Henry Clay, In Defense of the American System, 1832 Essay

Henry Clay, In Defense of the American System, 1832 - Essay Example rs neutralized enormous chances in 1824, as those contradicted to the American System anticipated its fate on a few checks like the pulverization of the open income, certainty of the improvement of direct expenses, obliteration of the route, wretchedness of the business urban communities, sharp increment in the items of open utilization and hit to the fare advertise with decrease in universal exchange. All the forecasts of the pundits went haywire, and the American Economy went through the period of financial blast. 2. With economy recovering its unique wellbeing and success blasting all in all, America was confronting the results emerging out of that blast. The adversaries of the American System, being desirous of that extraordinary jump in economy, were on the plan of disruption, and the huge measure of income delivered made its own issues as each part of American route had expanded. Certain significant activities identifying with the advancement of satisfaction of the advantages were viewed as important. One of the most noticeably awful monetary markers of the economy was the huge open obligation of the nation. Time was ready to annul the framework to which the enactments owed such a great amount to the open thriving and the nation anticipated a time of reclamation and solidification of the economy. To dispose of the open obligation as the intrigue liabilities were substantial was the main goal. The framework needed to break liberated from this monetary serfdom. Sentiment was separated about the liquidation of the open obligation risk. Some contended that the open obligation was the auxiliary concern and different ventures and achievements expected to get need. The Henry Clay contended â€Å"But the individuals of the United States have not coupled the installment of their open obligation with the obliteration of the assurance of their industry, against remote laws and outside industry.† (Clay, 1832)The liquidation of the open obligation was viewed as significant. The other financial pointers were foundation of a

What Is Inclusion Free Essays

What is consideration ? Comprehensive training is worried about the instruction and settlement of all youngsters inside the study hall, paying little mind to their physical, scholarly, social, or etymological shortfalls. Consideration ought to likewise incorporate kids from burdened gatherings, everything being equal and societies just as the skilled and the debilitated (UNESCO, 2003). Incorporation attempts to lessen avoidance inside the training framework by handling, reacting to and meeting the various needs everything being equal (Booth, 1996). We will compose a custom paper test on What Is Inclusion or on the other hand any comparable subject just for you Request Now It includes changing the training framework so it can oblige the one of a kind styles and method of learning of every student and guarantee that there is quality instruction for all using legitimate assets, suitable showing procedures and organizations inside the network (UNESCO, 2003). Incorporation won't occur immediately however requires cautious arranging and thinking, uplifting mentalities and conduct and using the vital particular help, lodging and adjustments to guarantee all youngsters become some portion of the school (Burstein, Sears, Wilcoxen, Cabello Spagna, 2004), effectively take part in the training framework and later become completely contributing citizenry (Department of Education, 2001). Comprehensive training is tied in with guaranteeing that schools can address the issues everything being equal. It is along these lines the obligation of a comprehensive school to grasp the assorted variety and exceptional needs of every one of its students, (Flem, Moen Gudmundsdottir, 2004) recognize and limit the obstructions to learning (Department of Education, 2001) and make an open minded and aware environment in which individuals are esteemed and derision is limited (Carrington Robinson, 2004). All youngsters in this manner should be given the help they need so they can make progress, feel a suspicion that all is well and good and have a place with a network (Iarskaia-Smirnova, Loshakova, 2004; Burke Sutherland, 2004). Comprehensive instruction likewise perceives that learning happens both at home and in the network and along these lines the help of guardians, family and the network is essential (Department of Education, 2001). Really comprehensive schools comprehend the uniqueness of each youngster, that all kids can learn and that all kids have various blessings, qualities learning styles and needs. These schools at that point give the suitable methods and backing through which these requirements can be met (UNESO, 2003) The shifting capacity of youngsters in the study hall implies that with the goal for all to be instructively tested, instructors ought to organize exercises and set learning aims in specific manners to guarantee the equivalent chances of learning for all kids. By looking at crafted by scholars, for example, Piaget (1961) and Vygotsky (1978), the significance of propelling all youngsters by giving testing assignments is very noteworthy. Obviously these errands must be separated to represent the scope of capacity in study halls and it is consequently imperative for educators to recognize the degree of individual kids, with the goal that suitable assignments can be define to satisfy certain objectives and improve learning It is critical to recollect that separation can likewise be available in sex, social class, ethnicity and religion. Educators ought to furnish all kids with equivalent chances on their right side to a reasonable instruction, building and building up the child’s singular needs. Arranging ought to oblige for the distinctions in capacity and execution everything being equal, ‘including the more capable and those with exceptional instructive needs’ (DFES, 2004,) Teachers ought to give consideration and individual help to all kids and when they are occupied with a ‘focus group’ they should come back to whatever other kids who had issues when they can (DfES, S3. 2. 4). This paper has demonstrated how comprehensive training is definitely not a straight forward procedure that can be executed for the time being. Or maybe it requires a great deal of arranging, backing, assets and evaluating. There is broad research that South Africa can use to make comprehensive instruction effective in South Africa. The significant impediment forestalling the effective usage of incorporation in South Africa isn't our absence of assets but instead the teachers’ absence of information about kids with uncommon needs and how to suit them in ordinary classes. On-going serious preparing, proficient turn of events and backing are thusly required so that teachers’ perspectives can get positive and their readiness to advance incorporation can be boosted. Educators in this way need to change their mentality, become all the more ready to attempt new and distinctive curricular techniques, take part in increasingly joint arranging and helpful learning procedures and accept that all kids can learn (Schmidt ; Harriman, 1998). This must be done in any case if instructors are furnished with the important abilities expected to incorporate all students. Consideration can turn into a commonsense procedure in South Africa as long as we see what has made it fruitful in different nations and expand on from that point. Reference List 1. Allan, J. (2003). Gainful teaching methods and the test of consideration. † In British Journal of Special Education 30 (4): 175 †179. 1. Ainscow, M, Booth, t Dyson, A. (2004) â€Å"Understanding and creating comprehensive practices in schools: a synergistic activity explore organize. † In International Journal of Inclusive Education 8 (2): 125 †139 1. Stall, T. (1996). â€Å"A Perspective on Inclusion from England. † In Cambridge Journal of Education 26 (1): 87 †100. 1. Burke, K Sutherland, C. (2004). â€Å"Attitudes toward Inclusion: Knowledge versus Experience. † In Education 125 (2): 163 †172. . Burstein, N, Sears, S, Wilcoxen, A, Cabello, B, Spagna, M. (2004). â€Å"Moving Toward Inclusive Practices. † In Remedial Special Education 25 (2): 104 †116. 1. Carrington, S Robinson, R. (2004). â€Å"A contextual analysis of comprehensive school improvement: an excursion of learning. † In International Journal of Inclusive Education 8 (2): 141 †153 1. Cross, A. F, Traub, E. K, Hutter-Pishgahi, L Shelton, G. (2004). â€Å"Elements of Successful Inclusion for Children with Significant Disabilities. † In Topics in Early Childhood Special Education 24 (3): 169 †183 1. De Lange, J. P. (1989). Governmental issues and Education. Pretoria. South Africa. 1. Branch of Education. (2001). Instruction White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://instruction. pwv. gov. za 1. Deppeler, J Harvey, D. (2004). â€Å"Validating the British Index for Inclusion for the Australian Context: Stage 1. † In International Journal of Inclusive Education 8 (2): 155 †184 1. Flem, A, Moen, T Gudmundsdottir, S. (2004). Towards comprehensive tutoring: investigation of comprehensive instruction by and by. † In European Journal of Special Needs Education 19 (1): 85 †97 1. Forlin, C. (2004). â€Å"Promoting Inclusivity in Western Australian Schools. † In International Journal of Inclusive Education 8 (2): 185 †202 1. Hegarty, S. Instructing Children and Young People with Disabilities: Principles and the Review of Practice. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://unesdoc. unesco. organization/pictures/0009/000955/095511eo. pdf 1. Chase, P. , Staub, D. , Alwell, M. ; Goetz, L. (1994). â€Å"Achievement by all understudies inside the setting of agreeable learning gatherings. † In Journal of the Association for Persons with Severe Handicaps, 19, 290-301. 1. Iarskaia-Smirnova, E. R ; Loshakova, I. I. (2004). â€Å"Inclusive Education of Handicapped Children. † In Russian Education and Society 46 (2): 63 †74 1. Jobe, D, Rust, J. O, ; Brissie, J. (1996). â€Å"Teacher perspectives toward incorporation of understudies with inabilities into standard study halls. † In Education 117(1), 234-245. 1. Peck, C. A, Staub, D, Gallucci, C ; Schwartz, I. (2004). Parent Perception of the Impacts of Inclusion on their Nondisabled Child. † In Research Practice for Persons with Severe Disabilities 29 (2): 135 †143 1. Raschke, D Bronson, J. (1999). Inve ntive Educators at Work: All Children Including those with Disabilities Can Play Traditional Classroom Games. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://www. uni. edu/coe/consideration/theory/benefits. html. 1. Schmidt, M. W Harriman, N. E. (1998). Showing Strategies for Inclusive Classrooms. Harcourt Bruce College Publishers: New York. . Sharpe, M. , York, J, Knight, J (1994). â€Å"Effects of incorporation on the scholarly presentation of colleagues without inabilities. † In Remedial and Special Education, 15, 281-287. 1. Stroeve, W. (1998). One of the Kids: Educating youngsters with and without inabilities together in similar classes and schools. Gotten from the World Wide Web on twentieth July 2005. Web Address www. aare. edu. au/03pap/hea03769. pdf 1. Turner, N. D Traxler, M. (2000). Children’s Literature for the Primary Inclusive Classroom. Delmar Thompson Learning: Africa. 1. UNESCO. (2003). Defeating Exclusion through Inclusive Approaches in Education: A Challenge a Vision †A Conceptual Paper. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://unesdoc. unesco. organization/pictures/0013/001347/134785e. pdf 1. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://www. unesco. organization/instruction/data/nfsunesco/pdf/SALAMA_E. PDF 1. UNESCO. (2005). Initial Steps: Stories on Inclusion in Early Childhood Education. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://unesdoc. unesco. organization/pictures/0011/00110

[Guest Post] Those Kids in Uniform

[Guest Post] Those Kids in Uniform Hi all! My name is Catherine J. ‘22. I’m studying Computer Science (Course 6-3) and I’m a sophomore cadet in Air Force ROTC.   ROTC is an amazing program and a huge part of my life. However, it’s hard to understand what ROTC is unless you’re in it or you’re familiar with the military. I wanted to answer some of the questions I get the most, and provide specific information about the rewarding experience of being a cadet here at MIT.   So what actually is ROTC? ROTC stands for Reserve Officers Training Corps. Basically, it’s training to become an officer in the U.S. Military. ROTC gives students the opportunity to complete that training while they are in college, so that they can commission at the same time as their graduation.     Here at MIT we host ROTC programs for three branches of the military: Navy, Army, and Air Force. Since I am an Air Force cadet, I complete their training curriculum and attend their activities. At last week’s LLAB, we worked as a team to learn “Wargaming,” which is like a more complex game of Risk but with actual Air Force assets. It mimics the operations of the Air Force in areas of conflict. Are you required to join the military after graduation?   The short answer is yes. If you finish ROTC, there is a four-year active duty commitment (for most careers some careers like pilot have longer commitments). However, if you are not on an ROTC scholarship and just want to give the program a try, you can do so with no obligation freshman and sophomore year.   After sophomore year, you go to Field Training and commit to finish ROTC and commission. Field Training is specific to Air Force ROTC and other services have a different training structure, but all require military service upon completion of the program. What does your week look like?   [Monday 3-4pm] ROTC Class: Yes, we actually do have a class class. You go to the Air Force Classroom which looks like your typical high school classroom, except wayyyy cooler because it’s decked out with pictures of fighter jets. Freshman year you cover a lot of introductory material and basic information about the Air Force. Sophomore year is all about leadership skills. Junior and senior year class is slightly longer, and you learn about how doctrine, strategy, and leadership fit together and you prepare for commissioning.   [Tuesday 3-5pm] Leadership Laboratory (LLAB): LLAB has more hands-on activity, like drill (basic marching), team building exercises, and introductory combat skills. The goal of LLABs varies year to year: freshman year it’s learning, sophomore year it’s preparing for Field Training, and junior and senior year it’s practicing your leadership skills. Juniors and seniors are in charge of actually planning and running LLABs. At this LLAB last Fall, we learned how to administer emergency care to a fallen pilot. [Wednesday 7-8 am] Physical Training (PT): What we do varies from week to week and day to day. However it mostly centers around training to pass the Physical Fitness Assessment (PFA) each semester, which is required to stay in the program. The PFA consists of 1 minute of push ups, 1 minute of sit ups, and a 1.5 mile run. We just took this semester’s PFA in mid-October. I’m happy to say that each time I’ve taken the PFA I’ve gotten a better score than the last time, so whatever workouts they give us in PT sessions seem to work for me!   [Friday 7-8 am] Physical Training (PT): same as above Is there a summer commitment? I feel the need to emphasize that this varies greatly between the branches, so I can only speak for Air Force. Air Force only has one required summer commitment: Field Training.   During your sophomore year, you apply for a slot to go to Field Training, which is 2 weeks of boot-camp style training. You get yelled at a lot and evaluated on things like drill and leadership skills. Every cadet has to successfully complete Field Training in order to commission. As previously mentioned, I’m currently a sophomore, so I will attend Field Training this summer :) Other than that, your summers/IAP are free to do whatever you want! However, AFROTC has many opportunities to fill your summers if you want to. These range from spending a couple weeks on an Air Force base learning the daily life of an officer, to spending an entire summer abroad learning a language like Russian, Arabic, Mandarin, Korean, or Swahili. I think this is one of my favorite things about ROTC. I never feel the same pressure as other MIT students to attend career fairs, apply excessively to internships, or network with companies. I have the peace of mind that a job is waiting for me on the other side of graduation, and I can make schoolwork my priority. I only take internships and opportunities that I actually think I will learn from, and the Air Force provides me with additional options for expanding my skills that are only available to cadets.   What’s your favorite part of ROTC?   Besides what I mentioned above, this sounds really cliche, but meeting amazing friends has been my favorite part of ROTC. The program has given me the unique ability to meet and maintain relationships with students from Harvard, Tufts, and Wellesley because all those schools feed into our ROTC detachment at MIT. In the Air Force, being a good “wingman” is something highly valued, so friendship and teamwork are both very strong.   So are you going to fly planes?   While many cadets go through the program hoping to be selected for the coveted pilot slot during their junior or senior year, that does not interest me all that much. My dream job in the Air Force is a Cyber Warfare Operations Officer. I’m lucky that the Air Force has such a wide range of opportunities, and I’m able to serve my country in a way that I find exciting and matches my skill set. There’s way too many jobs for me to list them all, but here’s a link if you want to browse through them.   That’s all! Thanks for reading this super long post. If you have any questions you can comment below and I’ll try my best to answer them.

Counseling And Related Educational Programs - 1522 Words

Counseling is a longstanding profession that has provided care for individuals worldwide. Part of the history of the profession, is the accreditation process that has assisted in unifying counseling along with related fields. The Counsel for Accreditation of Counseling Related Educational Programs (CACREP) is the organization that accredits post bachelorette programs in counseling and associated professions, offered by colleges and universities internationally (Welcome, 2014). Some of the purposes held by CACREP include creating excellent programs in counseling and related disciplines, accrediting professional preparation curriculums, and developing standards for preparation programs (Vision, 2014). Without the existence of CACREP, the†¦show more content†¦COPA was the leading authority by which accrediting organizations were deemed legitimate. One way the ACES sought to gain approval from COPA, was by creating intentionally distinct entry-level preparation for both masterà ¢â‚¬â„¢s and doctoral level. This decision made it possible to have accreditation of doctorate programs which gives CACREP multiple advantages over other accrediting establishments, such as American Psychological Association (APA). Other precursors, such as a push for state accreditation in California during the late 1970s, aided the pushed for national accreditation. This is just a brief history of how CACREP was developed though agreements with existing accreditation programs, multiple professional and political maneuvers, and a determination to further develop the counseling discipline (Sweeney, 1992). CACREP’s first meeting was held in September 1981 and the organization adopted the ACES standards as the first set of standards for CACREP (Bobby, 2013). By 1986, CACREP had received several requests to include specialty standards, CACREP created a policy that stated standard revisions would occur on a scheduled basis. The purpose of this new policy was to organize the review and implementation of new or revised standards as well as provide time for the CACREP Board to review the validity and reliability of current requirements and processes. In May 1987, CACREP presented its new standards and has continuously addedShow MoreRelatedAn Awareness Of Counseling And Related Educational Programs1334 Words   |  6 PagesWith this in mind, counselors need an awareness of the unique counseling concerns that may arise when working with people living with HIV/AIDS (PLWHA). 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The graduate program must be at least 48 semester hours with studies in the areas of â€Å"normal humanRead MoreAccountability in School Counseling Program Essay1351 Words   |  6 PagesAccountability and the Use of Data in School Counseling and Educational Systems Melissa Hattaway Lamar University CNDV 5330 Accountability and the Use of Data in School Counseling and Educational Systems Over the years, literature has expressed the need for, and importance of, accountability for student outcomes in order to give school counselors valuable data to assess and improve goals (Dahir Stone, 2009). The ASCA National Model also supports the importanceRead MoreThe Victims Of Children With Disabilities1331 Words   |  6 Pagestraining programs to include training across all disability areas. Furthermore, in 1965, the Elementary and Secondary Education Act (PL 89-10) and the State Schools Act (PL 89-313) provided states with direct grant assistance to help educate children with disabilities. Furthermore, the Handicapped Children’s Early Education Assistance Act of 1968 (PL 90-538) and the Economic Opportunities Amendments of 1972 (PL 92-424) authorized support for, respectively, exemplary early childhood programs and increasedRead MoreI Interviewed A Counselor Named Cristina Kleinfelter957 Words   |  4 Pageswhen she goes to the classroom to teach social skills, a nd help with college. They both have a mixed population of students they work with whether it be students from broken homes, good homes, etc. She has her Master’s Degree in Counseling and is certified in school counseling, she has been in this field for 14 years so far. She works with the 8th graders the most, with their high school schedules, she explains to them how to pick classes and how to apply to the Western Center. She plans the field trip

Case Study Of Gavi s Hpv Vaccine Support Program Essay

A Case Study of Gavi’s HPV Vaccine Support Program Abstract Human Papillomavirus (HPV), a sexually transmitted DNA virus that can lead to cervical cancer, is the most common cancer among women in developing regions. More than 270,000 women die per year from cervical cancer globally, and 85% of those deaths occur in developing countries. In the past, many low- and middle- income countries (LMIC) have been unable to afford the implementation of HPV vaccination programs, resulting in high cervical cancer mortality rates. Gavi, an organization created to improve worldwide access to vaccines, undertook an initiative that had the goal of decreasing the price of an HPV vaccine to under $5, and increasing access for adolescent girl populations in LMICs. This was done through market shaping, co-financing and implementation support. This case study will present and evaluate Gavi’s intervention by assessing targets, investigating cost-effectiveness and identifying strategic challenges. Keywords: HPV, Cervical Cancer, Immunization, Gavi, Global Health Background Human Papillomavirus (HPV) is a sexually transmitted DNA virus that infects the skin and mucous membranes. Worldwide, the prevalence of HPV is ~11.7%. The frequency of HPV cases is much higher in developing regions, with Eastern Africa (33.6%) and the Caribbean (35.4%) having the highest prevalence. [1] Though approximately 90% of HPV infections regress to a subclinical state within two years, persistent infection mayShow MoreRelatedGsk Annual Report 2010135604 Words   |  543 Pages2010. 10 10 new compounds and vaccines starting phase III clinical trials since the start of 2010. 14% We are committed to improving returns in RD, aiming to increase our estimated return on investment in this area to 14%. c.1bn Units of Lucozade, Ribena and Horlicks manufactured in the UK every year. 2 New Consumer Healthcare Research and Innovation centres opened in China and India. Vaccines Emerging markets 1.4bn Doses of our vaccines supplied to 179 countries around

Monomyth Hero and Family Versus Loyalty Free Essays

Monomyth: Fact or Fiction? Does every story truly follow the common stages of monomyth? Joseph Campbell first describes the monomyth in his book â€Å"The Hero With a Thousand Faces† written in 1949. In William Faulkner’s story â€Å"Barn Burning† one can look close enough and see the stages of monomyth. In â€Å"Barn Burning† the loyalty to family versus loyalty to the law is tested. We will write a custom essay sample on Monomyth: Hero and Family Versus Loyalty or any similar topic only for you Order Now The basic structure of a hero’s journey, in this case Sarty, is shown through the three stages Campbell explains. Campbell’s monomyth starts with a departure, initiation, and return. Sarty is faced with all three. Sarty is given a call to adventure, refusal to call, and a crossing of the first threshold. His call to Adventure was while the family had to go to a new place. He and his family were forced to leave by the Justice, he said to them, â€Å"This case is closed. I can’t find against you, Snopes, but I can give you advice. Leave this country and don’t come back to it† (504). Sarty’s refusal to call is when he hopes it’s all over. All the running and breaking the law with his father he gets so sick of having to take up for his father. After they left town his father asks, â€Å"You were fixing to tell them. You would have told them. † Sarty answered in a whisper, â€Å"yes† (505). The family was living on DeSpain’s land and that is Sarty’s crossing of the first threshold. The initiation in the story is when the hero is initiated into true heroic stature. Sarty faces the road of trials, atonement with the father, and the ultimate boom. The trial he faces of not knowing if he should keep helping his family. His father tells him to go get oil and as he’s going he’s thinking, â€Å" I could keep on, I could run on and on and never look back, never need to see his face again. Only I can’t. I can’t. † (512). The father figure that the family has to answer to is DeSpain because they are on is land. The ultimate boom is when Sarty actually tells DeSpain what his father is doing to the barn. Sarty cried, panted. â€Å"Where’s†¦Ã¢â‚¬  â€Å"Barn! † he cried. â€Å"Barn! † â€Å"What† the white man said. â€Å"Barn? † â€Å"Yes! † the boy cried. â€Å"Barn! † â€Å"Catch him! † the white man shouted (513). He’s so shook up he can’t even speak clear sentences. After initiation the hero can return in triumph to deserved recognition, although this in itself may not be without trials and tribulations. Sarty refuses to return, takes a magic flight, is rescued from without, and given freedom to live. He takes the magic flight and runs away after telling DeSpain about the barn. He made the decision to run and to not look back, his refusal to return. He made a bold choice to turn away from his family. While running he hears a gunshot, and that rescues him from without. The narrator says,†Ã¢â‚¬ ¦a long, swirling roar incredible and soundless, blotting the stars, and he springing up and into the road again, running again knowing it was too late yet still running even after he heard the shot and, an instant later, two shots, pausing now without knowing he had ceased to run, crying â€Å"Pap! Pap! †Ã¢â‚¬ ¦Ã¢â‚¬  (514). The relief of not having to answer to his father was enough for Sarty, he had his won life to live with any of the people he chose. With that, he was given the freedom to live. One could say that yes, most stories do follow Campbell’s monomyth. Sarty had a hard choice to make in this story but still came out to be the hero according to monomyth. Monomyth is interesting to those who take the time to learn about it. It does apply to stories and movies in modern day. An example would be The Matrix, Star Wars, Lord of The Rings, and even Hangover. There is a fair share of critics, typically saying that not all stories are like this. Some may even say this leads to safe movie and book making, thus leading to boring repeats. The same was said about Shakespeare, and his works are famous. How to cite Monomyth: Hero and Family Versus Loyalty, Essays

Malcolm X And Martin Luther King Jr. Essays - Politics,

Malcolm X and Martin Luther King Jr. Two race men both working for the dream of equality for their people. While Martin Luther King Jr. main goal was for non-violence, and an end to all racial segregation, Malcolm believed in by whatever means necessary to accomplish a separate nation. The different tactics that they implied to make these dreams a reality come from the upbringings that they had as children. Malcolm was originally born in Omaha. His family picked up and moved later to Lansing, Michigan were Malcolm's father was murdered by members of the Ku Klux Klan after number of death threats were made to the family. From his father's death and the poverty that the family was facing g the mother of eight suffered a nervous breakdown, and the welfare department took her eight children away from her. After the separation Malcolm was sent first to a foster home and later to a reform school. Malcolm moved to Boston after his eighth grade year in school. In Boston he became involved with criminal activity while working various jobs for cash. In the mid 1940's Malcolm was sentenced to jail for theft. During his stay as a prisoner, Malcolm became infatuated with the believes and teachings of Elijah Muhammad. Malcolm spent most of his time while in jail learning about Black Muslims who advocated racial separation. Malcolm was released from incarceration in 1952. He became involved with a Bla ck Muslim temple in Detroit, where in a few years he was recognized as their most prominent spokesperson for the nation of Islam. During the time that he spent working in Detroit is when Malcolm took up the name, Malcolm X. On the other side of the spectrum, there was a sheltered kid by the name Martin Luther King Jr. King was born in Atlanta, Georgia. He was the oldest son of Martin Luther King Sr., a Baptist preacher, and Alberta Williams King. As a child King attended segregated schools where he quickly himself as being intellectually elite from the rest of his peers. King went on to skip two grade levels before entering Morehouse University at the age of 15. He graduated from Morehouse with a bachelor's degree in sociology; he was also the class Victorian. He furthered his education after Morehouse at colleges like Crozer, and Boston. While in college, Martin studied the non-violent Indian leader Mohandas Gandhi. King was brought up in a perfect atmosphere where love and dreams could be conjured. He was raised in a comfortable middle class household where strong values matured his belief of self-value. On the other hand Malcolm was raised in hellish conditions. Conditions that would leave anyone with anger and revenge brewing on his or her mind. King had a much more positive attitude then Malcolm, believing that through peaceful demonstrations and arguments, blacks someday will be able to have full equality with whites. Malcolm's negative attitude on live was reflected in his angry, pessimistic belief that equality was impossible because whites have no moral conscience. Malcolm promoted nationalist and separatist worlds for blacks and whites. He strongly felt that only through revolution sand force could blacks grasp their place in society. King believed in an integrationist philosophy, were as he believed that blacks and whites should be united together in peace. Even though their messages were different, they were both delivered the same way, through hard-noised speeches. These speeches were delivered in different styles as well as different purposes. King was a peaceful leader who urged non-violence for his followers. He traveled giving peaceful speeches encouraging black and white listeners alike to work together in racial harmony. Malcolm for the most part believed that non-violence and integration was a trick by the whites to keep blacks in their place. He was furious with white racism and told his followers to rise up and fight against their white enemies. As the leaders lives begin to come to a closing, King and Malcolm's beliefs became more and more alike. Malcolm emphasized unity and change through black pride and respect for oneself, rather then through revenge and hate. While on the other hand, King became angry at the lack of progress that he had made on equality. He began encouraging