Hello Students,It’s time for a final writing project for the Seminar class.We have been reading about people who have made a significant difference in the culture/society where they lived. Martin Luther King, Jr., Malala Yousafzai, Nelson Mandela, Maajid Nawaz, the Tank Man, and Cesar Chavez all impacted the lives of people in their own place and time, but others around the world still find these people inspiring because of their positive efforts to make a difference.Since we are living during a pandemic, I thought it would be best for you to search around for people making a difference in the world today in whatever part of the world you wanted to research. Don’t feel limited to people in the United States. I want you to discover stories of three people who are positively impacting their societies during this time of great stress. Then, I want you to connect the work of each of these people to the work of the people we have already studied who were mentioned above (King, Yousafzai, Mandela, Nawaz, Tank Man, and Chavez).So, first look for stories of people doing positive things. Read about them from more than one source if possible. You are looking to describe the work of the person by answering the questions: Who is the person (name and regular occupation)? What is the person doing that is so positive for others? Where is the person doing this work? How big is the impact they are having?Where did you find this information? For the purposes of this paper you can just put the source of the information in a parenthesis at the end of the sentence like (Milwaukee Journal Sentinel, 4/27/2020 or Facebook, 4/27/2020 or NY Times, 3/13/2020). For each source, you will need to add this information.Who do they most closely compare to of the people Dr. Donahou introduced us to? Look over the quotes from the people listed above and connect one of the quotes from the famous people we have already read about, repeat the quote from famous person, and explain how you see the two people connected. You should have a DIFFERENT quote from a famous person to connect to each of your three current heroes—don’t keep reusing the same quote college student.An outline for the paper might look like this: Introduction (explaining what you are doing and who you are comparing)1 a.) Covid-19 Pandemic hero: who are they? What are they doing? Where are they doing it? Who is it impacting positively? Where did you get this information? A quote from them or someone affected by them would be great.1 b.) Connection between Covid-19 hero and one of the leaders already discussed. Take a quote from one of the leaders and show how the Covid-19 hero is putting that idea into action today.2 a.) A second Covid-19 Pandemic hero: who are they? What are they doing? Where are they doing it? Who is it impacting positively? Where did you get this information? A quote from them or someone affected by them would be great.2 b.) Connection between Covid-19 hero and one of the leaders already discussed. Take a quote from one of the leaders and show how the Covid-19 hero is putting that idea into action today.3 a.) A Third Covid-19 Pandemic hero: who are they? What are they doing? Where are they doing it? Who is it impacting positively? Where did you get this information? A quote from them or someone affected by them would be great.3 b.) Connection between Covid-19 hero and one of the leaders already discussed. Take a quote from one of the leaders and show how the Covid-19 hero is putting that idea into action today.Conclusion.Attached bellow the some leaders quotes
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Cesar Chavez Quotes
Cesar Chavez (1927-1993) was a prominent union leader and labor organizer. Hardened by his early experience as a
manual laborer, Chavez founded the National Farm Workers Association in 1962. His union joined with the Agricultural
Workers Organizing Committee in its first strike against grape growers in California, and the two organizations later
merged to become the United Farm Workers. Stressing nonviolent methods, Chavez drew attention for his causes via
boycotts, marches and hunger strikes…he was able to secure raises and improve conditions for farm workers in
California, Texas, Arizona and Florida. Born in Yuma, Arizona, to immigrant parents, Chavez moved to California with
his family in 1939. For the next ten years they moved up and down the state working in the fields. During this period
Chavez encountered the conditions that he would dedicate his life to changing: wretched migrant camps, corrupt labor
contractors, meager wages for backbreaking work, bitter racism. From https://www.history.com/topics/mexico/cesar-chavez
(1) When we are really honest with ourselves we must admit our lives are all that really belong to us. So it is
how we use our lives that determines the kind of men we are.
(2) We cannot seek achievement for ourselves and forget about progress and prosperity for our community…
Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our
(3) Preservation of one’s own culture does not require contempt or disrespect for other cultures.
(4) If you really want to make a friend, go to someone’s house and eat with him… the people who give you their
food give you their heart.
(5) To be a man is to suffer for others. God help us to be men!
(6) There is no substitute for hard work, 23 or 24 hours a day. And there is no substitute for patience and
(7) It is possible to become discouraged about the injustice we see everywhere. But God did not promise us that
the world would be humane and just. He gives us the gift of life and allows us to choose the way we will use
our limited time on earth. It is an awesome opportunity.
(8) What we do know absolutely is that human lives are worth more than grapes and that innocent-looking
grapes on the table may disguise poisonous residues hidden deep inside where washing cannot reach.
(9) The fight is never about grapes or lettuce. It is always about people.
(10) Students must have initiative; they should not be mere imitators. They must learn to think and act for
themselves – and be free.
(11) From the depth of need and despair, people can work together, can organize themselves to solve their own
problems and fill their own needs with dignity and strength.
(12) Real education should consist of drawing the goodness and the best out of our own students. What better
books can there be than the book of humanity?
(13) Since the Church is to be servant to the poor, it is our fault if that wealth is not channeled to help the poor
in our world.
(14) It is my deepest belief that only by giving our lives do we find life. I am convinced that the truest act of
courage, the strongest act of manliness is to sacrifice ourselves for others in a totally non-violent struggle for
(15) True wealth is not measured in money or status or power. It is measured in the legacy we leave behind for
those we love and those we inspire.
(16) You are never strong enough where you don’t need help.
(17) We need in a special way to work twice as hard to help people understand that the animals are fellow
creatures, that we must protect them and love them as we love ourselves.
(18) What I do shows people what kind of person I am.
Maajid Nawaz Quotes
“One does not need to be brown to discuss racism, one does not need to be Muslim to discuss Islam. Ideas have
no color, or country. Good ideas are truly universal. Any attempt to police ideas, to quarantine thought based
on race or religion, and to pre-define what is and what isn’t a legitimate conversation, must be resisted by all.”
“We can’t remain silent on gender rights and personal freedoms.”
“No idea is above scrutiny and no people are beneath dignity.”
“As he continued to talk to me, I realized one of the fundamental points about Islamism that so many people fail
to understand. The way Osman was speaking wasn’t in the orthodox, religious way of the imam with a stick; he
was talking about politics, about events that were happening now. That’s crucial to understanding what
Islamism is all about: it isn’t a religious movement with political consequences, it is a political movement with
“We’re currently faced with two entirely different challenges – facing down Islamism and jihadism on the one
hand, and advancing human rights and democratic culture on the other.”
“Unlike the student protests in the 1960s, by using religion and multiculturalism as a cover, we brought an
entirely foreign lexicon to the table. We knowingly presented political demands disguised as religion and
multiculturalism, and deliberately labelled any objection to our demands as racism and bigotry. Even worse, we
did this to the very generation who had been socialist sympathizers in their youth, people sympathetic to
charges of racism, who were now in middle-career management posts; people like Dave Gomer. It is no wonder
then that the authorities were unprepared to deal with politicized religion as ideological agitation, and felt racist
if they tried to stop us.”
“The fact that my skin color hadn’t been an issue for those early years of schooling says everything about
where racism originates: it is a cultural issue, a societal and familial problem that children soak up as they
become more aware of the world.”
“There are those out there who harbor an irrational fear of Islam. Islamophobes and Islamists have this much in
common: both groups insist that Islam is a totalitarian political ideology at odds with liberal democracy, and
hence both insist that the two will inevitably clash. One extreme calls for the Qur’an to be banned, the other
calls to ban everything but the Qur’an. Together, they form the negative and the positive of a bomb fuse.”
“I’d argue, in fact, that the rise of the so-called Islamic State under Abu Bakr al-Baghdadi does somewhat
vindicate Osama bin Laden’s strategy and his belief that making the West intervention-weary through war
would lead to a power vacuum in the Middle East and that the West would abandon its support for Arab
despots, which would lead to the crumbling of despotic regimes. From the ashes of that would rise an Islamic
State. Bin Laden said this eleven years ago, and it’s uncanny how the Arab uprisings have turned out.”
“Is not winning the war more important than truth? This maxim, I knew, was also subscribed to by some on the
left, the regressive left. For them, winning against capitalism was far more important than it was to their allies. I
watched as our ideology gained acceptance and we were granted airtime as Muslim political commentators. I
watched as we were ignorantly pandered to by well-meaning liberals and ideologically driven leftists. How we
Islamists laughed at their naïveté.”
“Between anti-Muslim bigotry & Muslim supremacism, there is a field. Meet me there.”
“Islam is a religion, and like any other faith, it is internally diverse. Islamism, by contrast, is the desire to
impose a single version of Islam on an entire society. Islamism is not Islam, but it is an offshoot of Islam. It is
In much the same way, jihad is a traditional Muslim idea connoting struggle—sometimes a personal spiritual
struggle, sometimes a struggle against an external enemy. Jihadism, however, is something else entirely: It is
the doctrine of using force to spread Islamism.”
Notes from I Am Malala about education
…We didn’t have good science labs, computers or libraries. All we had was a teacher with a whiteboard standing in front
of the students and their textbooks.
We went to school six mornings a week…Most of my classmates wanted to be doctors…I’d imagine that one the way home
a terrorist might jump out and shoot me on those steps (to her house). I wondered what I would do. Maybe I’d take off my
shoes and hit him, but then I’d think if I did that there would be no difference between me and a terrorist. It would be
better to plead. “Ok, shoot me, but first listen to me. What you are doing is wrong. I’m not against you personally, I just
want every girl to go to school.”
Children in refugee camps were even given school textbooks produced by an American university which taught basic
arithmetic through fighting. They had examples like “If out of 10 Russian infidels, 5 are killed by one Muslim, 5 would be
left” or “15 bullets-10 bullets=5 bullets.”
Our education at government schools meant learning by rote and pupils were not supposed to question teachers.
My mother started school when she was six and stopped the same term. She was unusual in the village, as she had a father
and brothers who encouraged her to go to school. She was the only one in a class of boys. She carried her bag of books
proudly into school and claims she was brighter than the boys. But every day she would leave behind her girl cousins
playing at home and she envied them. There seemed to be no point in going to school to just end up cooking, cleaning and
bringing up children, so one day she sold her books for nine annas, spent the money on boiled sweets and never went
Pakistan doesn’t have student loans and he (her father) had never set foot in a bank.
Giving places (in the local school) to poor children didn’t just mean my father lost their fees. Some of the richer parents
took their children out of the school when they realized they were sharing classrooms with the sons and daughters of
people who cleaned their houses or stitched their clothes. They thought it was shameful for their children to mix with
those from poor families. About the children picking through garbage at the dump—He tried to explain that those children
were breadwinners, so if they went to school, even for free, the whole family would go hungry.
Mullah (a local religious leader) wants to shut down her father’s school because it educates girls… “I am representing
good Muslims and we all think your girls’ school is haram and a blasphemy. You should close it. Girls should not be
going to school,” he continued. “A girl is so sacred she should be in purdah, and so private that there is no lady’s name
in the Quran, as God doesn’t want her to be named.” My father could listen no more. “Maryam (the mother of Isa/Jesus)
is mentioned everywhere in the Quran. Was she not a woman and a good woman at that?”
In Pakistan, madrasas are a kind of welfare system, as they give free food and lodging, but their teaching does not follow a
normal curriculum. The boys learn the Quran by heart, rocking back and forth as they recite. They learn that there is no
such thing as science or literature, that dinosaurs never existed and man never went to the moon.
One day Sufi Mohammad proclaimed from jail that there should be no education for women, even at girls’ madrasas. “If
someone can show any example in history where Islam allows a female madrasa, they can come and piss on my beard,”
he said…He began speaking against school administrators and congratulating girls by name who left school. “Miss So
and so has stopped going to school and will go to heaven,” he’d say, or, “Miss X of Y village has stopped education at
Class 5. I congratulate her.” Girls like me who still went to school he called buffaloes and sheep.
When we arrived back at our school after Eid, we saw a letter taped to the gate. “Sir, the school you are running is
Western and infidel,” it said. “You teach girls and have a uniform that is un-Islamic. Stop this or you will be in trouble
and your children will weep and cry for you.” It was signed, “Fedayeen of Islam.”
By the end of 2008, around 400 schools had been destroyed by the Taliban…Going to school, reading and doing our
homework wasn’t just a way of passing time, it was our future…The Taliban could take our pens and books, but they
couldn’t stop our minds from thinking.
Education is our right, I said. Just as it is our right to sing and play. Islam has given us this right and says that every girl
and boy should go to school. The Quran says we should seek knowledge, study hard and learn the mysteries of our world.
When you’re very young, you love the burqa because it’s great for dressing up. But when you are made to wear it, that’s a
different matter. Also it makes walking difficult!
By the start of January 2009 there were only 10 girls in my class when once there had been twenty-seven.
The Taliban is against education because they think when a child reads a book or learns English or studies science he or
she will become Westernized. But I said, “Education is education. We should learn everything and then choose which
path to follow.”;h[ Education is neither Eastern nor Western, it is human.
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