MUÃOZ Surname Meaning and Origin

MUÑOZ Surname Meaning and Origin Muà ±oz is a patronymic surname meaning son of Muà ±o a personal name that means hill. It could also be patronymic for son of Nuà ±o, meaning ninth- a name sometimes given to the ninth child. Muà ±oz is the 40th most common Hispanic surname. Surname Origin:  Spanish Alternate Surname Spellings:  MÚÑOZ, MUNIZ, MUNO, MUNONEZ Famous People with the Surname MUÑOZ Rafael Muà ±oz: Famous Puerto Rican big band director and bass playerRafael Muà ±oz: a Mexican journalist, novelist, and writer of short storiesLuis  Muà ±oz  Marà ­n: First governor of Puerto Rico Where Do People With the MUÑOZ Surname Live? The surname distribution data at  Forebears  ranks Muà ±oz as the 287th most common surname in the world, identifying it as most prevalent in Mexico and with the highest number as a percentage of the population in Chile. Muà ±oz is the 2nd most common name found in Chile, borne by one in every eighty-six residents. It is also fairly common in Spain, where it ranks 17th; Colombia, where it ranks 18th; and Ecuador, where it comes in at 20th.   Genealogy Resources for the Surname MUÑOZ 100 Common Hispanic Surnames and Their MeaningsGarcia, Martinez, Rodriguez, Lopez, Hernandez... Are you one of the millions of people sporting one of these top 100 common Hispanic last names? How to Research Hispanic HeritageLearn how to get started researching  your Hispanic ancestors, including the basics of family tree research and country-specific organizations, genealogical records, and resources for Spain, Latin America, Mexico, Brazil, the Caribbean and other Spanish speaking countries. Muà ±oz Family Crest: Its Not What You ThinkContrary to what you may hear, there is no such thing as a Muà ±oz  family crest or coat of arms for the Muà ±oz surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted.   MUÑOZ Family Genealogy ForumRead this archive of the former popular genealogy forum for the Muà ±oz  surname to find what others who have been researching your ancestors have posted. This forum is no longer active. FamilySearch: MUÑOZ GenealogyAccess over 2.5 million free historical records and lineage-linked family trees posted for the Muà ±oz  surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. MUÑOZ Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Muà ±oz  surname and its variations. In addition to joining a list, you can also browse or search the archives to explore over a decade of postings for the Muà ±oz  surname. GeneaNet: Muà ±oz RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Muà ±oz  surname, with a concentration on records and families from France, Spain, and other European countries. Sources Cottle, Basil.  Penguin Dictionary of Surnames. Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Martin Luther King Jr Quotes

Martin Luther King Jr Quotes Dr. Martin Luther King, Jr. (1929-1968) was a principal leader of the non-violent Civil Rights Movement in the U.S. He not only began the Civil Rights Movement with the Montgomery Bus Boycott, he became an icon for the entire movement. Since King was, in part, famous for his oratory abilities, one can both be inspired and learn much by reading through these quotes by Martin Luther King, Jr. "Letter From Birmingham Jail," 16 April 1963 Injustice anywhere is a threat to justice everywhere. We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people. Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. I submit that an individual who breaks a law that conscience tells him is unjust, and willingly accepts the penalty by staying in jail in order to arouse the conscience of the community over its injustice, is, in reality, expressing the very highest respect for the law. We who engage in nonviolent direct action are not the creators of tension. We merely bring to the surface the hidden tension that is already alive. Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. We were here before the mighty words of the Declaration of Independence were etched across the pages of history. Our forebears labored without wages. They made cotton king. And yet out of a bottomless vitality, they continued to thrive and develop. If the cruelties of slavery could not stop us, the opposition we now face will surely fail... Because the goal of America is freedom, abused and scorned tho we may be, our destiny is tied up with Americas destiny. "I Have a Dream" Speech, August 28, 1963 I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. When we let freedom ring, when we let it ring from every tenement and every hamlet, from every state and every city, we will be able to speed up that day when all of Gods children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old spiritual, Free at last, free at last. Thank God Almighty, we are free at last. "Strength to Love" (1963) The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. The true neighbor will risk his position, his prestige and even his life for the welfare of others. Nothing in all the world is more dangerous than sincere ignorance and conscientious stupidity. The means by which we live have outdistanced the ends for which we live. Our scientific power has outrun our spiritual power. We have guided missiles and misguided men. A nation or civilization that continues to produce soft-minded men purchases its own spiritual death on an installment plan. "I've Been to the Mountaintop" Speech, April 3, 1968 (the day before his assassination) Like anybody, I would like to live a long life. Longevity has its place. But Im not concerned about that now. I just want to do Gods will. And hes allowed me to go up to the mountain. And Ive looked over, and Ive seen the promised land . . . So Im happy tonight. Im not worried about anything. Im not fearing any man. Nobel Prize Acceptance Speech, December 10, 1964 I believe that unarmed truth and unconditional love will have the final word in reality. This is why right temporarily defeated is stronger than evil triumphant. "Where Do We Go From Here?" Speech, August 16, 1967 Discrimination is a hellhound that gnaws at Negroes in every waking moment of their lives to remind them that the lie of their inferiority is accepted as truth in the society dominating them. Other Speeches and Quotations We must learn to live together as brothers or perish together as fools. - Speech in St. Louis, Missouri, March 22, 1964. If a man hasnt discovered something he will die for, he isnt fit to live. - Speech in Detroit, Michigan on June 23, 1963. It may be true that the law cannot make a man love me, but it can keep him from lynching me, and I think thats pretty important. - Quoted in The Wall Street Journal, Nov. 13, 1962.

The Saga of Mr. Jose Padilla Essay Example | Topics and Well Written Essays - 750 words

The Saga of Mr. Jose Padilla - Essay Example The case took a surprising turn in November 2005, when â€Å"Bush administration† filed criminal charges against Padilla in a Miami court. Surprisingly, the new indictment did not contain the original charges against Padilla and consisted of entirely different criminal charges. The new indictment claimed that Padilla, a former member of a Chicago gang, was a member of a group supporting violent jihad campaigns in Afghanistan. The group by the name of â€Å"North American Support cell† was known to support Jihad from overseas between the tenure of 1993 to 2001. During the time the new indictment was announced, Padilla, due to extreme isolation and abuse for more than three years, was suffering from severe psychological damage and on these grounds his lawyers were determined to have the new indictment dismissed because Padilla was now simply incapable of enduring the trial. The judge did not rule on the merits of the defense accusations of psychological damages and denied the motion of dismissing the charges. (Anonymous, 2011). The saga of Jose Padilla captured tremendous media coverage because it raised numerous questions, the most important of the raised issues was whether the US government had the right to subject arrested US citizens to indefinite military detention with mental as well as physical abuse. However, these fundamental questions did not receive any resolution during the trial of Padilla and his two co-defendants because Federal district judge Marcia Cooke, who was presiding over the case, clearly stated Padilla’s military detention was completely justified and questions about its legitimacy were totally irrelevant. The legality of Padilla’s three and a half years military detention as an enemy combatant was heavily questioned by media across the United States of America. In December 2002, the Southern District of New York stated during the first litigation that the military detention was authorized. However, this author ization by the Southern District was reconsidered and reversed a year later by the Second Circuit. On jurisdictional grounds, the Second Circuit’s decision was vacated by the Supreme Court. Moreover, the Supreme Court demanded re-filing of habeas petition in South Carolina District. The South Carolina District Court supported the Second Circuit by stating that the detention was illegal and Padilla should not have been subjected to such harsh military viciousness however, in September 2005, it was reversed by the Fourth Circuit. (Vladeck, 2007). Padilla trial, in total took almost five and a half years, during which Padilla, despite being a US citizen, was brutally tortured, and was held in incommunicado thus, in simple words it can be safely stated that Padilla was denied basic democratic rights. During the trial, he was subjected to what I must say were trumped up charges. During the trial, Padilla was claimed to have received training from Al-Qaeda in Afghanistan in 1998. H is visit and training in Afghanistan was said to have been supported by Adham Amin Hassoun and Kifah Wael Jayyosi. Unfortunately, Padilla’s lawyers assumed that the Bush administration’s case against him was too thin and therefore, on Padilla’s behalf, they did not present any witness and evidence in court. Inevitably, it proved to be a major mistake and the damage it did was evident by the course of events which followed as the

Fish Cheeks Essay Example | Topics and Well Written Essays - 750 words

Fish Cheeks - Essay Example Amy Tan also demonstrates the power of culture and the need to be acceptable. She wanted a slim American nose, and she was terribly embarrassed by her family's distinctively Chinese ways. This is because she grew up in America and had been immersed in its culture, and has come to believe, at least subconsciously, that the American way is the "correct" way. The essay provides us with an honest depiction of the author's youthful self. The story dwells on the ever present clutch of cultural norms and the pressure of "acceptability". I felt invited to consider how the totality of her life was like back then, when she so desired to be American and fit in, while the unfortunate truth was that she was trapped with her "unmannered" family, who became a source of embarrassment to her. The Chinese idea of table manners is burping after a meal to show appreciation. "At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking. "It's a polite Chinese custom to show you are satisfied," explained my father to our astonished guests. The minister managed to muster up a quiet burp. I was stunned into silence the rest of the night." This is totally at odds with the American idea of polite discreteness. She found that her favorite dishes were becoming a source of her embarrassment in front of Robert, particularly when her father "poked his chopsticks just below the fish eye and plucked out the soft meat. "Amy, your favorite," he said, offering me the tender fish cheek. I wanted to disappear. " We can imagine the story having been told in a frenzied and excited manner the reflects how Amy felt back then, but she is reflective and calm throughout the story. She looks back at these events and simply tells the story without implying that she still has leftover emotions from these episodes. She was embarrassed, but not anymore (a bit regretful perhaps). Amy tells us that she has learned from this experience. The reader is rewarded with a little moral, and a little irony at the end. "You must be proud you are different. Your only shame is to have shame." her mother had told her. Now Tan is perfectly honest about her family's "Chineseness," which she used to perceives as shortcomings. We get the idea that she now has a more mature and accepting attitude towards her family. She now realizes that during that Christmas dinner, perhaps the only person who did not act honestly was

Cognitive Development Theory Essay Example for Free

Cognitive Development Theory Essay As a prospective educator, it is important for me to understand the cognitive development theory and how it applies to individuals. Cognitive development is basically how the thought process begins. It is the way that people learn and how mental processes become elaborate and develop. These processes include remembering things, making decisions, and also solving problems. In order for a teacher to be effective, one must understand how children develop mentally so that each student can be accommodated in the classroom. There are many theories regarding cognitive development, and there are several factors that remain constant throughout all of them. These factors form some of the basic premises on cognitive development, which include the ideas that all people go through specific steps or stages of learning or understanding, and that certain qualifications must be met before learning can occur. It is the actual specifics of these basic premises that cognitive theorists have differing opinions about. (Slavin, 2009) Two theorists that display the basic premises of cognitive development are Jean Piaget and Lev Vygotsky. Both theorists have similarities and differences when it comes to their views on cognitive development. We will first begin with the views of the two on the nature or development of intelligence. Piaget believed that children are naturally born with the ability to both interact with and make sense of their environment. Children as well as adults use patterns of thinking called schemes to deal with different things in the world. The process of assimilation and accommodation is used to maintain balance in our daily lives. Piaget believed that â€Å"learning depends on the process of equilibration. When equilibrium is upset, children have the opportunity to grow and develop. † (Slavin, 2009, pg. 32) Different experiences that we face and factors in our environment contribute to developmental change in us. Vygotsky shared some similar ides with Piaget including the belief that the environment plays a huge role in the development of intelligence. He also believed that â€Å"development depended on a sign system, the cultures language or writing system, that children grew up with. â€Å"(Slavin, 2009, pg. 2) Both also believed that there is an invariant sequence of steps that is the same for everyone, and that development is influenced by cognitive conflict. While the two share a few similarities on the development of intelligence, there are also differences as well. Piaget feels that development precedes learning. This simply means that something must take pace before learning can begin. Vygotsky, on the other hand, feels that learning comes before development which is the exact opposite of Piaget. It simply means that you must learn something before development can occur. Piaget and Vygotsky also had both similarities and differences on the stages of development. We will first start with the differences beginning with Piaget who believed that there are four stages to cognitive development. They are the sensorimotor, perioperational, concrete operational, and formal operational. He felt that all children passed through these stages and that you could move faster than others, but not skip a stage. (Slavin, 2009, pg. 33) The sensorimotor stage occurs at birth through two years of age. It is the stage where infants explore their environment using the five senses and motor skills. This includes sucking, grasping, and touching. The perioperational stage is from two to seven years old. Language develops at a fast pace in this stage. At this time the childs thinking is also very self centered, and they lack the understanding of conservation. The concrete operational stage is from ages seven to eleven. At this time, thinking tends to shift from being self-centered to more logical. Problem solving is no longer restricted and the idea of reversibility also occurs. The last and final stage is the formal operational stage. This happens beginning with the age of eleven moving on into adulthood. Systematic experimentation is used to solve problems both symbolic and abstract thinking are now possible in this stage. Vygotsky felt that there was not stages, but different elements to cognitive development. The first element is private speech. â€Å"Private speech is a childs self talk, which guides their thinking and actions, eventually internalized as silent inner speech† (Slavin, 2009, pg. 43) When children are struggling with a difficult situation you often see children talking to themselves to help cope with the situation. When we become adults we still talk to ourselves, but it is usually silent. The next element of cognitive development is the zone of proximal development or ZPD. â€Å"This is the level of development immediately above the persons present level. † (Slavin, 2009, pg. 43) To better understand, this can be described as something that the child may not have learned yet, but are capable of being taught with the assistance of an adult. Educators often refer to this as a â€Å"teachable moment†. (Slavin, 2009, pg. 43) Now that we can see the differences between the two theorists, we can now explore the similarities between the two. Both heorists understand the importance of a child learning a cultures sign system. They both feel that this has a significant impact on development. The two also agree that environmental factors such as sounds, signs, and objects are equally important. Lastly, the two theorists believe that there are some tasks that a child may not understand depending on age, but Vygotsky feels that if it is in the zone of proximal develo pment then the child can be assisted with the help of an adult. Educators have been using both Piaget’s as well as Vygotskys theories in the classroom for years. An example of an activity that can be used in the classroom using Piagets theory of learning takes place in a kindergarten class. The teacher would ask the students to share what they do when it is raining outside. At this age we are in the perioperational stage where children tend to be egocentric. Some say that they go outside and jump in mud puddles while others may say that they stay inside and play with their toys. The children would share their experiences and they would all be correct because not everyone does the same thing. You can use Vygotskys theory of learning in at work in the classroom where third grade students are learning how to classify different types of dirt. You can place the students in groups where they can discuss how you properly classify the dirt. This will allow the students to hear other students thoughts, and see what methods they use to classify. Using this type of cooperative learning allows the students to learn from each other. When comparing both classroom applications we see that both classrooms are working as groups learning from each other. Piaget theory is seen in both classrooms. In the kindergarten classroom, the classroom is seeing that there are different ways to deal with the rain. The students are sharing their personal experiences and showing that there is no wrong answer. There are many ways of doing things . In the third grade classroom, the students are able to classify the dirt using touch and sight to see and feel the differences in each type. Both classrooms are interacting with the environment and learning from it. Vygotskys cooperative learning is also being played out in both classrooms. In the kindergarten classroom, the students are learning that there are different activities that can be done outside in the rain. Similarly, in the third grade class the students are using cooperative learning to find different ways of classifying dirt. In both classrooms the students are using the think out loud process. The differences in the two classrooms also stand out. When applying Piagets theory in the kindergarten classroom, you see that the students are in the perioperational stage. The students are egocentric and feel that what they say is the only right answer to the question. In the third grade class, the students are in the concrete operational stage. They are able to easily look at and see the differences in the types of dirt that they are working with. When it comes to Vygotskys theory in the kindergarten classroom, the students are working within their zone of proximal development. The students may not understand that they can do more than one thing in the rain because they have done the same thing every time. The teacher is using this as a teachable moment to allow the students to teach each other the different things that can be done. In the third grade class, on the other hand, private speech is being used. The students are saying their thoughts out loud to classify the dirt. When the students are using cooperative learning they are learning the different ways in which the other students use to classify the dirt. In conclusion, we can see how and why it is important to understand and know how to apply cognitive development theories in the classroom. Both Piaget and Vygotsky played major roles in how we teach our children in todays world. We can use information and skills from both theorists to shape our students into great learners.

Kicking The Habit Through Negative Reinforcement :: essays research papers

My addiction to nicotine progressed from casual social smoking to consuming two packs a week. Although I’ve only been smoking for about one year, I had to quit before my addiction became much stronger. Like most smokers, I’ve tried to quit cold turkey on many occasions, but the mood and the will power lasts only until my synapses (nerve endings) start screaming, crying, and pleading with my conscious for a cigarette. The intendment of my quest was to discern the influences on my smoking habit and to curb the physical and psychological addiction through the implementation of specific reinforced behaviors. Positive reinforcers make me smoke, and negative reinforcers prevent me from smoking. By identifying positive reinforcements, I learned to quit smoking.   Ã‚  Ã‚  Ã‚  Ã‚  Before beginning my analysis of my smoking habits, I recorded the number of cigarettes smoked on a daily basis. On an average day I smoked 4-5 cigarettes. By establishing my baseline performance on a typical week, I set out to find the positive reinforcements, which coerced me into smoking. The days that were most prolific in smoking were Wednesday, Friday, and Saturday. The primary reason for the increase in smoking was due to the social events of that particular evening, which included the occasional alcohol consumption, and companionship of fellow smokers/friends. â€Å"Partying† dramatically affected my smoking habit. Undoubtedly my gregarious antics affected my smoking, but the post-sex cigarette also added to the count. By pinpointing these factors, I was able to invent a fixed negative reinforcement schedule to lead me away from smoking and steer me towards a healthier lifestyle.   Ã‚  Ã‚  Ã‚  Ã‚  In order to develop a fixed negative reinforcement schedule, I divided my cigarettes into groups allowing myself only three cigarettes a day. I placed my daily ration of cigarettes into envelopes and labeled them for each day of the week. I smoked one cigarette after lunch, one after dinner, and one later at night. I would reward myself with a cigarette after attending classes and eating lunch. I would then reward myself with another cigarette after homework and dinner. Through the course of my week, I violated my regimen only twice. On Wednesday and Friday, I â€Å"bummed’ a cigarette from one of my friends. After feeling guilty about violating my regimen, I repented for hours, and swore to myself that I was going to beat my addiction. Primary negative reinforcers also helped me stick with the plan such as improved stamina during physical exercise and more money in my pocket.

What I Most Appreicate About My Grandmother

S. Day GENENG 103-201 April 5, 2012 5 paragraph essay Everyone has something in their life that they appreciate, for instance their mom, family, kids or their job. Whatever the case be, always appreciate the better things in life. So always keep a good mind setting and a positive attitude. There are a lot of things that people fail to realize that are most appreciative. What I most appreciate about my grandmother is how much she entertains, motivates and supports her family. At times my granny can be entertaining to me. She loves to tell stories to us about how she grew up in the south.She also has a temper so sometimes when someone says or does something she doesn’t like she will snap out on them. It’s only funny to me when I’m not the one getting grilled. In addition, to that she will sit and lecture anybody about whatever, so don’t do or say anything that will set her off. When she gets to talking it is too late to turn around and walk away because she will go on and on about it until she proves her point. Regardless of her snapping and lectures granny can be a loving and caring person. She loves church and is in the choir on Sundays.Everyone at her church loves to her sing solo, so she walks around the house and practicing her songs. I love how entertaining she can be, so anyone in need of some entertainment just comes to grannies house its always live. As kind-hearted as my granny is, she also has the quality of being a motivator. Throughout my life she always motivated me to do well in school and pushed me to be the best I can be. She always told me to â€Å"Leave those boys alone and get your education!! †. Even though I didn’t listen, I still kept that in mind and still received my diploma and now enrolled in college.I love it when she tells everyone at her church how proud she is of me. She lets everyone know that I made the Dean’s list while I was in high school. However, I believe that when she is gone , I’m going to be the one that motivates everyone in the family, because my granny has taught me a lot and made me the smart, beautiful young lady that I am today. I know deep down inside she wants all her grandchildren to be successful in life. Even though she doesn’t tell us, she wants to proud of all of us since her children are all grown up.From the love and the care of my granny, to the helping hand that will remain grateful, and the motivation she gives me, I truly love Canzinetta Webb and believe she is one of the best things that ever happen to me. My family and my granny are equally important to me but my granny is like the back bone of our family. Although I’m her grandchild she took me into her home as if I was her own. For this reason, I love her so much, because she didn’t want to see me go into foster care. She works hard to provide for me and my family. There’s always food on the table and clothes on our backs.Obviously, my granny is the back bone of our family because every Sunday my granny cooks a big dinner and all my family comes to our house to eat. I love Sundays because that’s when I get to see my other family I haven’t seen in a while. So when everyone leaves they will be leaving with a smile and a full stomach, maybe even a plate to-go. Yet, she supports her family however, whenever help is needed she is always been there for whoever family or not. For example, my aunt was a short a couple hundred dollars on her light bill, my granny was willing to help her pay the rest so her lights wouldn’t be off.Clearly my granny plays a big role in our family, she is a wonderful person and anyone would begin to love her once they got to know her. There are a lot of things that people fail to realize that are most appreciative. Appreciating your life is about being grateful for the people that are in your life that make it better, and the things that you have, even if they may not be everything in which you may desire. We must be able to prefer to appreciate the things we cannot have instead of trying to appreciate things that we would not be able to appreciate.