage: 6 Prescribed Text: Shakespearean Drama SHAKESPEARE, William, Hamlet, New Cambridge Shakespeare, Cambridge University Press, 2003; or Cambridge School Shakespeare, 2006) Duration: 8 weeks Syllabus Outcome: H1: A student explains and evaluates the effects of different contexts of responders and composers on texts. H2A: A student recognises different ways in which particular texts are valued. Read MoreAnalysis Of President John F. Kennedy s Short Term As President Of The United States1544 Words   |  7 Pages Synthesis Essay- President John F. Kennedy MSgt Corey B. Kennedy Air Force Senior Noncommissioned Officer Academy For two years and ten months, America had a visionary leader that inspired a generation to achieve things as a country once thought impossible. 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The Issue with Textbook Bias and Censorship - Free Essay Example

Sample details Pages: 6 Words: 1677 Downloads: 1 Date added: 2019/05/31 Category Society Essay Level High school Tags: Censorship Essay Did you like this example? Textbooks are used all around the world to educate students about different types of subjects. In order to properly create a textbook that is useful in schools, the author must remain unbiased and explain the whole topic, especially when it comes to a subject like history. However, some authors choose to remain biased and censor most of the subject they are explaining. Don’t waste time! Our writers will create an original "The Issue with Textbook Bias and Censorship" essay for you Create order Biasness and censorship can cause an event in history to either be changed to seem more glorious or tragic, completely erase an event or person, or even go as far as to speak poorly of a race or group of people. This can affect students overall education in an extremely negative way and give them a false sense of knowledge. Textbook bias disfigures events or people in history while the censorship of textbooks hides the truth from students. Both textbook bias and censorship are both very serious issues in the academic community. In order to understand how serious and negative bias and censorship is, one must be able to identify the difference between the two. While they are both genuine issues, they are often mistaken for being the same one. This is in fact not true as they are similar but separate issues. According to the Merriam-Webster Dictionary, bias means to give a settled and often prejudiced outlook to. An individual or a group can favor, for example, a race or gender more than another thus making their outlook in a situation to be biased. In terms of textbook bias, one can conclude that the author would favor a certain race, gender, or outcome and decide to write out of favoritism instead of facts. As for censorship, the proper definition would be, the system or practice of examining writings or movies and taking out things considered offensive or immoral (Merriam-Webster). In textbook censorship, the author ca n completely erase an individual, a group, or even an event from a historical and political context. Scientifically speaking, the author could also erase facts that they either do not agree with or just do not believe in. Textbook bias comes in many forms, and the most common form is racial bias. Racial bias can cause students to view a certain race in either a stereotypical or misconceptual way. In the article The Portrayal of Arabs in Textbooks in the Jewish School System in Israel, Ismael Abu-Saad examines how the the Arabic people are portrayed in the Jewish schools textbooks for students. Within the Jewish academic texts, they describe the Arabic people to be a backward, primitive people with no similar ownership rights in the neglected land (Abu-Saad). The Jewish students who read these textbooks with such racist and incorrect information can be mislead to think that all Arabic people are, for example, agitated robbers and vandals. (Abu-Saad). The way the Jewish academic texts are teaching students is not only misleading but also damaging to the students perception of other races. The damaged views can lead students into needlessly hating others for their differences; in this case the difference s would be racial. Similarly, the American education system textbooks hold biased information on topics like Mexican-American history. Emma Hungaski reports in the article In Texas, Textbook Bias Skews Mexican-American History that an offensive textbook made the news for not only being racially biased but for also having several incorrect pieces of information. The author behind the academic text, Cynthia Dunbar, expresses her dislike for the American education system through her writings. In her writings about Mexican-American history, she describes Mexicans as stereotypically lazy compared to European or American workers (Hungaski). When questioned as to why the writings included racially biased and incorrect information, Dunbar had simply stated that it was only necessary to show what it was like during that time and to show the good, the bad, and the ugly of it all. (Hungaski). While Dunbar was showing what it was like during that time period and how that race was viewed, the st udents reading her textbook may not be able to read what her intent was clearly. The authors of both of the racially biased textbooks may think they are helping students learn, but they are only teaching students to loathe another racial group. Another common form of textbook bias, would include gender bias. According to author Suwardi Suwardi et al. of the article Gender Bias in Islamic Textbooks for Muslim Children in Indonesia, Islam is seen to teach gender bias, where the role of men is positioned higher than the role of women. Religion, in this case, can be an explanation as to why certain textbooks hold bias towards certain genders. Suwardi et al. compared three different Islamic student textbooks and focused on the imagery. It was found that in Fikih, an Islamic textbook, a majority of the imagery is gender biased as well as the Akidah Akhlak and the Arabic language texts. From the study, it was found that several of the images within the textbooks primarily focused on men. (Suwardi et al). Whether it is intentional or unintentional, it is unknown. However, the religion does solely see men as dominant and more important than women. The images easily provide proof on how males dominate the Muslim religion. Similar gen der bias can be found in scientific terms specifically in the medical realm of academics. In the article Gender Bias in Medical Textbooks: Examples from Coronary Heart Disease, Depression, Alcohol Abuse and Pharmacology, Anja F. Dijkstra et al describes how some medical textbooks take studies meant for both men and women and use those results even when women were left out of the study. To be more specific about how some medical textbooks remain gender biased, it was found that any sort of gender issues were not acknowledged in the study for Coronary Heart Disease. The only implication of there being a difference between the sexes is small mentions of how to notice it in women. The quote may say something along the lines of women, who more often have atypical chest discomfort (Dijkstra et al). With the small amount of information on womenrs health, the medical textbooks information and examples are deemed inaccurate and incomplete as well as biased. While textbook bias leaves students with disfigured information, censorship hides facts and truths. In the news article Airbrushed Again, Salil Tripathi discusses how in China certain parts of their history is being covered. In future-focused China, it seems, the past is becoming a foreign country (Tripathi). To add context to this quote, China is currently hiding away facts and major events that have occured in its past. For example, most students of current day China have no idea as to what Tiananmen Square is or when it even occured. Not once is it mentioned in any current day Chinese textbooks of what happened that day. One could type up Tiananmen Square into an extensively used Chinese search engine and only find images of happy people visiting the area. It is possible that students may know someone who was there that day, but even then it is still highly unlikely that it is discussed openly with them (Tripathi). By hiding away such tragic events of the countryrs past, students are left with a false sense of knowledge about their own home. The censoring of textbooks are a common issue of the modern age but many people do not realize that the censoring of academic texts extends back to the early 1900s. According to Soyoung Kim in Textbook Inspection and Censorship in Korea during the Protectorate Period: A Study of Inspection Copies of Textbooks Compiled by the Young Korean Academy, On August 26, 1908, the Japanese Residency-General issued the Decree Concerning Private Schools and specified a provision on textbooks in Article 6 of the decree. Soyoung then continues to explain that Soon afterwards, on September 1, 1908, the Regulations on Textbook Inspection were passed. With Japan in power and setting these rules up in Korea, one can easily come to the conclusion as to why these strict rules had been created for these textbooks. Korea had a rise in private schools and many Korean educators felt it was right to create textbooks that taught students the hist ory of where they came from. However, when the Japanese occupied Korea they saw risks in what was being taught in these schools. Of course, Japan had then placed these regulations out of fear that what was being taught in the schools was anti-Japanese sentiments and patriotism (Soyoung). The reason for the censoring of Korean textbooks in this time period was a way for the Japanese to have some sort of control. In a way, the Japanese took the power of education and molded it to be something unrecognizable in order to remain in power and be stronger than the country they were trying to occupy (Soyoung). The way the Chinese government is hiding its dark past and the way the Japanese had tried to rid the chance of Korean students being taught anti-Japanese sentiments(Soyoung), in comparison, was done out of fear and power. The censorship of the textbooks in both cases are examples of how censorship in textbooks can leave students more vulnerable in the hands of not only the government but to the world outside of their country. In schools around the world, the number one learning tool used in classrooms are textbooks. These textbooks are supposed to help students understand all types of subjects. The authors of these academic texts are to help in teaching student s about whatever topic they need to know in school. The author is to remain unbiased and not hide any sort of fact that can leave a student to be confused or lost. However, some authors choose to stay biased and censor truths. By authors censoring and remaining biased about a topic, it can affect students in a negative way. It distorts history and hides the real truth from students. Textbook bias and censorship has been a serious issue in the academic community and the question remains: how can it be stopped and is there a way to stop it?

My Family And My Life - 1060 Words

Today, my family and I are finally leaving. We have been debating on leaving for the past week or so. We have recently lost all of our money. My dad wants to go and earn money in We live in Greece and it is about 100 miles to the coast where our ship will board. I am taking as many clothes as possible and I am taking my old teddy bear that I have had since the day I was born. We walked for days, taking breaks when possible and finding shelter during storms. Then one day my father said ,† Look,, there it is... the ship.† It had gig text on the side that said Nevada At this point I was trembling and the hairs on the back of my neck were standing up. As we were boarding the ship the scent of people who hadn t bathed in weeks or maybe even months. It was terrible, but it was also the best. We were on our way to freedom. There was thousands of people. We were order to go to steerage. It was like a big room under the ships deck. It wasn t a few minutes after we set our bags do wn next to our bunks that we felt the ship jerk. We were moving! My whole family looked at each other and despite the terrible odor and sounds of the ship creaking, we smiled. For what felt like an eternity we rocked and swayed with the motion of the waves and water. We were served the worst food you could ever imagine. It looked like baby food, they must have just thrown things into a blender and dumped it on a plate. My mom and dad were not very big fans of the food, so we would always sneak veryShow MoreRelatedMy Family And My Life980 Words   |  4 Pagesbeen fifteen years since my parents and my brother Jack adopted me. I was only two then, but now i’m seventeen. I love my life, I have a happy, loving family, I live in a nice house on a farm in Maine, my brother Jack is my bestfriend but I also have other friends, and I have a boyfriend named Justin. I guess you could say my life is perfect. Expect there’s more to me than you think. I’m adopted and even th ough I love my life there is still a part of me that wants to find my birth parents and knowRead MoreMy Family : My Life1303 Words   |  6 Pageswill never get a boyfriend dressing like that.† I rolled my eyes, Emma could be so annoying at times, when will she realize basketball is my passion, my life. Emma was almost always wearing a dress Emma was short and she had long, flowing blond hair and brown eyes, she also had skin as white as the moon. I on the other hand had long black dreads, and blue eyes. My Mom was white and my Dad is black making me bi-racial. I was also extremely tall. My Dad was the one who introduced me to basketball, he worksRead MoreMy Life With My Family852 Words   |  4 PagesVirginia and raised in Suffolk, Virginia; my life has been spent in both country and city. Even though I was schooled in Suffolk, majority of my family had settled in Wakefield, Virginia; which the place I always recognized as home. I was brought up by my parents and with two s iblings, an older sister and a younger brother. Together, in combination with my ridiculous amount of cousins, aunts, uncles, and grandparents, we had grown up to be one big, happy family that still loves each other dearly. AlthoughRead MoreMy Family And My Life1318 Words   |  6 Pages When I was 8, my family and I lived in small house in the city town. Our life was a little bit hard, everyone in the family is always busy, my mom went to work most of the time and my dad, too. My sister and me we both have school during the day and tutoring class after school. Sometimes, I only see my mom twice a week even though she is home everyday at midnight because of her busy work. 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I was only a little girl who loved her parents with everything she had. It would always confuse me how I had other brothers and sisters that weren t my mom’s children. I would always ask questions about the kids that would come over and call my dad, dad. I would constantlyRead MoreMy Family And My Life950 Words   |  4 PagesI was born in Mexico, and raised in a Christian environment, where some of my uncles and aunts are pastors, and most of my family members serve at church. I am the youngest of two brothers and a sister. My mom used to take us to church since I remember. She also used to read us Bible stories to teach us values such as service, perseverance, discipline, faith, hope, love, kindness, honesty and humility. Mom always taught us that with hard work accompanied by perseverance, we could do all things weRead MoreMy Life Of My Family1055 Words   |  5 PagesI had something great in my life occur, surprisingly. One day when I was sitting at our home in the kitchen, I started to think about marriage. I felt that I was about the right age to become married. My grandparents were siblings and married, while my parents were siblings and married. I felt then that it might be a good idea to get married then to one of my sisters. The reason this happened was because it made the land stay in our family’s ownership. Both of my sisters were definitely beautifulRead MoreMy Family And My Life1118 Words   |  5 Pages On January 17, 2016, my family and myself travelled about two hours to a small town called Yantis in east Texas. The elder s of our family would always get together multiple times a year to catch up and see each other since they were getting to an age where they can’t depend on themselves being here on this Earth. Out of the seven or eight senior members of the family, two or three had already passed by this time. Our Uncle Charles was not looking good either, over the past few months he went fromRead MoreMy Life Of My Family986 Words   |  4 Pages My whole family lived in Edison, New Jersey and I only saw my dad, brother, grandmother, grandfather, and my mother during my childhood. My mother was the person who had always helped me stay on the track to success. I called my mother Ma as a toddler because, I followed my brother in every way. Our culture was to call our mother Mama, but we could say Ma for short. My brother, Michael, called mother, Ma, and so I caught on. Ma was a hardworking, positive, and helpful parent. She wanted

Muscle Growth Essay Example For Students

Muscle Growth Essay IntroductionWith the introduction of such modern conveniences such as the automobile, remotecontrol, and even the electric toothbrush people are relying on technology to doeverything for them. With a generation growing up in todays society physicaltasks have almost become obsolete. Tasks such as even going shopping and goingout to visit a friend can be done from the comfort of your own computer. Withthis sedentary lifestyle, muscular size will almost be unnecessary, except forthe athlete who wants to succeed in sports. To the non-athlete, there will beno reason to leave the house because everything that you need will be at yourfingertips, you will not have to get up and do anything. Any type of exerciseis good for the body and muscles. Muscle growth is essential if you want tolook better, feel better, and perform everyday tasks such as walking to the car,and getting out of bed easier. A person who is in shape will also sleep betterthen an out of shape person, and feel more revitalize d in the morning. Muscles account for approximently 35% of the body weight in women, and about 45%of the body weight in men. With over 600 muscles covering the human skeletonmuscles give the body bulk and form. Then human body contains millions ofmuscle fibres whose coordinated contraction cause the whole muscle to contract. Muscles are the foundation on which our bodies are built. Without muscles ourbodies could not perform the simplest tasks such as opening our eyes, talking,breathing and even the pumping of our heart or the most difficult tasks, such asrunning the hurdles in a track and field event.. Muscles are also important tomaintain balance and posture. Description of MusclesIn the body there are several types of muscles that control different functionsin the body, one of these types being skeletal muscle. Skeletal muscle is themost evident in the human body due to it having the most mass the other types ofmuscles and that it lies directly under the skin attached to the skeleton bytendons and ligaments. Skeletal muscles are divided into three structural units, the entire muscle, themuscle bundle, and the muscle fiber (cell). Each muscle fiber is divided intotwo types of fiber structure, fusiform and pennate, with the pennate beingbroken up into three basic structures. These structures being the unipennate,bipennate, and multipennate. Notice the longditudinalgrain of thefusiform muscles (left)compared thepennate muscles. (below)Striated muscle tissue (above) is associated with the muscles related to theskeleton and movement. Striated muscle tissue is the muscle tissue locateddirectly under the skin and are the muscles that are the most visible. There are two types muscles in skeletal muscles, these are fast twitch and slowtwitch muscles. Fast twitch muscles have a fast form of myosin ATP and are verygood of delivering calcium to the muscle cell. Slow twitch muscles have a slowform of myosin ATP and are not very good at delivering calcium to the musclecell. Fast twitch muscle fibers reach peak tension more then twice as fast asslow twitch muscles, making them more explosive muscles which would be moredesirable for athletes such as sprinters. Notice the dark slow twitchfibers and the light slowtwitch fibers magnified. Thefast twitch fibers tiremore easily then the lighterslow twitch fibers. Causes of Muscle GrowthMuscles growth (hypertrophy) takes place in the muscle fiber themselves. When amuscle grows there is not a increase in the amount of muscle fibers, since thisis set at birth, but rather an increase in the size of those muscle fibers, andan increase in the amount of connective tissue in the muscle. Muscle fibers areenlarged through resistant training, or regular activity by stimulating theamount of the contractile proteins, actin and myosin. What this does is makemore cross bridges available to do more work. Muscle fibers with no apparentresistant trainingMuscle fibers with considerablymore resistanttrainingThe stimulus that tells the muscle to grow is a result of two things, theshortening of the muscle against a resistance and the intensity of thecontraction. For growth process to start a point must be made in your workoutwhere the exercised muscle is working near maximal capacity against a resistance,and the relative intensity of the exercise is very high. When performed justright, a highly intense resistant exercise disrupts cell wall and cellularmicrofilaments, which begins the growth process. A: General Adaptation Syndrome (G.A.S)The way our muscles respond to training is the same way that any other stimulusresponse mechanism in our body responds to a stressor. This mechanism is calledthe General Adaptation Syndrome. If a muscle is given a stimulus (stressor) that it is not accustomed to it willrespond by going through three stages. The first of these stages is called thealarm stage. The alarm stage occurs immediately after a very intensestimulation, muscle cells are disrupted, and later on muscle soreness is felt. Corruption in Annawadi EssayMuscle growth is desirable because it gives people who have a pudgy look thelook of a more lean and athletic person, rather then the look of a couch potato. Weight training will not only help someone to look better, but they will alsofeel better, give them more energy, and allow them to eat more due to theincreased speed of their metabolism. With an increased metabolism they willburn more fat while sedentary, then will a person with a slow metabolism. Theywill also more likely be more attractive to the opposite sex, and will be moreconfident with themselves. Starting an Muscle Growth ProgramAfter a muscle growth program your body will feel better, regardless if it yourfirst time in a muscle growth program or you have been training for a while. Even though you may feel sore your first time training, or after a extendedbreak from training, you will probably find that this is a good sore in a waythat you know you are doing something good for your body. Keeping Track of ProgressKeeping track of progress can be done in many different ways during weighttraining, but is a good idea in order to see what type of muscle and strengthgains that are being made. Progress can be plotted by actually taking themeasurements of your muscles and recording the differences every week or everycouple of weeks. Another way that progress can be measured is by keeping somesort of journal which has your workout in it, along with how much weight thatyou are lifting for each exercise, this way you can monitor the strength gainsthat you are having. Avoiding the Plateau EffectAfter weight training, the first few months you may notice a drastic increase inyour lifts, but after that you may start to plateau. What happens when youplateau is that the gains in strength that you have been achieving seem to leveloff, and strength gains seem to stop. This can be a discouraging factor in manyyoung weight trainers and may lead them to give it up because they think that itisnt doing any good. If this happens dont be alarmed, it is very common amongweight trainers. What is happening is your muscles are not getting the alarming effect that they received when you first started working out, yourmuscles have adjusted to that routine and now have built almost a resistantagainst. Many people feel that when this happens that more weight must be addedin order to achieve more strength gain, but this is not true. By altering yourworkout your muscles will get confused and the alarming effect will occur inyour muscles causing muscle and strength gains to occur once again.. EquipmentWhen weight training, it is recommended that proper equipment be used beforestarting a training program. Proper equipment would include proper shoes tocushion the feet and prevent any foot soreness and to dampen the pressure put onthe arches of your feet by the increased weight placed on your body whilelifting the weights. Another piece of equipment recommended, but not essentialwould be a pair of workout gloves. Workout gloves protect the hands whengripping the weight and may prevent a callus buildup on the hands. One piece ofequipment that is strongly recommended would be the weight belt. The weightbelt is a thin leather belt which is very wide and is worn around the waist inorder to protect the lower back. Due to the strain that some weight trainingexercises can put on the lower back the belt is highly recommended. Cool DownIt is recommended to adequately cool down after a training program in orderprevent, or reduce muscle soreness. During a weight training program you shouldproperly stretch the muscles being worked in order to keep them loose. Stretching should also be done directly after a workout because the muscles arestill warm and can be stretched more easily. This will also increaseflexibility which can be very advantageous in preventing injuries such as musclesprains and strains. A Conclusion to Muscle GrowthA muscle growth program can be beneficial to everybody, from the young athletewanting to succeed in sports, to the older man trying to help stay and feelyoung. The benefits of muscle growth are too high to be passed out by anybodywho has any sort of ambition of feeling better about themselves, looking better,and having more energy for everyday tasks. You will find that once you startweight training, and muscle and strength growths are noticed that it will almostbecome addicting and the desire for bigger and better results will becomegreater and greater. I would recommend muscle growth to anybody, and anyone whodisagrees should give it a try, just for a little while, and after the resultsof improved strength and muscle size are noticed weight training will become apart of their life. hCategory: Science

Black Boy By Richard Wright Essays - House Of Plantagenet

Black Boy By Richard Wright At Richards' grandmother's house. He sets some curtains on fire, which leads to the house catching on fire. The family moves to Memphis. Richard hangs a cat after his father tells him to (sarcastically) Richard's mother punishes him. At six while hanging out at a saloon he becomes a drunkard. At this age there are no racial differences to him. Richard and his brother are taken to an orphanage to live. His father has left the family for another woman. His mother is ill and can't work. Chapter 2 His mother takes Richard and his brother to live at their grandmother's house. They move to Arkansas to live with Maggie and her husband b/c granny's religious rules tie them down. Maggie and Richard's mother are sisters. Maggie's husband, a successful saloon owner, is killed. In fear for their lives they go back to granny's house. They then move back to Memphis. Aunt Maggie left with a man who killed a white woman. Chapter 3 Richard's mother had a stroke. Her left side was paralyzed. They went to live with Granny. Afterwards Richard's brother goes to live with Aunt Maggie in the north. Richard goes to live with Uncle Clark. After finding that a boy died in his room he can't sleep. He finally went home to Granny. His mother is living at Granny's her health is improving. Chapter 4 Richard is twelve years old. The poetry of religious hymns inspires Richard to write his own poetry. Richard isn't religious his granny tries to convert him. One day at church he tells his grandmother that if he ever saw an angel he would believe. His grandmother misunderstands him and thinks that he has seen an angel. His grandmother tells everyone that he has seen an angel. Afterwards Richard apologizes and promises to pray for salvation. When he prays he find nothing to say to God. This is when he writes his first story. Richard is given up by the family. He is an outsider. Chapter 5 Richard wants to earn some money to buy lunch. His granny won't let him work on the weekends. So he threatens to leave. Granny gives in. He starts selling papers. He enjoys the supplementary section of the newspaper. It has stories in it. When Richard finds out that they are published by the Ku Klux Klan he stops selling them. In the summer he takes the job of an assistant to an illiterate insurance salesman. But his employer dies during the winter. Richards grandfather dies. Richard's grandfather served in the Union Army. He spent the rest of his life expecting the government to give him his pension. Chapter 6 Richard gets a job working for a female white. She insults him by giving him moldy bread and old molasses. When she inquires what grade he is in school he tells her that he is in the 7th grade and that he wants to be a writer. The white woman tells him that he will never be a writer. He doesn't return to the job the next day. Chapter 7 Richard is now in 8th grade. When he writes a story for a local black newspaper everyone is confused by it. This wasn't expected of a Black Boy. Chapter 8 As Richard gets older he is isolated from his classmates and relatives. His brother, who comes to visit, also becomes critical of his ways. He also finds out that his Uncle Tom is telling his cousin Maggie to stay away from him. Richard wants to leave. Richard is valedictorian of his 9th grade class. The principal wants Richard to read a speech he has written. Richard has already prepared a speech. The principal threatens that Richard will not graduate if he doesn't read his speech. Richard reads his own speech. He is isolated even more by his peers and relatives. In the year 1925 he goes out into the world at the age of 17. Chapter 9 As he works at different places the hatred of white people follow. He is beaten up by white boys. He is fired from one job for seeing the beating of a black woman. At an optical house his white co-workers mistreat him. His employer who is from the

Ife Modakeke Essays

Ife Modakeke Essays Ife Modakeke Essay Ife Modakeke Essay Urban-ethno communal conflict in Africa: Nigeria Abidemi R. Asiyanbola PhD Department of Geography and Regional Planning, Faculty of the Social Sciences, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria E-mail: [emailprotected] com or [emailprotected] com A paper submitted for presentation at the Union for African Population Studies (UAPS) Fifth African Population Conference, Arusha, Tanzania: December 10 – 14, 2007 2Abstract: Observation from literature shows that the role of ethnicity as a mobilizing agent is among the most important questions of this century as conflicts linked to ethnicity have led to significant loss of life and injuries in many countries, and become major elements in impoverishment, undermining human security and sustainable development. Hitherto, literature on this issue in Africa is relatively weak in terms of systematically providing empirical evidence to substantiate its claims.The paper presents a preliminary report of an empirical study on urban ethno-communal conflict in Nigeria: the case of IfeModakeke. Among the issues examined are the perception of the conflict, how past violence conflict is recollected, and attitude of people towards violence/conflicts/use of weapons, social interaction among the people of the two communities. Also examined is the relationship between perception of the conflict; social interaction; and attitude towards violence/conflicts/use of weapons. The data used is from a larger household survey carried out by the author in Ife-Modakeke community.The result of the correlation analysis shows a negative relationship between perception of the conflict and social interaction. This implies that the more people perceive the conflict, the less is social interaction with the people of the other community. The result also shows a positive relationship between perception of the conflict and attitude towards violence/conflicts/use of weapons. This implies that the more people perceive the conflict, the more their attitude towards violence/conflicts/use of weapons. Furthermore, the result shows a negative elationship between social interaction and attitude towards violence/conflicts/use of weapons. This implies that the more there is social interaction among the people of the two communities, the less is the attitude towards violence/conflicts/use of weapons. This result suggests that policies that encourage social integration, psycho-social healing and psychological transformation could enhance the attainment of sustainable peace among the people of the two communities. Keywords: Ethnicity; Conflict; Sustainable peace; Africa; Nigeria . 0 Introduction Various part of Africa has experienced dangerous scenes of incessant dysfunctional conflicts, which have occurred between communities, ethnic groups and religious groups. Observation from the literature shows that the role of ethnicity as a mobilizing agent is among the most important questions of this century as conflicts linked to ethnicity have 3 led to significant loss of life and injuries in many countries, and become major elements in impoverishment, undermining human security and sustainable development.Ethnicity refers to a group of people with a common socio/cultural identity such as language, common worldview, religion and common cultural traits (Boaten, 2000). Thus ethic groups are social formations distinguished by the communal character (i. e language and culture) of their boundaries (Nnoli, 1980). In other words, ethnic groups represent categories of people characterized by cultural criteria symbols including language, value systems and normative behaviour, and whose members are anchored in a particular part of the new state territory (Otite, 1990).Actually, the word ethnic is derived from the Greek word ethnos which means a group of people who share a common and distinctive culture. In its classical meaning, ethnic relates to a member of a particular ethnos (Imobighe, 2003). Hence ethnicity a ccording to Imobighe should be seen as the feeling of belonging to a distinctive cultural or linguistic group, or a manifestation of ethnic consciousness in relation to other groups. Conflicts arise from the pursuit of divergent interests, goals and aspirations by individuals and or groups in defined social and physical environments (Otite, 1999).As observed in the literature, ethnic conflict derives their rationale and configuration from perceived socio/cultural differences. In fact, Otite (1990) present a picture of ethnicity as the contextual discrimination by members of one group against others on the basis of differentiated system of socio-cultural symbols. He affirms that ethnicity has the properties of common group consciousness and identity and also group exclusiveness on the basis of which social discriminations are made.This in most case as experienced in most African countries and in Nigeria in particular has resulted to violent intractable conflicts. 4 Nigeria is a large multiethnic country where ethnic cleavages remain a critical problem and ethnic violence has erupted periodically. Within the past four decades, Nigeria has experienced dangerous scenes of incessant dysfunctional conflicts, which have occurred between communities, ethnic groups and religious groups.It is note worthy that these conflicts are not confined to any specific geo-political region of the country. The situation has become extremely worrisome since the beginning of the new democratic dispensation that is, Nigeria’s Fourth Republic, which was enthroned on May 29, 1999. Within the first three years of the country’s return to democratic rule, Nigeria had witnessed the outbreak of several violent communal or ethnic conflicts, while some old ones had gained additional potency.Examples of conflicts in Nigeria in recent time include Yoruba-Hausa community in Shagamu, Ogun State; Eleme-Okrika in Rivers State; the intermittent clashes in Kano, Kano State; Zango-Kataf in Kaduna State; TivJukun in Wukari, Taraba State; Ogoni-Adoni in Rivers State; Chamba-Kuteb in Taraba State; Itsekiri-Ijaw/Urhobo in Delta State; Aguleri-Umuleri in Anambra State; Ijaw-Ilaje conflict in Ondo State; Basa-Egbura in Nassarawa State; Hausa/Fulani-Sawaya in Bauchi State; Fulani-Irigwe and Yelwa-Shendam, both in Plateau State; Hausa-Yoruba clashes in Idi-Araba in Lagos State, and Ife-Modakeke in Osun State (Ubi, 2001; Imobighe, 2003; Omotayo, 2005). The oldest intra-ethnic conflict in Nigeria, however, is Ife-Modakeke crisis. It has been going on for more than a century (Aguda, 1994; Albert, 1999; Agbe, 2001; Toriola, 2001). The conflict has become its own raison deter, its own self-empowered, and selffulfilling, as it had since detached from its original cause (Augsburger, 1992; Omotayo, 2005). While the causes of the crisis are many and varied, these causes are cultural 5 identity, economic and politics.These causes have been identified in the literature as important ele ments in ethnic conflicts. Although, there have been various studies on African peace and conflict which have provided novel theoretical perspectives and to a larger degree manages to capture the core issues explaining turmoil and violence in the continent. However, when assessed jointly, the publications are relatively weak in terms of systematically providing empirical evidence to substantiate its claims. The present study intends to contribute along this identified gap. In the paper, I present a preliminary report of an empirical study carried out in 2006 on urban ethno-communal conflict in Nigeria focusing on the case of Ife-Modakeke.Among the research questions which the study addresses are: What is the perception of the conflict? How is past violence conflict recollected? What is the attitude of people towards violence/conflicts/use of weapons? How is inter-personal relationship among the people of the two communities? Is there relationship between perception of the conflict; social interaction among the people of the two communities; and attitude towards violence/conflicts/use of weapons? The null hypothesis tested in the paper are that there is no significant relationship between perception of the conflict; social interaction among the people of the two communities; and attitude towards violence/conflicts/use of weapons 6 2. Methodology The data base for the paper is derived from both primary and secondary data sources. The primary data used in the paper is from a larger household survey carried out by the author in Ife and Modakeke communities in 2006. The household survey was implemented using the method of face-to-face interviews. The questionnaire was designed to collect information among others on the perception of the conflict, attitude towards violence/conflict/use of weapons, recollection of past violence conflict, recollection of past violence conflicts and social interaction indicators, etc In the two communities a total of 390 households wer e interviewed.Exact population figures of the two communities was not known as at the time of the field survey. The result of National Population census conducted in March 2006 was not yet released as at the time of the field survey. Therefore, in Ife community 195 households were interviewed, and in Modakeke community 195 households were interviewed. The choice of the sample size is based on the considerations of many factors including (De Vaus, 1996:73) cost, time, accuracy, and the fact that information relating to ethnocommunal conflict is still very sensitive in the two communities. Comprehensive list of households/dwellings in Ife and Modakeke communities is not available.Therefore, with the aid of an updated map of the two communities, Ife community is divided into 28 localities and Modakeke community is divided into 15 localities after blocking off localities that are badly affected by the conflict. By locality, I mean population clusters grouped together based on the local name of the area and the presence of notable boundaries such as stream or road. All the accessible 15 localities in 7 Modakeke community were selected, while in Ife, table of random number was used to select 15 localities. Thirteen (13) questionnaires each were administered in each of the localities selected. The households were randomly selected.Heads of households who were above 30 years in age and/or the spouse, preferably first wife in a polygamous household were interview. In order to ensure equal representation of women and men in the survey, the interview was conducted in alternate manner as survey proceeds, male/female head of household or wife preferably first wife in a polygamous household. The survey was carried out in July/August, 2006. For some reasons including security and safety, 20 field assistants were employed – 10 field assistants who are familiar with Ife community for Ife community survey, and 10 field assistants who are familiar with Modakeke community for Modakeke community survey. The field assistants are students of Obafemi Awolowo University.Training programme was conducted for these 20 field assistants on 1st July, 2006, at the Department of Geography, Faculty of the Social Sciences, Obafemi Awolowo University, Ile-Ife. I also engaged the service of a colleague Lecturer in the Department of Geography at Obafemi Awolowo University, Ile-Ife in the training programme and the field work. The secondary sources of data that were used include literature – published and unpublished materials, technical reports, and publications. The data collected was analysed using simple frequencies, and percentages. Correlation statistical technique was used to test the stated hypothesis. 8 3. 0 Ife-Modakeke crisis – a brief account Ife-Modakeke, is situated in Osun State in the South – West Zone of Nigeria.The south –West Zone is made up of six States, namely, Ekiti, Lagos, Ogun Ondo ,Osun and Oyo States. The Zone is t raditionally inhabited by one of Nigeria’s three largest ethnic groups, the Yoruba. Historical accounts have it that Ifes and Modakekes are sons and daughters of the same parents. As Yorubas, their ancestry is traced to Oduduwa the progenitor of Yoruba race. It was the collapse Old Oyo Empire in the 19th century which caused a flood of refugees down south. Most of these refugees headed towards Ile-Ife. They must have been attracted to Ile-Ife by the historic image of the city as the aboriginal home of the Yoruba people [Orisun Yoruba] (Albert, 1999:143).The Ooni gladly welcomed the refugees as they relocated to Ile-Ife (Akinjogbin, 1992) and subsequently formed a community known today as Modakeke on a separate settlement created for them. The relationship between the Ifes and these Oyo refugees was very cordial at the initial stage. The Ooni and his Chiefs found them and their Oyo kinsmen. Back home, to be good allies in moments of warfare and good hands in farm work. The Oyo s provided military support to the Ifes during the Owu War of 1825 and various Ijesha invasions. This encouraged Ife Chiefs to throw their doors open to more Oyo refugees as they came in greater numbers. Land was given to them and several of them worked for Ife farmers. The first Ife-Modakeke crisis occurred in 1835 to 1849 (Albert, 1999; Oladoyin, 2001).This marked the beginning of an age-long communal violence between the Modakeke and the aboriginal communities in Ile-Ife. 9 Historical account of the first and origin of Ife-Modakeke crisis as stated by Albert, (1999:144-145) is that an Ife Chief, Okunade, the Maye, who was the leader of the Yoruba warriors that settled in Ibadan in the early nineteenth century; though a brave warrior, was an autocrat. He wielded so much influence in Ibadan politics that the Ifes started to see Ibadan as an extension town. In 1835, Okunade’s autocracy was challenged by some Oyo citizens in Ibadan; he was consequently expelled from the town. He attempted to recapture the city during the Gbanamu battle. He was killed and he Oyos thus took over the political leadership of Ibadan to the utter exclusion of their Ife allies. The Ifes responded by venting their anger on the Oyo refugees in their town (Akitoye 1970; Ajayi and Akintoye 1980). The refugees therefore were getting ill-treated and were sold into slavery. Around this same 1835 when the Ife hostility commenced against the Oyo refugees in their midst, rumours were circulating that the Fulani jihadists were preparing to invade some parts of Yorubaland from their Ilorin base. The surrounding Ife territories of Ikire, Iwata, Gbongan, Ipetumodu and Origbo became evacuated and the refugees came to settle in Ile-Ife. But the attitude of the Ifes to strangers had changed.Ooni Abeweila, who ascended the throne in 1839, had to send some of the refugees back to Ipetumodu, Gbongan and Ikire in 1847 following the defeat of the Fulani invaders at Osogbo in 1840. By the same year, the Ooni created a separate settlement from those Oyo refugees who had no home to rerun to. The settlement was named Modakeke after the cry of a nest of storks on a large tree near the site. The leader of the Oyo refugees was given the title Ogunsua (Johnson 1973; Akinjogbin 1992). To date, there had been seven major wars – 1835-1849, 1882-1909, 1946-1949, 1981, 1983, 1997-1998 and 2000. The conflict is depicted as a conflict between the Ife 10 â€Å"landlords† and the Modakeke â€Å"strangers/tenants†. The recent crisis has caused over 2000 deaths and several more injuries.Several hundreds of people were shot, slaughtered or lynched; several houses and properties were destroyed. Various studies have examined Ife-Modakeke crisis. Such studies include Albert (1999), Aguda, (2001); Oladoyin (2001), Agbe (2001), Toriola (2001), and Babajimi (2003). These studies have examined the history, causes and consequences of Ife-Modakeke crisis. The causes of the conflicts b etween Ifes and Modakekes are many and varied and are partly economic and party political and identity issues revolving around landownership issues, payment of land rent (Isakole), status of Modakeke community, local government creation and location of local government headquarters.In addition, the crisis, since the post-colonial period, has been a veritable weapon in the hands of those interested in creating political tensions in Yoruba land. 4. 0 Perception of the conflict In the survey various questions relating to perception of the conflicts were asked. Table 1 below shows the indicators of perception of the conflict which are asked in the questionnaire form administered. 11 Table 1: Indicators of perception of the conflict S/N Perception of the conflict 1 2 3 4 If ever heard of any conflict between the two communities Number of crisis aware of If think that the conflict is resolved If still expect crisis again between the two communitiesThe result of the frequency analysis is s hown in Table 2. The Table shows that majority of the respondents (97. 4%) have heard of the crisis between Ife and Modakeke community. Also, most of the respondents (58. 2%) are aware of 3-4 numbers of IfeModakeke crises, followed by 30. 0% who said that they are aware of 1-2 numbers of IfeModakeke crisis, and 8. 5% who said that they are aware of 5-6 numbers of Ife-Modakeke crisis. Thus, about 96. 7% of the respondents are aware of between 1-6 numbers of IfeModakeke crises. In response to the question as to if think that the conflict is resolved, and if still expect crisis again between the two communities; 34. % said that the conflict is not resolved, while 22. 1% said that they still expect crisis again between the two communities. 12 Table 2: Perception of the conflict S/N Perception of the Response conflict Ife % (n = Modakeke 195) % 195) (n Total % (n = = 390) 1 If ever heard of any conflict between the two communities Number of crisis aware of Yes No 1-2 3-4 5-6 gt;6 98. 5 1 . 5 28. 2 62. 1 5. 1 3. 1 57. 9 37. 9 30. 3 68. 2 96. 4 3. 6 29. 8 54. 4 11. 8 0. 0 66. 7 30. 8 13. 9 81. 0 97. 4 2. 6 30. 0 58. 2 8. 5 1. 5 62. 3 34. 4 22. 1 74. 6 2 3 If think that the conflict is resolved Yes No 4 If still expect crisis again between the two communities Yes No Field survey, 2006 5. Attitudes towards violence/conflicts/use of weapons In the survey various questions relating to attitudes towards violence/conflicts/use of weapons were asked. Table 3 shows indicators attitudes towards violence/conflicts/use of weapons which are asked in the questionnaire form administered. 13 Table 3: Attitudes towards violence/conflicts/use of weapons S/N Attitude towards violence/conflict/use of weapons 1 If opposed to the idea of people carrying weapons 2 If would encourage others to carry weapons and fight 3 If think that violence is the best way of expressing dissatisfaction 4 If think that violent fighting between the two community is necessary 5 If making inancial contribution to the community 6 If the respondent encouraged their children to make financial contribution to the community 7 If the respondent encouraged their spouse to make financial contribution to the community 8 If the respondent encouraged their relative to make financial contribution to the community 9 If the respondent encouraged women to make financial contribution to the community 10 If attend community meetings 11 If respondent encouraged their spouse to attend community meetings 12 If respondent encouraged their children to attend community meetings 13 If respondent encouraged their female children to attend community meetings 14 If respondent encouraged other women to attend community meetings The result of the frequency analysis is shown in Table 4. The Table shows that 36. 7% of the respondents said that they are not opposed to the idea of people carrying weapons, 12. 3% said that they would encourage others to carry weapons and fight, 9. % said that they think that violence is the best way of expressing dissatisfaction, while 11. 8% said that they think that violent fighting between the two community is necessary. In the two communities, organized violence is usually planned through community group meetings. Those who have flare for violence/conflicts/use of weapons will not miss community group meetings and will also make contributions to the community. Thus community group meetings attendance and making contributions to the community is used as an indicator of attitude towards violence/conflicts/use of weapons. Therefore, questions relating to community group meetings attendance and making contributions to 4 the community are asked in the questionnaire. Most of the respondents (51. 5%) said that they make financial contributions to the community, 28. 7%, 39. 7%, 45. 1%, and 46. 9% said that they encouraged their children, spouse, relatives and others to make financial contribution to the community. Also, most of the respondents (53. 8%) said that they a ttend community meetings, 48. 5%, 33. 1%, 28. 5%, and 46. 7% said that they encourage their spouse, children, female children, and others to attend community meetings. Table 4: Attitudes towards violence/conflicts/use of weapons S/N Attitude towards Response Ife % (n Modakeke Total % (n violence/conflict/use of eapons = 195) % (n = = 390) 195) 1 If opposed to the idea of people carrying weapons Yes No 2 If would encourage others to carry weapons and fight Yes No 3 If think that violence is the best way of expressing dissatisfaction Yes No 64. 1 35. 4 8. 7 90. 8 6. 2 92. 9 8. 8 89. 8 46. 7 51. 8 26. 2 69. 7 60. 6 37. 9 16. 9 81. 1 12. 3 86. 2 14. 9 82. 1 56. 4 43. 7 31. 3 57. 5 62. 3 36. 7 12. 3 85. 9 9. 2 89. 5 11. 8 85. 9 51. 5 47. 7 28. 7 63. 6 4 If think that violent fighting Yes between the two community is necessary No If making financial contribution to the community Yes No 5 6 If the respondent Yes encouraged their children to make financial contribution No to the community 5 7 If the respondent encouraged their spouse to make financial contribution to the community If the respondent encouraged their relative to make financial contribution to the community If the respondent encouraged women to make financial contribution to the community If attend community meetings Yes No Yes No Yes No Yes No 11 If respondent encouraged their spouse to attend community meetings If respondent encouraged their children to attend community meetings If respondent encouraged their female children to attend community meetings If respondent encouraged other women to attend community meetings Yes No Yes No Yes No Yes No 37. 5 56. 5 42. 1 54. 9 42. 6 57. 4 54. 9 45. 1 47. 7 52. 3 28. 7 71. 27. 2 72. 8 40. 5 59. 5 42. 0 46. 7 48. 2 51. 8 51. 3 48. 7 52. 8 47. 2 49. 2 50. 8 37. 4 62. 6 29. 7 70. 3 52. 8 47. 2 39. 7 51. 5 45. 1 53. 3 46. 9 53. 1 53. 8 45. 4 48. 5 42. 3 33. 1 66. 9 28. 5 71. 5 46. 7 51. 8 8 9 10 12 13 14 Field survey, 2006 6. 0 Social interaction among the people o f the two communities This section examines social interaction among the people in the two communities as a reflection of social integration in the study area. The indicator of social interaction among the people in the two communities is the views of the people about inter-marriage among the people in the two communities. In the survey, various questions 6 relating to the views of the people about inter-marriage among the people in the two communities were asked. This is shown in Box 1. Box 1: Showing various questions relating to social interaction among the two communities that were asked 1. Do people in this community marry from Ife/Modakeke community? 2. How do you see women from Ife/Modakeke that is married to the people of this community? 3. Can you encourage your children to marry from Ife/Modakeke community? 4. Can you encourage your relations to marry from Ife/Modakeke community? 5. Can you as a person marry Ife/Modakeke person? 6. How do you see the children of the women from Ife/Modakeke that are married to the people of this community?The result of the frequency analysis is shown in Table 5. Majority of the respondents (92. 3%) said that there is inter-marriages among the people in the two communities. While 63. 3% sees women that are married to the other community as kinsmen, 2. 1% sees them as strangers, 12. 6% sees them as enemy and 12. 6% are indifferent. Also, while 63. 8% said that they can encourage their children to marry from the other community, 36. 2% said that they cannot encourage their children to marry from the other community. The result of the analysis also shows that 62. 8% said that they can encourage their relations to marry from the other community, while 34. % said that they cannot encourage their relations to marry from the other community. As a person, 54. 4% of the respondents said that they can marry from the other community, while 40. 3% said that they cannot marry from the other community. The result further reveals tha t children of women married to the people of the other community are seen as kinsmen (60. 0%), strangers (3. 3%), enemy (13. 6%), while 21. 3% of the respondents said that they are indifferent. This result suggest that women that are married to the other community and 17 particularly their children have identity crisis in the sense that some sees them as strangers and enemy, although quiet a percentage of the respondents sees them as kinsmen.Table 5: Showing the response to the questions on social interaction among the two communities that were asked S/N Questions Response Ife % Modakeke Total (n 195) 1 = % (n = % (n = 195) 96. 4 3. 1 390) 92. 8 7. 0 Do people in this community marry from Ife/Modakeke community? Yes No 89. 2 10. 8 2 How do you see women from Ife/Modakeke that is married to the people of this community? (1) Kinsmen (2) Stranger (3) Enemy (4) Indifferent 56. 4 3. 1 17. 4 22. 6 53. 8 46. 2 70. 3 1. 0 7. 7 20. 5 73. 8 26. 2 63. 3 2. 1 12. 6 21. 5 63. 8 36. 2 3 Can you e ncourage your children to marry from Ife/Modakeke community? Yes No 4 Can you to encourage marry your Yes from No 51. 8 44. 1 73. 8 24. 6 62. 8 34. 4 relations Ife/Modakeke community 5Can you as a person marry Ife/Modakeke person? Yes No 46. 2 47. 7 55. 4 62. 6 32. 8 64. 6 54. 4 40. 3 60. 0 6 How do you see the children of the women from Ife/Modakeke (1) Kinsmen 18 that are married to the people of this community? (2) Stranger (3) Enemy (4) Indifferent Field survey, 2006 4. 1 16. 9 21. 5 2. 6 10. 3 21. 0 3. 3 13. 6 21. 3 6. 0 Recollection of past violence conflict In the survey, various questions relating to the recollection of past violence were asked. These are shown in Box 2. Box 2: Showing various questions relating to the recollection of past violence that were asked 1. Did you witness any of the Ife/Modakeke violent conflict? 2.If yes, how many? 3. Where were you, your spouse and your family during the recent violent crisis? 4. When did you first hear the story of Ife/Modakeke crisis? 5. Did your parents ever tell you the story of Ife/Modakeke conflict? 6. If yes, which of them told you? 7. If both, which of them first told you? 8. When did you hear the story from your parent? 9. Have you also told/related the story to your children? 10. If yes, when did you first tell your children? The result of the frequency analysis is shown in Table 6. The Table shows that majority of the respondents (90. 3%) witnessed Ife-Modakeke violent conflict. Majority of the respondents (86. %) witnessed between one to four Ife-Modakeke violent conflicts. Also, majority of the respondents (85. 6%), including majority of their spouses (69. 7%) 19 and their families (77. 4%) are living within the community of residence, that is, Ife community or Modakeke community during the recent violent conflit in Ife-Modakeke. Most of the respondents said that they first had the story of Ife-Modakeke crisis during their childhood age period (38. 7%), followed by those who said that they fir st heard during their adolescent age period (22. 1%) and those who said that they first heard during youthful age period (18. 7%). This result shows that majority (79. 5%) have heard the story before their adulthood age.This implies that before the adulthood age period majority of the people are already conscious of the relationship of similarity and dissimilarity/crisis between the two communities. Most of the respondents (58. 5%) said that their parent told them the story of Ife-Modakeke crisis. While 32. 6% said that both parents told them, 14. 6% and 11. 3% said that their father and mother respectively told them. However, 23. 6% of the respondents said that their father told them first while 9. 0% said that their mother first told them. Most (55. 6%) said that they heard the story from their parents before their adulthood age that is during their childhood age period (29. 5%), during their adolescent age period (18. 2%), and during youthful age period (7. 9%). Most of the resp ondents (47. %) said that they have also related the story to their children. Most of the respondents told the story to their children during childhood age period (28. 7%), followed by those who told their children during their adolescent age period (12. 3%), and during youthful age period (4. 9%). 20 Table 6: Showing the response to the questions on the recollection of past violence that were asked S/N Questions Response Ife % (n Modakeke Total % (n = 195) % (n = = 390) 195) 1 Did you witness Yes 90. 8 89. 7 90. 3 any of the No 9. 2 10. 3 9. 7 Ife/Modakeke violent conflict? 2 If yes, how many? 1 2 3 4 5 gt;5 1. Within the community of residence 2. Neighboring rural areas to the community within the state 3.Neighboring community within the state 4. Outside the state 1. Within the community of residence 2. Neighboring rural areas to the community within the state 3. Neighboring community within the state 4. Outside the state 1. Within the community of residence 2. Neighboring rural a reas to the community within the state 3. Neighboring 13. 8 22. 1 27. 3 24. 6 3. 1 0. 0 9. 2 19. 5 23. 1 33. 3 4. 1 0. 5 11. 5 20. 8 25. 1 29. 0 3. 6 0. 3 3A Where were you during the recent violent crisis? 88. 7 82. 6 85. 6 2. 1 2. 6 5. 1 2. 6 4. 6 7. 7 2. 3 3. 6 6. 4 3B Where was your spouse during the recent violent crisis? 73. 8 65. 6 69. 7 5. 6 2. 6 6. 7 3. 1 5. 6 7. 2 4. 4 4. 1 6. 3C Where were your family during the recent violent crisis? 82. 1 72. 8 77. 4 2. 6 2. 6 2. 6 21 community within the state 4 When did you first hear the story of Ife/Modakeke crisis? 4. Outside the state 1. During childhood age period 2. During adolescent age period 3. During youthful age period 4. During adulthood age period Yes No 5. 6 4. 1 34. 9 21. 5 21. 5 22. 1 52. 3 47. 7 6. 7 8. 7 42. 6 22. 6 15. 9 19. 0 64. 6 35. 4 6. 4 7. 4 38. 7 22. 1 18. 7 2. 5 58. 5 37. 7 5 Did your parents ever tell you the story of Ife/Modakeke conflict? 6 7 If yes, which of Father them told you? Mother Both If both, wh ich of Father them first told Mother you?When did you hear the story from your parent? 1. During childhood age period 2. During adolescent age period 3. During youthful age period 4. During adulthood age period Have you also Yes told/related the No story to your children? If yes, when did you first tell your children? 1. During childhood age period 2. During adolescent age period 3. During youthful age period 4. During adulthood age period 14. 9 15. 9 21. 5 15. 4 6. 2 14. 4 6. 7 43. 6 31. 8 11. 8 14. 6 11. 3 32. 6 23. 6 9. 0 8 26. 2 16. 4 5. 1 2. 6 44. 6 55. 4 32. 8 20. 0 10. 8 3. 1 49. 7 50. 3 29. 5 18. 2 7. 9 2. 8 47. 2 52. 6 9 10 26. 2 10. 8 5. 6 1. 5 31. 3 13. 8 4. 1 1. 0 28. 7 12. 3 4. 9 1. 3 Field survey, 2006 22 7. Test of hypothesis The null hypothesis tested is that there is no significant relationship between perception of the conflict; social interaction among the people of the two communities; and attitude towards violence/conflicts/use of weapons. Tables 7 – 9 sh ows the definition of variables used to measure perception of the conflict; social interaction among the people of the two communities; and attitude towards violence/conflicts/use of weapons. Table 7: Measure of perception of the conflict S/N 1 2 3 4 Perception of the conflict If ever heard of any conflict between the two communities Number of crisis aware of If think that the conflict is resolved If still expect crisis again between the two communities How measured 1 if yes, 0 otherwise Total in numbers 1 if No, 0 otherwise 1 if yes, 0 otherwiseTable 8: How social interaction indicators are measured Social interaction indicators How measured If people in this community marry from 1 if yes, 0 otherwise Ife/Modakeke community The way women from Ife/Modakeke that are married to the people of this 1 if they are seen as kinsmen, 0 otherwise community are seen If you encourage your children to marry 1 if yes, 0 otherwise from Ife/Modakeke community If you encourage your relations to 1 if yes, 0 otherwise marry from Ife/Modakeke community If you as a person marry Ife/Modakeke 1 if yes, 0 otherwise person The way children of the women from Ife/Modakeke that are married to the 1 if they are seen as kinsmen, 0 otherwise people of this community are seen 23 Table 9: Measure of attitude towards violence/conflict/use of weapons S/N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Attitude towards violence/conflict/use of weapons If opposed to the idea of people carrying weapons If would encourage others to carry weapons and fight If think that violence is the best way of expressing dissatisfaction If think that violent fighting between the two community is necessary If making financial contribution to the community If the respondent encouraged their children to make financial contribution to the community If the respondent encouraged their spouse to make financial ontribution to the community If the respondent encouraged their relative to make financial contribution to the community If t he respondent encouraged women to make financial contribution to the community If attend community meetings If respondent encouraged their spouse to attend community meetings If respondent encouraged their children to attend community meetings If respondent encouraged their female children to attend community meetings If respondent encouraged other women to attend community meetings How measured 1 if No, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwise 1 if yes, 0 otherwiseThe result of the correlation analysis between perception of the conflict; social interaction among the people of the two communities; and attitude towards violence/conflicts/use of weapons is shown in Table 10. From the Table, the result of the correlation analysis shows a negative relation ship between perception of the conflict and social interaction. This implies that the more people perceive the conflict, the less is social interaction with the people of the other community. The result also shows a positive relationship between perception of the conflict and attitude towards 24 violence/conflicts/use of weapons. This implies that the more people perceive the conflict, the more their attitude towards violence/conflicts/use of weapons.Furthermore, the result shows a negative relationship between social interaction and attitude towards violence/conflicts/use of weapons. This implies that the more there is social interaction among the people of the two communities, the less is the attitude towards violence/conflicts/use of weapons. Table 10: Result of the correlation analysis between perception of the conflict; social interaction among the people of the two communities; and attitude towards violence/conflicts/use of weapons Community Variable Perception Social Attitude towards of the interaction violence/conflicts/use conflict of weapons ‘r’ ‘r’ ‘r’ Ife (Pearson Perception of the 1. 00 correlation) conflict (n = 195) Social interaction -. 068 1. 00 Attitude towards . 128 -. 006 1. 0 violence/conflicts/use of weapons Modakeke Perception of the 1. 00 (Pearson conflict correlation) Social interaction -. 118 1. 00 (n = 195) Attitude towards . 198** -. 211** 1. 00 violence/conflicts/use of weapons Ife/Modakeke Perception of the 1. 00 (Pearson conflict correlation) Social interaction -. 107* 1. 00 (n = 390) Attitude towards . 152** -. 082 1. 00 violence/conflicts/use of weapons 25 Ife/Modakeke (Spearman Rank correlation) (n = 390) Perception of the conflict Social interaction Attitude towards violence/conflicts/use of weapons 1. 00 -. 133** . 172** 1. 00 -. 091 1. 00 *Significant at p lt; . 05 **Significant at p lt; . 01 8. Summary, policy implication and conclusion The paper present a preliminary report of an emp irical study carried out in 2006 on urban ethno-communal conflict in Nigeria: the case of Ife-Modakeke. Among the issues examined are the perception of the conflict, how past violence conflict is recollected, and attitude of people towards violence/conflicts/use of weapons, social interaction among the people of the two communities. Also examined is the relationship between perception of the conflict; social interaction; and attitude towards violence/conflicts/use of weapons. The result of the correlation analysis shows a negative relationship between perception of the conflict and social interaction. This implies that the more people perceive the conflict, the less is social interaction with the people of the other community.The result also shows a positive relationship between perception of the conflict and attitude towards violence/conflicts/use of weapons. This implies that the more people perceive the conflict, the more their attitude towards violence/conflicts/use of weapons. Furthermore, the result shows a negative relationship between social interaction and attitude towards violence/conflicts/use of weapons. This implies that the 26 more there is social interaction among the people of the two communities, the less is the attitude towards violence/conflicts/use of weapons. This result suggests that policies that encourage social integration could enhance the attainment of sustainable peace among the people of the two communities.Towards this end, there is the need for the promotion of the following policies in the study area: (i) promotion of psycho-social work which aims at both psycho-social healing and psychological transformation towards peaceful co-existence in the two communities; (ii) promotion of peace education in school and the society that target both female and male of all age groups; (iii) promotion of non-violence means in the settling of land dispute issues; (iv) promotion of reconciliation of the Ifes and the Modakekes and trust building in the two communities; and, (v) encouragement of inter-marriage and cultural reintegration of the two communities.

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