Persuasive Essay Theorizing ( Vaccine ) Refusal, Through...

When reading over the article â€Å"Theorizing (Vaccine) Refusal: Through the Looking Glass†, the hypothesis took a lead to describe how the article was going to be. I believe that the hypothesis is that, refusal often begins well before the act, and continues on after the behavioral or the verbal decision is made. I believe that this is the hypothesis because the article is shaped around refusal and why some people may act out on refusal as their choice. Throughout this article refusal is talked about as in a way of social norms, specifically for this article the topic is vaccines. Within the reading I saw ways the author will portray to us how people think in different ways, targeting vaccines and refusal. For myself as the reader they†¦show more content†¦This would be an argument for should children be allowed into kindergarten without their vaccinations they are told to get? While reading this article only 49% of the children entering kindergarten at this school had their vaccinations and did not have a waiver stating they were cleared not to have the vaccinations. In my eyes, I think of this argument as a personal preference. If something is not contagious I do not think the school should be in charge of telling the parents what type of shots their child needs in order to enter kindergarten, again this is just how I saw this argument. Another argument that was seen was that people just do it because of a â€Å"everyone does it here† type of situation which in this case many people just went with the flow and if they heard of their friends giving their kids the vaccinations they would or vice versa also. There was a distinct method used in this article started off by being a survey. I believe this to be true because the author goes on to tell us the specific questions that were asked to gather the information that was needed. I conclude this to be a survey because there are specific questions asked that all the parents would get, whi ch were the same questions yet different answers were given amongst them all. The author had a set list of questions that were asked, but when getting the responses back from the parents

Analysis Of Nathaniel Hawthorne s Scarlet Letter

AP Short Form â€Å"Scarlett Letter† AP English Language and Composition Title: Scarlet Letter Author and Date of Publication: Nathaniel Hawthorne, Publication in 1850 Significance of the Title: This book was titled The Scarlet Letter because the plot of the novel is centered around the question of who, besides Hetser is the other adulteress. Main Characters: Hester Prynne - The character of Hester is labeled as an adulteress, and is condemned to wear the scarlet letter for the rest of her days. She is the book’s protagonist, and at a young age was married to the scholar known as Roger Chillingworth. Pearl Prynne - Pearl is a child of lust and sin, and was born to Hester Prynne after her affair with Reverend Arthur Dimmesdale. Pearl’s†¦show more content†¦Dimmesdale is a man who is in touch with his emotions, and can be described as a very intelligent individual. As a result, his sermons are incredibly intricate and extremely fluent. Roger Chillingworth - Hester’s husband, Roger Chillingworth is a well known scholar who acquires land in the New World. Chillingworth sends his wife, Hester, to America to claim this land. Chillingworth has a very antisocial personality, and is often secluding himself from social scenes and other events. When Hester has an affair during her time in the New World, Chillingworth makes it his mission to find her lover, and seek revenge. Chillingworth is easily the most monstrous character in the novel, making him the antagonist. Minor Characters: Governor Bellingham - As a wealthy and elderly man, Bellingham spends much of his time consulting with the town’s fathers. Although he is responsible for a growing American society, his mannerisms are much like those of a wealthy Englishman. Bellingham strongly believes in sticking to the rules however, he is quite easily convinced by Reverend Dimmesdale’s eloquence. He is also incredibly naive, regretting to notice the atrocities in his own household. Mistress Hibbins - As a widow, Hibbins lives with her brother, who is Governor Bellingham. Mistress Hibbins acts as an example to readers of the hypocrisy and evil that can be present in a puritan

Federal Government’s Responses to African-American Freedom Equality Free Essays

Towards mid-20th century, American society had been stricken with social problems that stemmed from its history of tolerating and legalizing African slavery during its transition as a nation that has new found independence and freedom as a state. Freed from British colonization, Americans found themselves assuming the role of their previous colonizers; only this time, they became usurpers of the rights of African slaves, who were transported from Africa to America. As the promise of social, economic, and political power became more possible, America in the 20th century sought to create a fair, just, and egalitarian society. We will write a custom essay sample on Federal Government’s Responses to African-American Freedom Equality or any similar topic only for you Order Now One of the immediate steps taken by Americans in order to ensure this was the incorporation of Africans and African-Americans into American society. Achieving this, however, was a task not easily accomplished. Apart from people’s fear of breaking the status quo and entering a new social order, the American society also had the perceived threat that if African-Americans would be recognized in the country as equal citizens as Americans, then the privileges and opportunities they have enjoyed would be re-channeled and re-distributed to a larger population. Hence, the threat of decreased opportunities and privileges kept some Americans from accepting African-Americans as equal to them in enjoying the rights, freedom, and liberty as mandated by the American Constitution. The American government, however, sought ways in which African-Americans or black Americans could gain equal rights as Americans. The road towards achieving civil rights was not an easy task for both the black American society and the government. With the combined influence and constitutional power of the Executive, Legislative, and Judiciary branches of the government, black Americans gradually achieved their goal of becoming recognized as citizens of the United States of America. In 1961, the Executive branch of the government, under the leadership of then-president John F. Kennedy, the Affirmative Action program was unveiled and implemented in the education and labor sectors of the American society. Under Kennedy’s leadership, Affirmative Action was implemented as a result of tedious studies by the Committee on Equal Employment Opportunity. Initially, this program was aimed to provide equal opportunities for black Americans to apply for and enter into jobs or work without being discriminated-that is, they undergo the process of application and acceptance based on their credentials, skills, and knowledge as potential employees/workers for the employer/company. As an improvement to Kennedy’s initial program, President Lyndon B. Johnson in 1965 included in the Affirmative Action program the education sector, giving opportunities for black American youth to enjoy the same privileges that Americans have received from the government. Thus, with the inclusion of the education sector in the Affirmative Action program, black American students received scholarships and financial funding from the government and specific entities in the education sector. The program has benefited black American youth through the years. The Judiciary also played an important role in promoting the civil rights movement among African-Americans. Early on in the 1950s, America bore witness to a landmark case, Brown v. Board of Education, wherein Linda Brown, a black-American third grade student, was refused to be admitted in an all-white American school. The complaint was forwarded by Linda’s father because she had to walk one mile in going to her school, when in fact, she only lived seven blocks away from the all-white American school. The school’s refusal to admit Linda Brown signified the persistence of discrimination against black Americans. The case paved the way for educational institutions in America to re-examine themselves, and accept the reality that discrimination promotes social stagnation more than progress and development of America’s youth, whether they are black or white Americans. The legislative branch has been one of the active branches of the government, and has a significant relationship with African-Americans’ fight for their civil rights in the country. While the legislative branch had played the role of adversary, especially during the period wherein the civil rights movement was still in its infancy (implementation of Jim Crow laws and Fugitive Slave Law), the legislative branch nevertheless served as the medium through which black Americans were able to express and argue for their rights. One such example of laws that promoted black American civil rights was the passage of the Civil Rights Act of 1964, which promised equal rights and privileges among black Americans. It became the first step for the American society to fully accept the reality that they are equal in status and power as the black Americans. Thus, the Civil Rights Act made American society of this period to become more receptive, understanding, and open to the idea that indeed, American society is fast becoming a diverse and multi-cultural society. How to cite Federal Government’s Responses to African-American Freedom Equality, Papers