The Effects Of Gender And Leadership Style - 2355 Words

A number of studies focusing on gender and leadership style have been conducted in recent years. Their general conclusion is that males and females do use different styles. Specifically, women tend to adopt a more democratic or participative style with followers. Women are more likely to encourage participation, share power and information, and attempt to enhance follower’s self-worth (Robbins Coulter, 2005,). In putting this in an organizational behavior perspective this shows me that women might well be more in tune with their emotional intelligence. A person with a high emotional intelligence level is in touch with their emotions and demonstrates self-management in their ability to control their moods and feelings productively and in staying motivated and focused even when facing leadership obstacles (Nahavandi, 2006). This type of leader leads through inclusion and relies on their charisma, expertise, contacts, and interpersonal skills to influence others. Women tend to u se more of a transformational leadership style of motivating others by transforming their self-interest into organizational goals (Robbins Coulter, 2005). Transformational Leadership Style A transformational leader involves anticipating future trends, inspiring followers to understand and embrace a new vision of possibilities, developing others to be leaders or better leaders, and building the organization or group into a community of challenged and rewarded followers. Transformational leaders areShow MoreRelatedThe Role Of Gender And Its Effect On Leadership Styles2156 Words   |  9 PagesThe Role of Gender in Leadership For long, the idea of leadership has been associated with men, as evidenced by the idea of â€Å"masculinity†, a core idea of the 20th century leadership theories (Lord, DeVader Alliger, 1986). While it is now commonly accepted in the western world that being a woman is not incompatible with being a leader - even though their num-ber remains limited (Joy, 2008), the question of the role of gender remains. Are there different leadership traits according to the genreRead MoreRelationship Between Emotional Intelligence And Transformational Leadership Essay1514 Words   |  7 Pages(EI) and transformational leadership style was examined in order to determine whether EI scores could be used to predict transformational leadership style. In addition, gender differences in the relationship between EI and transformational leadership were examined to determine if there is a significant interaction of gender and emotional intelligence. This research is important, because transformatio nal leadership has been found to be the most effective style of leadership. Therefore, if EI can predictRead MoreCritical Analysis On Gender Stereotypes1072 Words   |  5 Pages Critical Analysis on Gender Stereotypes in the Workforce Yesenia Bachez California State University, Los Angeles Critical Analysis on Gender Stereotypes in the Workforce Despite various changes in the workforce, it is apparent that gender stereotypes are not extinct and are still very powerful generalizations. Through this reflection paper I hope to successfully analyze gender stereotypes and the impact they have on the workforce. Gender stereotypes influence our judgment andRead MoreLeadership Styles From The Point Of View1294 Words   |  6 Pagesanalysis explore leadership styles from the point of view of their relation to gender (Merchant, 2012) and personality (Yahaya et al., 2011). Merchant (2012) provides a valuable research, which is focused on gender as the major determinant of leadership styles in individuals. Providing an analysis of literature, Merchant (2012) indicates that â€Å"many studies analyzing the intersection of gender and influence tactics have resulted in mixed finding† (p. 24). It proves the argument that gender stereotypesRead MoreEssay on Women and Men in Leadership1424 Words   |  6 Pagesdifferences including race, gender, generations, and thinking styles. Many historical events have occurred that have cleared the way to analyze these differences of men and women in the workplace. These gender differences are likely to exist in the way men and women influence, communicate, and lead. The male and female gender has always been viewed as two unique and different sets of people. It is perceived that males and females have different styles when it comes to leadership. First, we will look atRead MoreLeadership Styles From The Point Of View1465 Words   |  6 Pagesanalysis explore leadership styles from the point of view of their relation to gender (Merchant, 2012) and personality (Yahaya et al., 2011). Merchant (2012) provides a valuable research, which is focused on gender as the major determinant of leadership styles in individuals. Providing an analysis of literature, Merchant (2012) indicates that â€Å"many studies analyzing the intersection of gender and influence tactics have resulted in mixed finding† (p. 24). It proves the argument that gender stereotypesRead MoreOrganizational Psychology : Gender And Leadership938 Words   |  4 Pagesof the phenomena studied by organizational psychology underlying. Research on gender and leadership focuses on both college students and executives in various business settings. A common theme concerns the ide a that a good leader is model described incompatible male with feminine behavior, sometimes thought of as think-Manager. For example, to provoke some settings pronounced stereotypes. If the expected leadership style of an organization at a given hora direct, exacerbate uncaring, or from topRead MoreUnderstanding The Cognitive Processes Of Organizational Psychology950 Words   |  4 Pagesof events based on stereotypes. Fri and the leadership of the research focuses on a variety of business environments, students and administrators. the general manager of the matter, I think it s a good model is sometimes described as a thought that is incompatible with the behavior of male and female leader refers to the idea. For example, the pronunciation of certain parameters in order to promote stereotypes. Time is expected that the management style, bad, indifferent, or from top to bottom,Read MoreComparison Of Herrmann Brain Dominance Indicator1203 Words   |  5 Pages Leadership and Gender Herrmann Brain Dominance Indicator Executive Summary: This journal seeks to discuss recent identifications and explanations of gender differences in leadership, behaviour effectiveness in organizations. The models are reviewed based on their contribution and arguments, contextual issues of international and national as well, stereotype and perception of superior and subordinate roles are reviewed and discussed. RationalRead MoreMasculine and Authoritarian Leadership in the Film The Devil Wears Prada734 Words   |  3 Pagesfashion magazine, played by Meryl Streep. Miranda uses masculine and authoritarian ways to do leadership; she is competitive, surly, vindictive, impatient, dominate, direct, task-oriented, meticulous, demanding, and brilliant. She is viewed as a devil boss partly because she is a woman. She manages by intimidating, â€Å"Does she have to manage her staff in that manner? Is being nasty an effective leadership style? This is not about being nasty or nice – it is entirely about being achievement oriented

The Outbreak Of Witchcraft Accusations Of 1692 In Salem,

The outbreak of witchcraft accusations of 1692 in Salem, Massachusetts was a devastating period for those involved in the crisis. Because of the random and frequent witchcraft accusations made throughout the time of the trials, the reoccurring characteristics that were often indicative of an individual’s likelihood of being accused of witchcraft were not always consistent. In John Demos’s book Entertaining Satan: Witchcraft and the Culture of Early New England he includes a diagram containing nine points of what he believes to be the definitive characteristics of a â€Å"typical† witch during the Salem witchcraft trials. It is important to note that Demos’s portrait of a witch identifies the â€Å"typical† witch, not every witch. For†¦show more content†¦Then, the paper will assess the peculiarities of her case and how they are not explained through Demos’s portrait of witch. Finally, the paper will identify the nature and signi ficance of the trial of Rebecca Nurse. John Demos’s nine point portrait of a witch is one way to analysis the case of Rebecca Nurse. To do so, one must first evaluate and understand the history of Rebecca Nurse and her role in the Salem in the late 1600’s. Rebecca Nurse was the wife of Francis Nurse, a farmer who became wealthy after buying and tending a large plot of land between Salem Village and Salem Town. Together they had eight children, and as a family they were prosperous. Connecting this information to Demos’s portrait of a witch, Rebecca Nurse falls under the first four points made in his sketch. These first two points are that she was â€Å"female† and that she was of â€Å"middle age†. However, the latter point is slightly inaccurate because Nurse was older than sixty years. The final two points that Rebecca Nurse falls under in Demos’s portrait of a witch are that she was of â€Å"English† and â€Å"Puritan† descent and culture, and that she was â€Å"married†, with little or no children. Again, the latter point is not fully accurate because Rebecca Nurse, while married, had, in fact, eight children in her lifetime. The significance of these traits of Rebecca Nurse agree, for the most part, with theShow MoreRelatedAmerican History to 18871148 Words   |  5 PagesPaul Boyer and Stephen Nissenbaums Salem Possessed explores the pre-existing social and economic divisions within the Salem Village community, as an entry point to understand the accusations of witchcraft in 1692. According to Boyer and Nissenbaum, the village split into two factions: one interested in gaining more autonomy for Salem Village and led by the Putnam family, and the other, interested in the mercantile and political life of Salem Town and led by the Porter family. Boyer and NissenbaumsRead MoreThe Salem Witchcraft Trials Essay826 Words   |  4 Pages The Salem Witchcraft Trials of 1692 were the large st outbreak of witch hunting in colonial New England up to that time. Although it was the largest outbreak, it was not something that was new. Witch-hunting had been a part of colonial New England since the formation of the colonies. Between the years 1648 to 1663, approximately 15 witches were executed. During the winter of 1692 to February of 1693, approximately 150 citizens were accused of being witches and about 25 of those died, either byRead MoreThe Trials Of The Salem Witch Trials891 Words   |  4 PagesDuring the time period of June to September 1692, twenty people were unjustly murdered after trials found them guilty of acts of witchcraft. The series of hearings and prosecutions of the accused witches in colonial Massachusetts marks one of the nation s most notorious cases of mass hysteria. The reasons behind the trials and deaths are complex and multifaceted. Internal disputes, strict religious lifestyles, accusations from young children, witch hunting methods, spect ral evidence, and even someRead MoreThe Salem With Trials685 Words   |  3 PagesSalem Witch Trials The 17th century was filled with mystery because of the strong beliefs in the supernatural powers and the presence of Satan on Earth in the colonial North America. Witchcraft, the use of magical faculties, was mainly used by the peasants with a particular charm of being associated with the evil spirits and demons to prosper in their agricultural activities. In fact, many literatures were written on witchcraft during that period. For instance, Joseph Glanvill in 1668, claimed toRead MoreThe Salem Witch Trials : Crisis1601 Words   |  7 PagesThe Salem Witch Trials: Crisis in Salem Village Many people know of the Salem witch trials that took place in Salem, Massachusetts in the year 1692 spilling over into the year 1693. But for those who do not know, the Salem witch trials were a series of trials against men, women, and children accused of being a witch and or practicing witchcraft. In â€Å"The Devils Snare: The Salem Witch Trials of 1692† by Mary Beth Norton, the author recollects the stories of real life accounts of those accusers andRead MorePuritans And The Church Of England1301 Words   |  6 Pagescases involving the accusations of persons doing witchcraft/interacting with the devil, also known as the Salem witch trials. The Salem witch trials began in February 1692 in Salem Village, Massachusetts. It all started with a group of young girls that claimed to be possessed by the devil that started all of the mayhem soon to follow. The allegedly possessed group of young girls began accusing several local women of witchcraft; the town broke out into mass hysteria. (Salem Witch Trials, 2011) AsRead MoreThe Trials Of The Salem Witch Trials1455 Words   |  6 Pageshumans are skeptical, if not reluctant to understand or accept that which unknown or different from what they previously considered being true, right, or normal. Such was the case in 1692 when over a hundred people from the Salem Town, Salem Village, and surrounding areas of Massachusetts were accused of witchcraft, leading to numerous arrests and even executions. The events that transpired in the small New England colony have intrigued, seduced, and baffled historians since their occurrence hundredsRead MoreWitchcraft Hysteria By Laurie Winn C arlson1307 Words   |  6 PagesBeagle says, â€Å"You ever want to see real witchcraft, you watch people protecting their comfort, their beliefs.† This quote is saying if you want to truly understand someone, learn about what they believe in. It all began in Salem, Massachusetts in 1692. The accusations toward people who were thought to be witches was on the rise. These would not be the kind of witches a person would think about in today s world, but women and men who were put on trial for witchcraft hysteria, which in turn caused massRead MoreSalem Witch Trials Case Review1377 Words   |  6 Pages The Salem Witch Trials was one of the most out of the box things back in 1692 Massachusetts, but it still seems to be quite unexplainable and at times shady. More than 200 people were accused of practicing the devil’s magic, but only about 20 were executed. Though people were killed, the colonists eventually admitted that the Salem Witch Trials were actually a mistake fo r which they later compensated the families that were convicted. I picked the Salem Witch Trials to type about because I wouldRead MoreThe Salem Witch Trials : The Causes Of The Deadly Accusations912 Words   |  4 PagesPeriod 1 11 April 2015 The Salem Witch Trials: The Causes of the Deadly Accusations In Arthur Miller’s The Crucible, he writes, â€Å"We are what we always were in Salem, but now the little crazy children are jangling the keys of the kingdom, and common vengeance writes the law!† (Miller 77). This partially fictionalized tale of the Salem Witch Trials points to one of the causes of the trials, vengeance, but the over dramatized tale s early stages were quiet. The Salem Witch Episode had humble beginnings

Classroom Etiquette and Dealing with Disruption Free Essays

University of California, Davis Office of Student Judicial Affairs Establishing Classroom Etiquette and Dealing with Disruption The tone of the classroom interaction has a significant impact on the educational environment. These days, the pervasive use of devices such as cell phones and the fact that some students may be unaware of University behavioral standards or the impact of their actions on others can lead to repeated distractions and interruptions. University of California Standards of Conduct for Students provide that students may be disciplined for â€Å"disruption or obstruction† of teaching or other University functions, and for failure to identify themselves to or comply with the directions of University officials, as well as other violations of conduct standards (see UC Standards of Conduct at http://sja. We will write a custom essay sample on Classroom Etiquette and Dealing with Disruption or any similar topic only for you Order Now ucdavis. edu/scs. html) Set the stage for a positive classroom experience by: †¢ †¢ †¢ †¢ Stating reasonable and clear expectations in advance Defining conduct standards and discussing rules of etiquette in your syllabus and during class Giving examples of desired conduct as well as unacceptable behavior Explaining the reasons for your classroom expectations and inviting student comments and suggestions Being a role model for expected behavior and keeping your relationship with students friendly and professional Responding when disruption occurs: If you believe inappropriate behavior is occurring, start by cautioning the whole class rather than warning a particular student. A technique is to stop class, calmly indicate the problem (e. g. side conversations, cell phones) and state that class cannot continue until the behavior stops. Before resuming, enlist the support of others by reminding the class that the disruptive behavior is taking away from class time and may result in some exam material not being covered in class. Students also have academic freedom, so it is important to exercise authority with compassion and self-restraint. It is best to correct innocent mistakes and minor first offenses gently, without ridiculing students’ remarks. †¢ If it becomes necessary to speak to an individual student about disruptive behavior, do so after class in a discreet manner. If the situation requires an immediate response in class, calmly and courteously ask the student to stop the conduct and to talk to you after class or during office hours. You may want to inform the class that students may be disciplined for disrupting class, and to reiterate that message if you talk with an individual student outside class because of his or her behavior. Remind the student that continued disruption may result in permanent removal from the class. †¢ A student should be asked to leave class if he or she engages in disruptive behavior that impedes your ability to teach the class productively. You have the right to contact the police if the student refuses to leave. If the student’s refusal to leave creates a safety risk or makes it impossible to continue class, you may also dismiss class for the day. If this happens, immediately contact Student Judicial Affairs (SJA). †¢ If a student is persistently disruptive refer him/her to SJA for disciplinary action. However, a disruptive student cannot be permanently removed from a class without a formal review, either through the student disciplinary process or through academic channels including the department and dean’s office (see Dir. 88-128) For more information about confronting cheating, about the disciplinary process, or about the Code of Academic Conduct, please call SJA at (530) 752-1128 or see our website at http://sja. ucdavis. edu. †¢ UC Davis Office of Student Judicial Affairs, January, 2007 What is disruptive behavior? Depending on the size and nature of your class what is considered â€Å"disruptive† may vary. In general, disruption and obstruction include b ehavior that interferes with, disrupts, or prevents normal classroom functions or activities. Disruptive behaviors can range from mildly distracting to clearly disorderly, violent, or dangerous. Depending on course rules set by the instructor, disruption in the classroom may include: †¢ †¢ †¢ side conversations, ringing cell phones or using a cell phone to talk or send text messages interrupting the instructor or other students monopolizing class discussion and refusing to defer to instructor, or listen to others; persisting when the instructor has indicated that the student’s remarks are off topic and it is time to move on entering late/leaving early, oving about the classroom filming, photographing, or taping the class yelling, arguing, swearing, bullying, or other intimidating behavior reading, sleeping, eating, drinking, or not paying attention shuffling through papers, cleaning out a backpack or purse during lecture showing up to class under the influence of alcohol/drugs †¢ †¢ †¢ †¢ †¢ †¢ Who decides what is disruptive ? Faculty have the authority and discretion to set rules that foster student learning. As a matter of academic freedom these rules can be tailored to the subject matter and the instructor’s teaching methods and learning objectives. For these reasons, the course instructor is the one who makes a determination about what constitutes disruptive behavior. SUGGESTED EXPECTATIONS TO INCLUDE IN A SYLLABUS The following expectations are to enhance your ability to learn in this class, to avoid disruption and distraction, and to improve the quality of the classroom experience. Repeated failure to meet these expectations may result in a lower grade for the course. Entering/Exiting Class: †¢ †¢ Please arrive on time to class and stay for the entire class period. Late arrivals and early departures are disruptive. If despite your best effort you arrive late, please quietly take a seat at the back of the classroom. Similarly, in the rare event that you must leave class early (e. g. for a medical appointment), email me in advance to let me know, then sit close to the rear door and leave as unobtrusively as possible. If you can’t be there on time or must always leave early because of a class or work conflict, either seek specific permission from me or do not take the class. During exams, ask permission before leaving to use the restroom. Try to use the restroom before coming to class. †¢ Noise: †¢ †¢ When class begins, please stop your conversations. Wait until class is completely over before putting your materials away in your backpack, standing up, or talking to friends. Electronic Devices: †¢ No taping, filming, or photography in class without my prior permission (whether by camera, cell phone, or other means). These activities are distracting and inhibiting to faculty and other students, may infringe upon privacy or copyright, and have a chilling effect on classroom discussion. Cell phones should be turned off. No talking on cell phones, text messaging, or emailing on laptops during class. Wait until after class to return any calls received. No listening to iPods or other electronic recording devices during class. †¢ †¢ Email Etiquette: †¢ †¢ †¢ You are expected to write as you would in any professional correspondence. Email communication should be courteous and respectful in manner and tone. Do not send emails that are curt or demanding. Do not expect an immediate response via email (normally, a response will be sent within two business days). If your email question is sent at the last minute it may not be possible to send you a response before an assignment is due or a test is given. Do not post personal information about yourself or others about third parties to the class list serve. For example, if you are having trouble with a lab partner you should see the instructor in person to discuss the specifics of the issue. Participation: †¢ †¢ †¢ [If participation is used as part of calculating the student’s grade] Because participation is counted as part of your grade, missing class could negatively impact your grade. Disrupting class could also lower your participation grade. Keep on the topic at hand. If you have questions off the current topic, address these outside of class at office hours or by email with the TA or instructor. Do not talk out of turn. Wait to be recognized before speaking and do not try to dominate a discussion with your questions or comments – give others a fair opportunity to participate. Common Courtesy: †¢ †¢ †¢ Do not read the newspaper during class. The shuffling of pages can be very distracting. Food and drink are discouraged in class. There may be times that you need a beverage or small snack during class. Avoid bringing in large meals or food that is noisy when unpackaged or chewed. Show respect for me and fellow classmates. Do not interrupt another who is speaking. It is okay to disagree with an idea but not okay to ridicule or make fun of another person and his/her ideas. Raised voices, derogatory language, name-calling, and intimidating behavior will NOT be tolerated. Do not disturb others by engaging in disruptive behavior. Disruption interferes with the learning environment and impairs the ability of others to focus, participate, and engage. †¢ How to cite Classroom Etiquette and Dealing with Disruption, Papers

English, American, and French Revolutions free essay sample

Revolutions English, American, and French The three most prominent revolutions in recent western history are The English Glorious Revolution, The American Revolution, and The French Revolution. The despite these events being separated by nearly a century, several thousand miles, or both, all three of the revolutions share the same causes, were brought forth by the same idealism, and had similar outcomes in which a document was produced to secure the rights and freedoms for the future. While there were a large number of causes for each war, and an even larger number of events and escalations that occurred to set the stage, one theme in particular rings true throughout all three. The idea of being governed without representation. This idea of a legitamate government being representative of the people and derived from their consent was brought about by Thomas Hobbs. This idea that the government represent the people is widely accepted by the British during the time of The Glorious Revolution, and subsequently accepted by the French and the Americans during their revolutions. We will write a custom essay sample on English, American, and French Revolutions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is a key underlying similarity. In addition to the idea of representation, Hobbs also made a hypothesis that society will endure minor abuses of power as a price paid in order to maintain the protection that only a government could afford, but would quickly revolt should the abuses be perceived as egregious. 2 In England, the dissatisfaction began when King James II attempted to repeal the Test Acts. While looking back at this, King James II actions could be construed as noble and just, but they were carried out in a manner that stepped over the threshold of tolerance for the English. In order to carry out his repeal, King James II dismissed all representatives which disagreed with the repeal. The people no longer had any say in the decision to repeal, and this upset the English. The King was quick to then throw the repeal of the Test Acts into the faces of those whom it disgusted the most, the Anglican Church. The Declaration of Indulgence was reissued by James on April 27 1688, and in an act of gross miscalculation he ordered Anglican clergy to read it from the pulpit to their congregations on two consecutive Sundays. King James continued this until the people had enough and fought back with their Glorious Revolution. Much like the English revolution, the French Revolution was largely caused by a leader denying his subjects their percieved right of representation in government. There, due to looming financial problems, the state attempted to levy additional taxes without an elected body to approve them. The French Parlement rejected this idea and insisted on th e Estates General as the only body able to allow this. Despite the efforts of many to establish the Estates General to ratify the taxes, the Kings blatent disregard for the peoples concerns over the abuse of power quickly pushed the country to war. But for all the good will earnt more was lost as the king and his government began forcing laws through using the arbitrary practice of lit de justice. The king is even recorded as responding to complaints by saying its legal because I wish it (Doyle 80). Ultimately, France went bankrupt the people would accept no more. This theme of abuse of power and subjection of citizens to the whims of a government removed from the will of the people continues into the American Revolution. The British were looking for money to pay for the French and Indian War, and decided upon establishing new taxes on goods into the American Colonies. Similarly to the English nearly 100 years earlier, the Americans rejected the idea that a government which considered none of the American points of view and contained no representatives of the colonies should not be allowed. 3 As with the French, the Americans pushed back and insisting upon fair representation, but to no avail. The British responded with more outrageous abuses only further enraging the citizens. This again continued until war was the only option. All three revolutions ended similarly. Those without representation won, and immediately issued documents securing their rights from future government abuse. No longer was it acceptable to govern without consent or representation. Many today take for grated the notion that much of the world is able to influence the government above them. While it may have taken hundreds of years, and exponentially more lives, many ideas of Thomas Hobs, and indeed The Enlightenment as a whole, have become common place and help to protect all. [pic] 4 Works Cited Doyle, William. The Oxford History of the French Revolution. Oxford: Oxford UP, 2002. Print. G4 The Glorious Revolution UK Parliament. Â  Www. parliament. uk Home Page UK Parliament. 01 Mar. 2009. Web. 30 May 2010. . Kelly, Martin. Causes of the American Revolution Examining the Causes of the American Revolution. Â  American History From About. Web. 30 June 2010.

Truth vs Grimke free essay sample

Grimke and Sojourner Truth, were both very outspoken women, both abolitionists, and, both fighting for equality among men and woman. Although both women had very similar purpose their background was clearly different. Grimke was raised by slaveholders and Sojourner was a free slave. Grimke was an educator and Sojourner had no formal education. Grimke was an American political activist, abolitionist, womens rights advocate, and supporter of the womens suffrage movement. While she was raised a southerner, she spent her entire adult life, by choice, living in the north. She was an active member of the Presbyterian Church. A proponent of biblical study and interfaith education, she taught a Sabbath school class and also provided religious services to her family’s slaves. Grimke became a close friend of the pastor of her church, Rev. William McDowell. McDowell was a northerner who had previously been the pastor of a Presbyterian church in New Jersey. We will write a custom essay sample on Truth vs Grimke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Grimke and McDowell were both very opposed to the institution of slavery on the grounds that it was a morally deficient system that violated Christian law. An Appeal to the Christian Women of the South (1836) was written in the hopes that Southern women would not be able to resist an appeal made by one of their own. The essay is unique because it is the only written appeal made by a Southern woman to other Southern women regarding the abolition of slavery. Grimke’s Appeal was widely distributed by the American Anti-Slavery Society, and was received with great acclaim by radical abolitionists. However, it was also received with great criticism by her former Quaker community, and was publicly burned in South Carolina. The Appeal makes seven main arguments: First, that slavery is contrary to the Declaration of Independence; second, that slavery is contrary to the first charter of human rights bestowed upon man in the Bible; third, that the argument that slavery was prophesized gives no excuse to slaveholders for encroaching on another man’s natural rights; fourth, that slavery was never supposed to exist under patriarchal dispensation; fifth, that slavery never existed under Hebrew Biblical law; sixth, that slavery in America â€Å"reduces man to a thing† ; and lastly, that slavery is contrary to the teachings of Jesus and his apostles. Grimke also states, in a reply letter to Catharine E. Beecher, what she believes to be the abolitionists’ definition of slavery: â€Å"Man cannot rightfully hold his fellow man as property. Therefore, we affirm that every slaveholder is a man-stealer†¦ To steal a man is to rob him of himself. † She reiterates well-known principles from the Declaration of Independence regarding the equality of man. Grimke argues that â€Å"a man is a man, and as a man he has inalienable rights, among which is the right to personal liberty†¦ No circumstances can ever justify a man in holding his fellow man as property†¦ The claim to him as property is an annihilation of his rights to himself, which is the foundation upon which all his other rights are built. † Truth was one of the ten or twelve children born to James and Elizabeth Baumfree. James Baumfree was an African captured from Ghana. Elizabeth Baumfree, was the daughter of enslaved Africans from the Coast of Guinea. The Baumfree families were enslaved by Colonel Hardenbergh. The Hardenbergh estate was in a area called Swartekill in the town of Esopus, New York, 95 miles north of New York City. After the colonels death, ownership of the family slaves passed to his son, Charles Hardenbergh. After the death of Charles Hardenbergh in 1806, Truth, known as Belle, was sold at an auction. She was about nine years old and was included with a flock of sheep for $100 to John Neely, near Kingston, New York. Until she was sold, Truth spoke only Dutch. She suffered many hardships at the hands of Neely, whom she later described as cruel and harsh and who once beat her with a bundle of rods. Truth said Neely beat her daily. Neely sold her in 1808, for $105, to Schryver, a tavern keeper, who owned her for eighteen months. Schryver sold her in 1810, for $175, to John Dumont of West Park, New York. Although this fourth owner was kindly disposed toward her, his wife found numerous ways to harass Truth and make her life more difficult. Around 1815, Truth met and fell in love with a slave named Robert from a neighboring farm. Roberts owner (Catlin) forbade the relationship; he did not want his slave to have children with a slave he did not own, because he would not own the children. Robert was savagely beaten and Truth never saw him again. Later, he died from the injuries. In 1817, Truth was forced by Dumont to marry an older slave named Thomas. She had five children: Diana (1815), fathered by Robert; and Thomas who died shortly after birth; Peter (1821); Elizabeth (1825); and Sophia (ca. 1826), fathered by Thomas.e state of New York began, in 1799, to legislate the abolition of slavery, although the process of emancipating New York slaves was not complete until July 4, 1827. Dumont had promised to grant Truth her freedom a year before the state emancipation, if she would do well and be faithful. However, he changed his mind, claiming a hand injury had made her less productive. She was infuriated but continued working, spinning 100 pounds of wool, to satisfy her sense of obligation to him. Late in 1826, Truth escaped to freedom with her infant daughter, Sophia. She had to leave her other children behind because they were not legally freed in the emancipation order until they had served as bound servants into their twenties She later said: â€Å"I didn’t walk off , for I thought that be wicked I , but I walked off believing that to be alright. † She found her way to the home of Isaac and Maria Van Wagener, who took her and her baby in. Isaac offered to buy her services for the remainder of the year (until the states emancipation took effect), which Dumont accepted for $20. She lived there until the New York State Emancipation Act was approved a year later. On June 1, 1843, Truth changed her name to Sojourner Truth She became a Methodist, and began traveling and preaching about the abolition of slavery. In 1844, she joined the Northampton Association of Education and Industry in Northampton, Massachusetts. Founded by abolitionists, the organization supported womens rights and religious tolerance . In May 1851, Truth delivered her famous speech on womens rights, later known as Aint I a Woman In this piece, Truth starts by saying two of the primary issues of the day: the abolitionist movement in the South and the growing unrest of women in the North. Transitioning to the general treatment of women in the day: white women are treated as fair creatures and receive assistance from men. She states that she does work that would be the equivalent of a man but she does not get the treatment different than man even though she does things that men can’t do, such as giving birth to 13 children. The reason given for women to be treated differently from men is that that Jesus Christ was a man. Truth points out that the only way that Christ came into existence was through a woman. She also mentions that Eve was powerful enough to change the world by eating the apple. If one woman could â€Å"turn the world upside down all alone† than women as a collective should â€Å"be able to turn it back, and get it right side up again! † We have woman who not only have a voice but women who me the voice.. We have women judges, lawyer, teachers, and preachers. So as we can see Grimke and Truths struggle was not in vain Men do respect women a lot more these days and we owe all thanks to Sojourner Truth and Angelina Grimke, the women who said there was no stopping until justice was done. not only have a voice but women who me the voice.. We have women judges, lawyer, teachers, and preachers.. So as we can see Grimke and Truths struggle was not in vain Men do respect women a lot more these days and we owe all thanks to Sojourner Truth and Sarah Gdmke, the women who said there was no stopping until justice was done. not only have a voice but women who me the voice.. We have women judges, lawyer, teachers, and preachers.. So as we can see Grimke and Truths struggle was not in vain Men do respect women a lot more these days and we owe all thanks to Sojourner Truth and Sarah Gdmke, the women who said there was no stopping until justice was done.

Planarian essays

Planarian essays You'll never forget this flatworm once you have looked into its eyes. The planarian seems to be a cross flatworm. It's not very hard to spot these planarians. All you would have to do is shake some pondweeds onto a pan and most likely flatworms will often be released from their hiding places, or you can just turn over stream rocks and look carefully at the rock surfaces. One effective method to collect these flatworms is to put a small piece of canned pet food in an old nylon stocking and secure this bag in streambed overnight and in the morning you may find a collection of your very own flatworms crawling over the bag. Planarians are carnivorous worms. Planarians are known as the worm feeds on daphnias. The planarian will hunt down the prey while enzymes serrated from the mouth soften the tissue. The planarian feeds by using the mouth to suck in the food and the digestion part is later completed inside the planarian cells. The planarians belong to the Phylum Platyhelminthes, and flatworms. Planarians are free-living, which means they are able to find their own food. These freshwater worms seem to have the remarkable ability to regenerate their lost body parts. The planarian lives mostly in lakes, ponds, streams, and other freshwater bodies. What the planarian usually feeds on is decaying meat. The body of this worm is constructed simply of a nervous system that includes a brain, muscles, an internal reproductive system, a blind gut that spreads throughout the body, an excretory system that includes special cells called flame cells. They can respond stimuli, and display the ability to overcome a maze they can also transfer the memory from one worm to another. To keep planarians alive follow these tips. Use only spring water or pond water, not distilled water. Distilled water doesn't contain the minerals and nutrients they need to survive, tap water doesnt work either they don't like chlorine or ...

Free Web-based EHR Assignment Example | Topics and Well Written Essays - 500 words

Free Web-based EHR - Assignment Example Practice Fusion’s EHR system is a free Web-based EHR that provides all the services that envelops all technological requirements. The EHR contains numerous features that are helpful to its users. It is made from the real schedules of the office-based physicians that help in manage one’s practice. The present features namely charting, scheduling, and e-prescribing makes the practice fusion’s EHR an appropriate management tool (Practice Fusion, 2012). The charting and notes feature of the EHR is the main characteristic of the system that enables medical charting as part of the daily workflow. It offers an easy way pull out patients’ charts, produce, and sign medical notes. Moreover, it offers an option of viewing the entire patient’s medical history and prescribed medications. The documents feature of the EHR provides the user with a simple-to-use tool to manage all the scanned and digital records. The feature allows easy uploading and tagging of documents to the patient’s relevant data. It also provides an option of assigning any file type. This includes the insurance cards, photos, x-rays and any necessary audio or video files (Practice Fusion, 2012). The lab integration feature provides users of the practice fusion’s EHR with possible integration with over thirty-five labs. This eases the streamlining of an individual’s practice lab results and orders. The choice of these labs ranges from national to regional labs. If shared with other facilities, the EHR will provide very effective services to its users. This is because the combination of the features will enable easy execution of various automated data analysis and reports. Moreover, the sharing would lead to the integration of other EHR solutions that would handle any practice sizes and workflow in the resultant system (Practice Fusion, 2012). It would widen the scope of services to patients with ease. For instance, the medical billing solutions would

Role of Higher Education Annotated Bibliography Example | Topics and Well Written Essays - 750 words

Role of Higher Education - Annotated Bibliography Example All levels of education enhance sustainable development according to the agendas they give the first priority. These agendas should give sustainable development the first priority. This ideas and efforts should be initiated from the lowest education levels going all the way to the highest level of education, the university, for effectiveness and success. There are three issues involved in promoting sustainable development through higher education: observation of all the aspects of our routines in regards to sustainability, encouraging understanding of the difficulties of sustainability and lastly finding out the proper and latest ways and procedures to promote sustainable development. The higher education institutions have to play a very important role to foster the process of sustainable development. There are major problems faced in this area of development. They include dangerous infectious diseases, hunger, pollution, energy, climate changes among others. The higher education institutions can come up with research ideas and tools to help solve all those problems, to help promote sustainability. This article is very important and useful for my research because it helps understand the role of higher education in sustainable development. The article explains clearly what the higher education institutions can do to help promote sustainable development. The Impact of Higher Education on Economic Development is an article by Larry Gigerich. This article analyzes the role of higher education on economic development. He argues that higher education institutions like colleges and universities have a very important and practical role concerning national economic development. According to this article, national economic development and higher education are linked together. In the past years, colleges and universities have just been teaching

Similarities and differences between The Big Sleep and Casablanca in Essay

Similarities and differences between The Big Sleep and Casablanca in Camera shooting - Essay Example The movie is based upon the novel by Chandler but differs considerably owing to changes in the content in some cases. The camera movements of the two classic movies encompasses the expressionist style along with some unique approach as suitable for a romantic melodrama (Casablanca) on one hand and a thriller (The Big Sleep) on the other. Almost the entire shooting of Casablanca takes place in the Moroccan city of Casablanca and the entire shot was almost held in the studio itself. It is one of the classic movies shot in black and white. The cinematographer Arthur Edison uses the Curtiz style of camera movements or expressionist lighting where the lights and shadow effects are used to create expression. The focus of the camera lies mainly on Bergman enacting the role of Ilsa Lund. The camera angle is mostly placed such that the shots are moved from the left side of her face as per her preference. To enhance the expressions of sadness, tender and nostalgia. This is especially true in the scene where she meets Rick alone. Symbolic shadows are cast on the characters to highlight essence of certain situations. The camera moves across a doorway with the inscription on stone "Liberte, Egalite, Fraternite" standing for Liberty, Equality, Fraternity, a common saying amongst the French Repupublicans. The Vichy govenrment has not yet replaced it. The cinematography uses the smooth movements of the camera along with this expressionist lighting with the environment serving as the backbone to highlight each moment and interplay of emotions. The establishment of Rick was built in three parts which were separated from one another. Hence the camera was set such that it looked through one of the walls of the cafà © into Rick’s office. Camera is held at close ups where the objects or the individual is significant and indicates something more important than the eye

Sexual Education in Schools

Sexual Education in Schools Sexual education (sex ed) in public schools has long been a controversial and debated topic in society. There are several questions when it comes to approaching sex ed in schools. These questions include: appropriate age for introducing sex ed; should sex ed be mandatory or optional; and whether sex ed programs should be comprehensive or abstinence-based. Sex ed is a necessary subject to teach in schools. It should be appropriate to the grade level and taught in a knowledgeable, unbiased manner. Comprehensive sex ed should include teaching students about abstinence, prevention techniques, and should place an emphasis on helping students to acquire decision-making skills when it comes to sexual activity. Sex ed can be a very useful and efficient tool for young students when it comes to making the decision that is best for them. It is an unfortunate trend that not all young adolescents have a safe place to turn to for effective sexual information. Providing sex ed in schools gives all students an equal opportunity to get information about sex and all the aspects that come with it. Age-Appropriate Sex Ed Sex education should begin in early adolescents or sooner, possibly starting in 5th or 6th grade. Sex education that works starts early, before young people reach puberty, and before they have developed established patterns of behavior (Forrest Kannabus, 2009, pg 3). If a child doesnt get introduced to sex ed until age 16, but starts having sex at age 14; then its possible they didnt learn anything about abstinence and STD or pregnancy prevention prior to their sexual activity. At which point it may be harder to teach them new behaviors concerning sexual activity. In 2005, 6.2 percent of high school students reported having engaged in sexual intercourse before age 13 (Youth Risk Behavior Surveillance System (YRBS), 2007, n.p.). While 6.2 may seem like a small percent; 45.5% of young women and 45.7% of young men claim to have had sexual intercourse between the ages of 15 and 19. According to these statistics, it would appear that some sex ed would be appropriate at least prior to or at age 12. It is difficult to know at what age sex ed should be administered. It all depends on the physical, emotional, and mental development of the child. Some argue that introducing sex ed at such a young age will encourage young kids to experiment and act on their curiosity. However, According to 48 studies of comprehensive sex and STD/HIV education programs in US schools; there was found to be strong evidence that such programs did not increase sexual activity. Some of them reduced sexual activity, or increased rates of condom use or other contraceptives, or both (Forrest Kannabus, 2009). It appears to be evident that providing sexual education at a younger age, such as 5th or 6th grade, is not only necessary but appropriate as well. Mandatory vs. Optional Sex Ed Because all students deserve the opportunity to have equal access to sex ed; it should be mandated by all schools to teach comprehensive sexual education, with the option for parents opting their children out of class. During interviews conducted with parents of school aged children, by the author of this paper; it was found that all the parents also thought sex ed should be mandatory for schools to teach sex ed, and mandatory for schools to offer parents the choice of opting their children out of the programs. The parents also thought it necessary for schools to allow parents to review the information that would be taught to students prior to their children taking the course, this would give them the opportunity to pull their children out of the course. According to the Guttmacher Institute (2009), 21 states and the District of Columbia mandate that public schools teach sex education (highlight 1). While 37 states require school districts to allow parental involvement in sex ed, onl y 3 states require parental consent for their child to participate in sex ed, and 35 states permit parents to opt their children out of sex ed (Guttmacher Institute, 2009, highlight 3). Only 4% of junior high students parents and 6% of high school student parents believe that sex education should not be taught in schools. Many school districts do however make exceptions for students that cannot participate due to religious beliefs and customs (Sexuality Information and Education Council of the United States (SIECUS), 2007, n.d.). Program Effectiveness Even though there seems to be little debate about the appropriate age to introduce sex ed and whether it should be mandatory or optional; there is a very big debate about the effectiveness of the two main programs being taught in public schools. These programs include comprehensive sexual education and abstinence-only programs, both of which have supporters and opponents. Many abstinence-until-marriage or abstinence-based programs taught in schools are funded by the federal government. Billions of dollars have been poured into these programs, yet they have not been proven to be as effective as comprehensive programs nor have they shown a positive change in young students sexual activities (No More Money, 2008). Abstinence-only programs place an emphasis on abstinence from all sexual behaviors as a means to prevention of pregnancy and STDs. These programs cover minimal information about contraceptives and STD prevention. If discussed at all, these programs only discuss failure rates (Community Action Kit, 2008). While many proponents of abstinence-only programs argue that the program is the only way for students to be 100% protected, opponents would argue that the programs dont supply enough knowledge to students about other forms of protection and preventative measures. Students are more likely to engage in unprotected sexual activities when they have not been taught any information about prevention. Many abstinence-only programs also teach students about exercising self-control (No More Money, 2008). According to Family Accountability Communicating Teen Sexuality (FACTS Handbook) (2000), Students who do not choose to exercise self-control to remain abstinent are not likely to exercise self -control in the use of a contraceptive device (p. 50). However, this is not a known fact since contraception as a preventative device is not taught in abstinent-only programs. Abstinent-only programs do not prepare students for the possibility that they may not be able to exercise self-control. Educational Psychology by John W. Santrock highlights adolescent thinking, on page 314. Santrock notes that in the heat of the moment, adolescents emotions may especially overwhelm their decision-making ability. In the heat of the moment, a student who hasnt been taught about contraception or condoms probably wont make the right decision. However, an adolescent who has been supplied with adequate information about condoms and contraception might have already considered the consequences before-hand, during a moment not aroused by emotion. Having the knowledge to make the right decision concerning protection may help the young student to make a better choice during an emotionally aroused state. The evidence and research clearly shows that abstinence-only programs do not prevent teen pregnancies or the onset of vaginal intercourse (Kohler, 2008). Comprehensive sexual education (CSE) is an unbiased approach to sex ed. CSE teaches and develops decision-making skills in students about abstinence, contraceptives, STD prevention, condom use, teen pregnancy, human development and reproductive systems and relationships (Community Action Kit, 2008, pgId 886). Many parents argued that sexual education programs did not focus enough on teaching students responsible behavior and self-esteem associated with making decisions about sex. CSE provides that students be taught about relationships and interpersonal skills. This program also highlights the development of students attitudes towards their values and beliefs about sex and exercising responsibility regarding sexual relationships (Community Action Kit, 2008, pgId 888). Even though these programs have been proven to delay the onset of intercourse; reduce the frequency of intercourse and the number of sexual partners; and increase condom or contraceptive use (Community Action Kit, 2008, pgId887); only 15 states require that sex education programs cover contraception (Guttmacher Institution, 2009, highlight 1.2). Even with its proven effectiveness and success rate, CSE is not being taught in enough schools to reach its max potential at reducing young students risky behavior concerning sexual activities. Some critics argue that CSE programs increase sexual activity due simply to the students awareness of sexual information. While CSE may not primarily prevent sexual intercourse it is 50% more likely to prevent teen pregnancies than abstinence-only programs. It is also shown to marginally reduce reports of vaginal intercourse among young students (Kohler, 2008). CSE allows students to continually build upon development and learned skills. It also focuses on helping students to maintain these skills in memory, thinking and decision-making processes. For CSE to be successful, educators have to be dedicated in providing students with unbiased and effective sexual knowledge and information. There are many young adolescents in societys communities that are just not provided with the adequate knowledge about sex ed necessary to make choices and decisions that are best for themselves and their futures. With the right tools and motivation teachers and educators could be very successful at pre paring students for real life sexual encounters. Parents in America strongly support a wide breadth of topics being taught as a part of sex education, and there is broad public support as well. 93% of junior high parents and 91% of high school parents support sex education as a part of school curriculum. 71% up to 100% of junior high and high school parents support topics such as HIV/AIDS, STD prevention, teen pregnancy, birth control, condom use, and sexual orientation as appropriate topics to discuss in sexual education programs (SIECUS, 2007). Even with these high numbers; its alarming to know that many states just dont require it. Many more states need to require that comprehensive sex education be offered in all schools, rather than no sex education or abstinence-only programs. They need to be mandatory programs with the option of opt outs. Programs should start at age-appropriate times such as 5th-6th grade, and each grade level provided with age-appropriate material to increase in intensity in higher grade levels. Only when this approach is taken will sexual education in schools see max potential and effective results. Effective results that just may change those 6% of opposing parents minds.

Animal Instinct :: essays research papers

Animal Instinct What would life be like without a mother or a father? What would life be like without any adult supervision? How would a person act if they did not have society to tell them what is right and wrong? Author William Golding believes that a person that wasn't brought up by society would only act using their basic human nature. It is also a part of his believes that this nature is evil. In his novel, Lord of the Flies, Golding proves his ideas on the evil at the base of the human nature through the lives of Piggy, Ralph, Roger, and Jack, whom are all young boys trapped on a deserted island in the Pacific. Piggy was a nonathletic, fat child with glasses and asthma. He was the child who was least effected by the evil inside of himself. Piggy was also the most intelligent child on the island, and this intelligence is what kept him from giving in to his evil. This intelligence was also thought by Jack to be a threat. Piggy lived in fear of Jack because he knew what type of person he was and that he could not be trusted. On page 93 Piggy expresses his fears by telling Ralph, â€Å" I'm scared of him and that is why I know him. If your scared of someone you hate him but you can't stop thinking about him.† In this it is obvious that Piggy is scared of Jack, so much so that he thinks about him constantly and now he has him figured out. This is why Piggy is unaffected by his evil. He sees what is happening to everyone else through Jack. The other person who wasn't overcome by their evil is Ralph. Ralph was an older child, and he was an athletic born leader. He was the leader of the tribe until the children began doing what Jack said. Although he never completely surcame to it, Ralph was tempted by evil. One instance happened when Jack and his hunters came back from a hunt and began to dance. The story on page 75 says, â€Å"Ralph watched them enviously and resentful.† He was envious of the other children because they got to dance and chant, but he knew that it was wrong, so he did not join in, and during this time while he was being tempted he treated Piggy terribly. He began to do what Jack said. Once when Jack brought the meat back from one of the hunts he gave everyone a piece except for Piggy, and when he complained

Fluorine

The Element Fluorine Fluorine is an element that appears in the periodic table. It is apart from the halogen series. It appears in group 17 and period 2. It is important to understand its structure ,physical , and chemical properties. Fluorine is the 13th most abundant element on earth and is very important to earth today. Fluorines mysterious structure reacts vigorously with itself and other elements making things that impacted our technology, history, and daily lives. Fluorine is the chemical element of atomic number 9, a poisonous pale yellow part from the halogen series.It is the most reactive element and is composed of diatomic molecule F2. Fluorine was discovered in 1886 by Joseph Henri Moissan, who also produced the first artificial diamond. The element Fluorine has nine protons and electrons and ten neutrons. Fluorines atomic mass is 188. 998404 amu. Fluorines atomic number is 9. Fluorines density at 293 K is 1. 696 g/cm. That makes fluorine about 1. 3 times as dense as air. The electron configuration of Fluorine is [He] 2s2 2p5. Its crystal structure is cubic. To continue Fluorines name origin came from the latin word fluo (flow).Fluorine went through a long process before being discovered. Georgius Agricola german mineralogist in the 1530s described the use of the mineral fluorspar in metal refinal. â€Å"Fluor† in fluorspar is where fluorine got its name. Although Agricola didn't realize fluorspar was a mineral of Fluorine. During that time Fluorspar became an intense subject to chemist. Around the1800s chemist carried out experiments on fluorspar in attempts to isolate fluorine. However they failed to do so , instead produced what we call now hydrofluoric acid, a deadly acid.Carl Wilhelm Scheele studied and set off intense work to the acid and its composition. All chemist knew already that there had been a never before seenelement. However little did they know the element they were searching for was dangerous. In attempts to isolate fluorine led to bindings and many fatalities. A chemist named Belgian paulin louied died from exposure to the chemical. Finally in 1988 fluorine was isolated. Moissan made a solution of hydrofluoric acid by putting it in potassium hydrogen fluoride. He cooled the solution to  ­23 and passed it through an electric current.And then finally the gas they been searching for, for decades appeared. Henri Moissan received the 1906 Nobel prize in chemistry for his great achievement. Fluorine has any different complicated physical properties. Did you know that glass, ceramics,carbon, finely divided metals, and even water burn in fluoride. Fluorines has a boiling point of  ­188. 14 c and a melting point of  ­219. 62 c. When not pale white, yellow, or colorless Fluorine is fluorescent. â€Å"Most common substances like fluorine exist as states of matter as solids,liquids,gases, and plasma† (fluorine properties).Fluorine has a pungent sharp strong smell that can be detected in very small amo unts, as low as 20 parts per billion. In liquid form fluorine is freely soluble in liquid oxygen and ozone. Fluorine is the most chemically reactive element and the most electronegative. Fluorides chemical element is F. Fluorine is highly poisonous and explosive. That is why it took 74 years of continuous efforts to isolate the dangerous and corrosive element. When fluorine is mixed with water it reacts explosively on the contrary fluorine cannot mix with oxygen. To continue fluorine is heat resistant however very flammable.Fluorines electronegativity according to Pauling is 4. Fluorines 1st ionization energy is 1680. 6 jk mol ­1. The second is 3134 kj mol  ­1 and the third is 6050 kj mole. It combines easily with every other element except helium, neon, oxygen , and argon. That is why element must be handled with extreme care. Furthermore fluorine may be a pale white highly destructive element however it is very useful to the world and important to economy and technology. It ha s many commercial, industrial, and medical uses. Did you know that fluorine is used in rocket fuel, it helps the oxidizer in rocket fuel to burn.To continue isotopically fractionated uranium is created with the help of fluoridated compounds, which is a very important step in uranium purification in Dover plants. Fluorine is also used in melting metals to make lenses for focussing infrared radiation. Without fluorine teens and children of our era would always be bored. Fluorine is also used in the production of computer chips, micro electronic sensors, and television screens. One of the most common uses of fluorine is that it is found in toothpaste and mouthwash. It helps prevents tooth cavities and and dental decay.Fluorinated compounds help in the production of polymers in plastics. It's used to make polytetrafluorethylene and manufacture retractable roofs. Fluoridated compounds are found in refrigerators, air conditioners, and spray cans. They are used to replace chlorofluorocarbo ns or CFCS, which are very dangerous for the ozone layer. Furthermore Fluorine is used for glass etching meaning creating art on the surface of glass . It is also used to obtain pure aluminum. When going into surgery and being put to sleep fluorine is needed. It is used in inhalation anesthetics.Furthermore fluorine is also used to mark light bulbs and in the purification of water supplies. Fluorine is a huge importance to nature and humans. It keeps our water safe to drink and shower with. Imagine without fluorine our teeth would be rotten and water supplies would be polluted. Traces of fluorine are present in bones, teeth, thyroid gland and skin. Fluorine is also said to prevents diseases from decaying the body. â€Å"It is a germicide, and acts as an antidote to poison, sickness, and disease† (fluorine and importance of nutrition). fluorine is found in a great variety of foods and provides nutrients.

Heritage Quest Online - US Census Records from Proquest

Heritage Quest Online - US Census Records from Proquest Available free through subscribing libraries, Heritage Quest Online packs in an intuitive interface, fast downloads, and crisp census images. If your library doesnt subscribe, youre missing out! Pros Free to members of subscribing librariesEasy to use interface and crisp, enhanced imagesNotebook feature helps you keep track of searches Cons Not available for an individual subscriptionNo soundex or wildcard search optionsHead of household indexes only Description Includes census images for all decades 1790 to 1930.Head of household indexes for 1790 to 1820, 1860, 1870, 1890, 1900 to 1910 and 1920 to 1930 (partial).Available only as a library subscription, but offered free by participating libraries to members.Advanced search options also include state, county, age, and birthplace, but no wildcard or soundex.Census indexes prepared by Heritage Quest are much more accurate than the common AIS indexes.Images appear in an HTML viewer, with no extra software required.Full-screen, enhanced census images load quickly and are easy to read.Black and white enhanced census images make viewing easier, but could possibly affect quality.Census images are also available as negative images as an alternate opportunity for readability.Handy notebook feature allows you to save census images and citations, and take online notes. Guide Review Developed specifically for library patrons, Heritage Quest Online offers an intuitive, easy-to-use interface and clear, crisp census images. Searching is simple and offers a lot of options, although it lacks the ability to use wildcards or soundex to search for misspelled names. Available census indexes are highly accurate - much more so than commonly used AIS indexes. Census images download quickly and appear as full-screen, enhanced images, though some people claim that this enhancement could introduce errors. Images can be quickly downloaded and saved or printed in Tiff (non-compressed) or PDF format. Overall, Heritage Quest Online is the most flexible census offering available, if you can convince your library to subscribe!

Gambling Casinos essays

Gambling Casinos essays Gambling Casinos: A Plague on Society Gamblers no longer need to trek to Las Vegas or Atlantic City to find the action they so badly crave. It is available today in their own hometowns. Legalized gambling is one of the fastest growing industries in the United States. Gamblings tremendous popularity is evident in the recent increase in the number of off-track betting parlors (OTBs) and riverboat casinos that dot the midwest and the Mississippi Delta. Billboards on major highways depict the action and excitement available at such facilities. For most of the industrys patrons, gambling is fun and a form of harmless entertainment. For the four to six percent of gamblers who become problem or pathological (compulsive) gamblers, however, it can be a devastating illness that negatively affects every aspect of their lives. Im worried that the more legalized gambling havens that open up, the more problems we can expect as a result of them. The greatest social cost of legalized gambling is the probable increase in problem and pathological gambling. In Connecticut for example, the Foxwoods Resort Casino opened up in 1995 and the number of pathological gamblers sky-rocketed. In 1994, there were 235 calls to the Gambling Anonymous hotline and in 1995 (after the casino opened), there were 588. In 1997, the state of Connecticut also launched a massive media campaign for community awareness of the social problem and encourage to get help for people with gambling addictions because at least 70,000 adults in Connecticut have gambling problems. Pathological gambling is a progressive disease that devastates not only the gambler, but everyone with whom he or she has a significant relationship. In 1980, the American Psychiatric Association accepted pathological gambling as a disorder of impulse control . It is an illness that is chronic and progressive, but it can be diagnosed and ...

Origin of the Ancient Egyptians Essay Example | Topics and Well Written Essays - 2000 words

Origin of the Ancient Egyptians - Essay Example They were rich in stone, wood, minerals, sand, and many kinds of vegetation 2. Predynastic technological developments can be divided into several distinct areas, each with its own specialized tools and techniques, but sometimes sharing other tools, methods and materials. In particular, the establishment of the tools and procedures for the large-scale manufacture of stone vessels during the Nagada II 3and the Nagada III/Dynasty 4 periods crucially contributed to the growth of other technologies in these periods, and in the Dynastic era. For example, the carving of the ceremonial schist palette of King Narmer, and Dynastic hard stone statuary, benefited from the skills and tools established for shaping earlier Predynastic hard stone vessels, stone hand-axes and mace heads. Also, it is possible that the Late Predynastic expansion in faience manufacture can be attributed to an increased availability of copper-contaminated quartz powders 5. Among the great sayings from the origin of ancient Egypt, a common anecdote resides that when the world's first historian, Herodotus visited Egypt in the fifth century B.C., he asked its priests the key to Egypt's greatness and he was replied by the answer that Egypt is the gift of the Nile. Egyptian civilization would never have accomplished its wonders had it not been for this gift of nature, so crucial to its people and so mysterious that they considered it divine. This is what Egypt has always been famous for. Egyptian Origin in Historical Context of Architecture Although pyramids and temples from ancient Egypt still impress us thousands of years after they were built, all that remains of the homes where people were born, grew to adulthood and died are occasional low mounds of mud outlines. Temples and tombs endure because Egyptians made a sharp distinction between their religious architecture, constructed of permanent stone for eternity, and all other buildings, even palaces and fortresses, which were built of less durable adobe 6. Many ancient cultures held similar beliefs about their ruler's divine afterlife and expended great energy creating special burials for their kings. Egypt's special contribution was a new tomb design first devised in about 2700 B.C. Architects for the pharaoh Zoser stacked six decreasingly smaller stone brick rectangles on top of each other to form a towering, 200-foot-high 'Step Pyramid'. This first large building ever raised in stone by humankind initiated a series of pyramids, structural feats that became the symbol of Egypt. "Three distinctive architectural elements were developed in ancient Egypt - the pyramid, the propylaeum or pylon, and the obelisk" 7. Ancient Egyptians had to contend with enormous temperature swings. At noon on a summer day, in this country surrounded by desert, the temperature could reach 120F; nevertheless, because the

Claires Antiques Essay Example | Topics and Well Written Essays - 500 words

Claires Antiques - Essay Example Since the company does not want to pass the increased commission to its customers, they will have to make up for the $15, 190 decrease in profit for the clocks product line and $23, 310 and $25, 025 for dinette sets and bedroom suites respectively. The company can make up for this lost by asking distributors to sell a lower percentage of the total expected sales volume in order to lessen the commission expenses. 5. In calculating the new monthly break even volume for Claire's Antiques, we must take into account the changes in price and monthly fixed cost. Cutting the unit sales price by 10% will yield $3, 300 ($3, 700 x .90) for one dinette set. Fixed cost will be increased to $27, 250 to take into account the $1, 000 advertising cost. The new contribution margin is computed as $3, 300 minus variable material cost of $1, 280 which is equal to $2, 050. Break even in units can be generated by dividing the $27, 250 fixed cost by the new contribution margin of 42, 050. This will give 13 units for Claire's Antiques to break even each month.

Answer the Q Case Study Example | Topics and Well Written Essays - 500 words - 1

Answer the Q - Case Study Example Thus, both these aspects affect the people in economic terms by hampering their earning opportunities (U.S. Bureau of Labor Statistics., â€Å"Employment Situation†). Cyclical unemployment can be estimated to be very difficult to overcome in comparison to other types of unemployment. It is very difficult to overcome as it encompasses with large numbers of candidates who are willing to work, but are unable to get a proper employment. Cyclical employment is prevelant in almost every country whereby people with proper talents and potentials are unable to find a suitable job (U.S. Bureau of Labor Statistics., â€Å"Employment Situation†). While calculating the unemployment rate, all the factors relating to unemployment of different age groups and both the genders are taken into consideration with the help of separate calculations. It would be benficial if the unemployement rate, as a whole, is calculated for deriving the exact rate of unemployment rather than basing the calculations on different aspects that may include different reasons for unemployment among different age groups and genders who are unemployed. For creating more job opportunities in the US, the country would need to improve its economic stability. It is only then that the country can be able to provide better employment opportunities to the deserving candidates. If the nation can increase its profitability by way of different business investments and other commercial associations, the nation would be able to curb almost all the issues related to unemployment to a very large extent. There are numerous issues that can be observed as related with the unemployment levels in the US. Recession can be considered to be one of the primary reasons for high rate of unemployment in the US. Recession is often acquainted with contraction in the investment and spending approaches taken by businesses which further lead to unemployment within the nation (U.S. Bureau of Labor Statistics.,

The novel Of Mice and Men and the characters Crook, Candy and Curlys wife Essay Example for Free

The novel Of Mice and Men and the characters Crook, Candy and Curlys wife Essay Discuss the theme of loneliness in the novel Of Mice and Men by looking at the characters Crook, Candy and Curlys wife Loneliness plays an integral role in the novel and it is this theme, which effectively leads to the inevitable ending. Each of the characters mentioned in the essay title re-enacts different aspects of the definition loneliness. Hence I will explore the way in which Steinbeck epitomises loneliness, using each of these characters. Crooks is depicted as a loner due to his supposed unfortunate predicament of being born a nigger. Despite this term being derogatory, it highlights the immediately low social stratum that black people occupied in a period where racism and segregation was prominent. The boss gives him hell when hes mad Just because is black, he is at the receiving end of the boss; wrath, a white man. Crooks is described by Candy as a nice fella. The reader is left to assume that the only Black character mentioned in the story is lonely, as the reader is almost oblivious of his presence. It is but for the initial reference to him and the re-emergence of his character in the middle section of the book that the reader is forced to remember. The idea of loneliness with reference to Crooks character has two explanations. The primary reason for his loneliness is Cause [Hes] black. Crooks is annihilated due to his race which in the period when the book was written, segregation was rampant. The reader learns exactly what Crooks feels about his treatment: I aint wanted in the bunkhouse Cause Im black I cant play [cards] because Im black. They say I stink. This outburst signifies the loneliness he feels. He is ostracised due to his race and is not allowed to participate in any activities. Unlike the other characters that experience loneliness, the reader feels that his isolation is the most extreme, as he is black, which automatically relegates him to a low class. The second explanatory for his loneliness is his disability, which evokes a form of loneliness. Crooks has a crooked back. And so presumably, he does have not much use due to his inability to provide a service. Slim suggest that inability to provide a service notes your uselessness: I wish somebodyd shoot me if I get old and cripple. Crooks falls into both these categories. As well as being old, he is cripple, therefore shooting him is of no great loss. Crooks annihilation due to his race and forced into a low social stratum he has an equal status as an animal. This is well represented in c chapter four, where the reader learns that Crooks has his bunk in the harness, and what worsens the situation is the fact that his actual bunk is made from straw, which is what forms many animals beds. The reader also learns that he has a manure pile in his room. Several references are made to his medication, where he owned a range of medicine bottles, both for himself and for the horses. The fact that he uses medication indicates that he often feels pain: Now and then he poured a few drops of the liniment into his pink-palmed hand He flexed his muscles against his back and shivered. Crooks is constantly applying liniment to his back, which may be to ease the pain he feels. He is often in pain and so may not be able to cope with strenuous activities, thus his uselessness and inevitable isolation. The descriptions used with reference to Crooks appearance, may symbolise the suppression he feels from the world. The fact that his body was bent over to the left by his crooked spine forces the reader to relate this to his bad treatment in life. It may suggest that he has had a rough life and the reader assumes that his injury epitomises the hardship and rejection felt, thus his sub-human status. Steinbeck describes Crooks as having deep black wrinkles. The fact that they are deep is also indicative of the depth of strain that he has endured in life, yet we are given no impetus that he has been badly treated at the ranch. Lennie in some ways breaks Crooks loneliness, when he intrudes in his room. Although he scowled in response to Lennies intrusion the reader feels that his presence is welcomed thus Crooks says, It was difficult for Crooks to conceal his pleasure with anger. Crooks becomes more comfortable with the company and the reader delves into his past as he confides with Lennie. The reader pities Crooks attributed to the fact that he views himself as just a nigger talking a busted-black nigger. Crooks indeed pities himself and his predicament. He is lonely as his only true company is himself. Hence, when Lenny tells how he has George, Crooks is in some ways envious of their relationship thus forcing Lennie to consider a pessimistic situation: You got GeorgeSpose you couldnt go into the bunk-house and play rummy cause you was black Spose you had to sit out here an read booksBooks aint no good. A guy needs somebody to be near him A guy goes nuts if he aint got nobody Dont make no difference who the guy is long as hes with you a guy gets lonely, an he gets sick The fact that Crooks aint got nobody generalises his reasons for his loneliness. This saddens the reader, as up till now he has been forced to keep this too himself, but his treatment makes him sick. He pours out his inner feelings and the reader appreciates that reading, his most frequent form of communication, is an escapism, but he concludes books aint no good. Lennie relishes in the fact that he and George will own some land of their own, however Crooks is rather pessimistic. Having seen many aim for a better life and fail, he concludes Nobody gets to heaven, and nobody gets no land. The reader considers Crooks extreme pessimism and concludes that due to his constant disappointment and failure, such improvements are but dreams and only exists in their head. However, a glimpse of faith is evident in Crooks character and maybe a realised dream himself, when almost convinced by Lennies revelation to live on the fatta the lan he responds: If you guys would want a hand to work for nothingwhy Id come an lend a hand This outburst indicates his eagerness and yet hope for some sort of recognition in life. The fact that this dream seems achievable gives him a glimmer of hope. For a short while at least his cocoon of isolation seems to be disintegrating: It was difficult for Crooks to conceal his pleasure with anger This narrative indicates that he is content, as he finally has human company, which he can interact with. The fact that Guys dont come into a coloured mans room very much indicates that despite the solemnity he has become accustomed to, company is always welcome, after all A guy goes nuts if he aint got nobody The partial hope of escaping from his sombreness is probably what gives him enough courage to say to Curleys wife on her intrusion into his room, Maybe you better go to your own house. Despite it being his own space, Crooks essentially relinquishes his non challenging role as a negro and dares to question a white persons authority. Yes, he can dream, but Curleys wife throws reality back in his face when she relegates him back to the terrible protective dignity of a negro. Crooks accepts that he will never be a white persons counterpart and concludes: You guys comin in an settin made me forget. What she says is true. Crooks forgot his place as a Nigger and so had reduced himself to nothingnothing to arouse either like or dislike. Crooks is lonely and no one in the story truly understands his predicament. However the reader is forced to conclude, that his annihilation is what retains the fact that he is proud [and] aloof. When he was on the verge of putting an end to his loneliness, thus confronting Curley wife, he realised that [for] a coloured man to have some rights, even if he dont like em., he has to settle for an inferior position in society or face humiliation. Through Crooks loneliness, he retains his pride. In considering Candys loneliness, the reader automatically compares him to that of Crooks. Candys character in the play symbolises the fate of those who are old and disabled. He has the most menial job on the ranch as the swamper and it is primarily because of his disability why he has turned into a self-pitying worker. Although he is lonely, his dog provides him with some sort of comfort. Despite his dog being weak, because [hes] so used to him and had him from a pup he feels some sort of attachment to the dog. The reader is forced to deduce that maybe the dog reflects Candys temperament. Both are old, walk with a limp and could receive the same fate of being killed due to their uselessness. Steinbeck describes the dog as: drag footed sheep dog[with] blind old eyes. The dog struggled lamely to the side This description shows the reader, the bad condition of the dog. The reader understands that as well as not walking properly, the dog is blind and its whole existence is a struggle. Carlson describes the dogs condition as: Got no teeth Hes all stiff with rheumatism. He aint no good to you Candy. Candy and his dog, and Crooks suffer a similar fate, as all of them are retired and so are of no use, as they can not carry out service jobs. Candy is attached to the dog. The fact that the dog is a reflection of himself, initially a hard worker, but now cripple to due his hard work killing it would mean he deserves to be killed also, as both have passed their usefulness. When Candy is forced to put the dog down, through Steinbecks descriptions, the reader realises how much the dog actually means to him: he subdued the hand with the other and held it down he rolled over and faced the wall and lay silent This is rather a sombre description. It underlines the fact that by killing the dog, his only long-term companion, means a part of him would be missing. Hence when he shares in Lennies and Georges dream he somehow feels rejuvenated. Candy shows interest in their dream as by being a part of it, it entitles him to have a future outside of the ranch and some human company. He would no longer have to be subservient to anybody, thus he would not receive the same fate as those who are in the same predicament as himself. It is interesting to note that he finds out about their dream while he would normally be alone, but for Lennies and Georges presence. Many people who are lonely thrive on gossip, as this is a means of escaping their own dismal life and delving into the life of someone elses, often more interesting than their own. This is so for Candy who is described as [warming] to his gossip. He speaks about Curley and even refers to his wife as a tart, yet the reader observes how inferior he actually is, when Curleys wife calls him a lousy ol sheep. Candy does tell Curleys wife what he thinks of her, but he realises that -Nobody d listen to us. In society, he is insignificant and thus his loneliness. Curleys wife experiences a unique form of loneliness. From an early stage in the book, the reader regards Curleys wife as that of a sex symbol. Throughout the story she is never named, but the reader only considers her as a tart, purty and a looloo. Glove fulla vaseline This refers to Curley who actually degrades his wife openly, by the display of this sexual connotation. Due to this derogatory act, it is no surprise to the reader that she is lonely. She is thought of as an object, not a person. She is not appreciated for her talent although according to her [she] could of went with shows because of it. While Curley is out enjoying himself she is left talking to a bunch of bindle stiffs. The reader knows she is lonely, through her constant search for attention. Through exploiting her sexuality does she try to conceal her loneliness hence, she flirts with Slim and constantly wanders around the men the ranch. It is interesting to note, that her only defence to Crooks when he asks her to come out of his room, is to threaten him with rape charges. The fact that she is lonely, she knows nothing else but to exploit her sexuality again. She is very shallow Curleys wife actually admits I get lonely I cant talk to nobody but Curley. This is why she is constantly seeking attention. When Lennie says he is not supposed to talk to her she questions angrily Whats the matter with me?. Again she uses this opportunity to tell Lennie about the dreams that she had. She becomes so comfortable speaking with Lennie that it is this which leads to her death. She is so willing to poor out her heart, her disappointment and the fact that she is lonely, that Lennie gets attached. It is her sexuality which causes her death. She confides in Lennie admitting that [she] don like Curley. So when Lennie starts to stroke her hair she does not mind initially, but this flirtatious act is what leads to her death. Lennie kills her involuntarily; yet this fate was inevitable. Each of these characters experienced their own forms of loneliness. It is quite interesting to note that each of the characters all end up in the same room, having been left out of the other activities which the men are indulging in: Crooks because he is black, old and cripple, Candy because he is old and disabled and Curleys wife as she is thought of as a sex object, not a person. Although she asks herself, An what am I doin? Staindin here a nigger an a lousy ol sheep. Yet she answers her own question when she says, They left all the weak ones here. She actually does belong there as all characters are lonely in some way or another and have been excluded from the activities of the ranch. Is it not fair that they comfort each other? The reader understands that this is not possible, as they are not compatible with each other due to their different predicaments.

The Euthyphro Dilemma

The Euthyphro Dilemma Siddhanth Goyal   Does morality stem from God? Or does it exist independently of his presence, not subject to arbitrary decisions? The first discussion over these questions appeared in Platos Euthyphro, in which Plato chronicles the proceedings of a highly repetitive argument between Socrates and Euthyphro, a prophet and holy man, over the nature of piety and holiness. The questions produced in this dialogue have been expanded to remain relevant even in a modern religious context. It has achieved so much fame that the core question presented in this dialogue is now known as the Euthyphro Dilemma. In the dialogue, Socrates presents Euthyphro with a choice, Is what is holy loved by the gods because it is holy, or is it holy because it is loved [by the gods]?(Plato 10). I will defend the first view: the idea that there are independent moral standards, separate of any deity or their commands, and that there is a sovereign framework by which God understands what is moral. A dilemma is the concept of forcing a choice between two options that are either equally unfavorable (or favorable). To understand why each of the options set out above are objectionable for Euthyphro, we need to comprehend the implications of both. In order to make my argument, I will substitute the word `God for Platos gods, and the word moral for holy. These changes will not affect the strength or cogency of the argument, and will make the dilemma more relevant to the modern reader. The dilemma faced by Euthyphro is this: if we maintain that certain actions are moral only because God approves them, then it seems that the distinction between moral and immoral actions is simply arbitrary; for no predominant reason can be given for why God should favor one kind of action over another. The distinction is simply a matter of Gods whims, just as it is up to me to prefer pencils to pens. As there is no reason provided for why God should favor integrity and generosity, he might equally have favored dishonesty and selfishness, and we must accept his commands as moral. This concept is known as the Divine Command Theory of ethics, where moral actions are mandatory simply because God commands people to do them. According to this theory, there are no moral standards that exist without Gods will, and without his commands, nothing would be right or wrong. God is omnipotent, and therefore, morality itself is derived from Gods nature. Without God, there is no basis for our moral structure and under this, what is moral is so because God has decreed it as such. This theory would stress the complete sovereignty of Gods will, and the concept that morality exists based not on reason, or any logical basis, but simply due to the arbitrary nature of Gods commands. This theory proposes that there is no rationale, moral or immoral, behind divine commands, and hence renders both his commands and morality subject to his whims. On this theory, God could have commanded, for example, for one to kill an innocent child, and it would have been mandatory for a person to do it. Abhorrent acts, or ones we would consider as such, are automatically pious, simply because God has decreed it, though many, including those who might be inclined to side with the this theory, would agree that they are abhorrent. The theory also rules out the option of assuming that God is just an agent of morality, not its progenitor, leaving the devotee with a puzzling quandary. On the other hand, rejecting the divine command theory, and accepting that moral principles exist independently of divine interpretation, destroys the idea of Gods omnipotence. Contrary to common belief, divine power would be restricted to actions allowed by ethical principles, and God would not be permitted to act, or offer commands, outside of these restrictions. I reject divine command theory in support of the idea that there is an independent moral framework, and that is what dictates whether or not something can be construed as being ethical. My findings are supported by the words of Socrates himself, when he is engaged in a discussion with Euthyphro: SOCRATES: And what do you say of piety, Euthyphro. Is not piety, according to your definition, loved by all the gods? EUTHYPHRO: Yes. SOCRATES: Because it is pious or holy, or for some other reason? EUTHYPHRO: No, that is the reason. SOCRATES: It is loved because it is holy, not holy because it is loved? EUTHYPHRO: Yes. SOCRATES: And that which is dear to the gods is loved by them, and is in a state to be loved of them because it is loved of them? EUTHYPHRO: Certainly. SOCRATES: Then that which is dear to the gods, Euthyphro, is not holy, nor is that which is holy loved of God, as you affirm; but they are two different things. EUTHYPHRO: How do you mean, Socrates? SOCRATES: I mean to say that the holy has been acknowledged by us to be loved of God because it is holy, not to be holy because it is loved. EUTHYPHRO: Yes. (Plato 13-14) In this excerpt of the dialogue, Socrates leads Euthyphro to the conclusion that something is holy, or in our case, moral, prior to it being loved by God. It does not become such after being acknowledged by God. The Euthyphro concludes that morality cannot be identified by what is loved by God, as that would leave it an empty concept. If we decide to follow the second horn of this dilemma, then we must accept that God is simply a messenger for morality, not the source of it. He understands what is moral, and what is not, but doesnt directly have the power to change it. Another reason I am convinced of this horn is that this form of morality can exist without the presence of a religious deity. If morality exists indecently of God, then if there is no God, we still have a basis for morality, though that basis may be unknown. My argument is not made to discredit the presence of a religious figure, or to offend those who believe that morality stems from God. It may very well be that this is the case, and that God is truly an omnipotent being who decides what is, and is not, moral, in his all-encompassing wisdom. I only attempt to explain my belief that the second branch of this dilemma is the one I find to be more convincing, and to present evidence explaining my interpretation. I would like to argue, as a closing remark, that humanitys morality should be based on rational dialogue and a reasonable understanding of the consequences of ones actions. It can be boiled down to the concept of act utilitarianism, or the idea that morally justifiable actions are ones where net happiness gained outweighs net happiness lost, though concrete standards for measuring such changes in happiness are not at all possible. I pledge my honor that I have neither received nor provided unauthorized assistance during the completion of this work. Works Cited Plato. Euthyphro; Platos: Euthyphro, Apology, Crito, Phaedo. Trans. Benjamin Jowell; Rev. Albert A. Anderson. Millis, MA: Agora, 2005. 1-18. Print.

Freed Blacks rights after the Civil War Essay -- essays papers

Freed Blacks rights after the Civil War During the year of 1865, after the North’s victory in the Civil War, the Republican Party began to pass national legislation in order to secure free blacks’ rights. Through the 13th, 14th and 15th amendments to the constitution, the republicans tried to protect and establish black freedoms. At the same time southern state legislators were passing laws to restrict free blacks’ freedoms. Through the use of black codes and vagrancy laws, the south attempted to keep blacks in a state of slavery. These laws were worded in a way such that blacks rights would be so restricted that it would remain impossible for them to gain any real freedom. In one Mississippi black code, the law allowed for blacks to own personal property, but stipulated that free blacks could only rent or lease land, or tenements, within the city limits. This prevented blacks from owning their own farms outside the city. The law was very apparently contradictory to itself in the fact that it stated blacks could own property â€Å"to the same extent that white persons may,† but then set the restrictions on renting and leasing land which only blacks were confined to. The law also required that blacks have a â€Å"lawful home or employment.† This, combined with the previous restrictions on renting and leasing land and housing, ensured that whites would retain control over where Negroes could live. By requiring them to have a home, and then restricting them to renting ... Freed Blacks rights after the Civil War Essay -- essays papers Freed Blacks rights after the Civil War During the year of 1865, after the North’s victory in the Civil War, the Republican Party began to pass national legislation in order to secure free blacks’ rights. Through the 13th, 14th and 15th amendments to the constitution, the republicans tried to protect and establish black freedoms. At the same time southern state legislators were passing laws to restrict free blacks’ freedoms. Through the use of black codes and vagrancy laws, the south attempted to keep blacks in a state of slavery. These laws were worded in a way such that blacks rights would be so restricted that it would remain impossible for them to gain any real freedom. In one Mississippi black code, the law allowed for blacks to own personal property, but stipulated that free blacks could only rent or lease land, or tenements, within the city limits. This prevented blacks from owning their own farms outside the city. The law was very apparently contradictory to itself in the fact that it stated blacks could own property â€Å"to the same extent that white persons may,† but then set the restrictions on renting and leasing land which only blacks were confined to. The law also required that blacks have a â€Å"lawful home or employment.† This, combined with the previous restrictions on renting and leasing land and housing, ensured that whites would retain control over where Negroes could live. By requiring them to have a home, and then restricting them to renting ...