Wednesday, November 27, 2019

Violent Behavior in Couples Essay Sample

Violent Behavior in Couples Essay Sample Partner and Violence Sociology Essay Sample Partner and Violence Sociology Essay Sample Social interaction is the most important sphere of human life as healthy relationships are the basis for a successful society. Nevertheless, usually, people who are involved in a relationship experience cases of physical force use. Today, the rates are alarmingly high and, thus, require additional studies. The paper analyzes violent behavior in couples and discusses different causes for it. Violent Behavior in Couples Partner-and-violence is a current issue in the public health domain. There are a number of different types of social behavior patterns that are recognized as violent. In most cases, the study of partner–and–violence problem focuses on couples, both married and dating. That is why, it is also regarded to as the intimate partner violence. In this context, the term partners is used to indicate sex couples that date, cohabit, are engaged, or married. Partner violence may be a one-time incident, which people are usually able to overcome together; however, in most cases, it is a recurrent pattern of actions. Partners in such couples experience fear and are under the control of a dominative individual who abuses. According to the World Health Organization, â€Å"Intimate partner violence refers to any behavior within an intimate relationship that causes physical, psychological or sexual harm to those in the relationship† (World Health Organization, 2012). In order to research the topic, the types of violent behavior patterns have to be discussed. The paper aims at describing the cases, in which violence is an issue; therefore, the following examples of violence between partners are considered: Acts of violent behavior when one partner uses physical force in order to influence the other. This kind of physical input includes hitting, beating, slapping, and kicking. The list may be completed with examples of situations when a man, for example, leaves a woman somewhere in a dangerous place alone. Physical assault is considered one of the most common cases of violence between partners. Sexual violent acts. Sexual assault refers to forcing a partner to have an intimate intercourse or telling humiliating comments during and after sex. Among more complicated problems, there is forcing someone to have unprotected coitus that may lead to unwanted pregnancy or diseases. In this case, rape is the most serious issue. Emotional violence. It is a kind of psychological abuse that includes various insults, humiliation, constant criticizing, and verbal threats directed at the partner. Controlling. In these situations, one of the partners prohibits another one to communicate or meet with family and friends, isolates him or her from the world, controls all movements, restricts using different services (education, medical care, and employment, for example). Such acts may be caused by jealousy and possessiveness. Violence between partners is defined by scholars by the term intimate partner violence. This problem also may be regarded to domestic violence. However, this term is not appropriate as usually, it also includes abuse of children, elder people, or any other member of a family. In the article â€Å"Clinical Screening and Intervention in Cases of Partner Violence,† Griffin and Koss (2002) claim, â€Å"Because of the wide range of perpetrators who can be involved, and because of the multiple forms of violence they commit, the term â€Å"partner violence† is more precise than alternatives such as domestic violence, wife beating, or wife battering.† Violence between people who are intimately involved is a problem familiar to most communities. The studies show different numbers of violent act occurrences. According to the American Journal of Public Health, as of 2000, the estimates of physical partner violence range from 23% to 55%. Those who are married and are younger than 30 years old show higher numbers (over 55%) that were established by the National Surveys of Families and Households (Halpern, Oslak, Young, Martin, Kupper, 2001). Violent behavior often begins in the early period of life. Studies report, â€Å"Dating violence has been documented in the middle adolescent years ranging from 10% to 25% of high school students† (Walton-Moss Campbell, 2002). However, in terms of the abusing partner, they do not show a clear distinction between genders. Middle adolescence is a time to develop principles of normal relationships and, that is why, for example, school nurses should pay attention and shape a healthy attitude t owards dating. High school students are carefully observed as they are considered to be a critical group that shows how common psychological and physical abuse is among young people. The results of investigations report, â€Å"3 of every 10 adolescents aged 12 to 21 who were involved in heterosexual romantic relationships in an 18-month period experienced some type of violence victimization within those relationships† (Halpern, et al. 2001). Statistic data prove that the question of partner violence is a matter of high importance. That is why, some studies were conducted with the purpose of identifying individuals that may have violent features. The American Medical Association’s Practice Guidelines for Physicians suggests a system of screening a partner for violence. The paper suggests discussing four main levels of the violent factors: Individual Relationship Community Social The influences that may trigger violent behavior are not limited to any evidence, but they give a psychological review of the most common factors. These four levels are legitimate when analyzing violent behavior between partners in various countries. It should be noted that some patterns may differ in specific situations. The individual level identifies features that are associated with the increased capability of committing violent acts. The first contributing factor here is a young age. The youth tends to express their negative emotions in a violent manner. Another thing is a low level of education. Moreover, witnessing or experiencing violence in a family in childhood may be a contributing factor, as well. One also should consider the use of alcohol and drugs the elements that lead to violent conduct. In addition, a person with psychological disorders tends to act violently. Any of these features or a combination of them can create an intense atmosphere between partners and require additional studies in order to prevent violence. Relationship level is associated with dissatisfaction in a relationship that a couple builds. Conflicts, explicit dominance, and stress usually provoke violent behavior. More often, violence is registered in couples that have different levels of education. It is also seldom tolerated if one of the partners has other sexual partners. This issue brings an individual to a point of committing violent acts. Community and societal levels correspond to violence between partners who do not play an equal role in accordance with social norms. Different social statuses, economic discrepancies, and a high level of violence in a community provoke violence between intimately-closed people. Scientists who study the matter of partner violence do not state that the factors described above inevitably lead to violent conduct. Nevertheless, they influence the nature of relationship between two people. Often violence against women is explained by sociocultural theory. The discussed levels overlap with the beliefs that are historically accepted in some societies that relate to the way of how a woman and man are supposed coexist. Among them, for example, there is a right of a male to exhibit powers over a female who is socially inferior to him in order to curb the improper behavior of a woman. On the basis of certain religious and social standards, it is the woman’s duty to have sex with her man; consequently, she may be even forced to have sexual intercourse. The most crucial idea that makes females accept violent attitude is her responsibility for keeping a family together. Studies help to create lists of issues that are believed to make males behave violently. For example, when a woman refuses to obey a man, he may decide that she must be disciplined. When a woman does not prepare food, questions a man, argues and shows her opinions, a man is considered to have a right to u se force. In some countries, women are not supposed to oppose these violent acts but obey. In order to decrease the level of violence between partners â€Å"community-based studies are needed that examine socioeconomic status variables such as employment, education, types of jobs/careers, and differences in status related to these variables between intimate partners† (Campbell, Sharps, Gary, Campbell, Lopez, 2002). The statistical data and examples of violent partners signify that partner violence is an important problem, and it may increase if no measures to prevent it are taken. As of now, even though, the possible causes of partner violence are known, there are not many solutions. This kind of violence is one of the forms of antisocial behavior. It is crucial to deal with violence between partners because such relationships have severe consequences for the whole society. Violent conduct affects both partners and causes physical and mental injuries. Usually, prolonged stress in relationships results in chronic health problems. Moreover, experiencing violence has its influence even after violent behavior stops. The stronger the abuse, the more serious impact on health it has. It may even lead to depression and suicide acts. That is why, apart from identifying the factors of violent behavior and measures of preventing it, it is important to treat individuals who have been already abused by thei r partners. There are programs that employ a so-called group format in order to analyze personal experiences and find ways to cope with emotional pain, anger, and fear. In the recent years, different health organization try to design effective preventive methods. First of all, cooperation between governments and civil society at all levels is crucial. Global reforms and programs are under international research now. Specific strategies may be also effective, including a criminal and civil legislation reform, organization of mass media campaigns, which will aim to inform about the existing situation and make people aware of the problem (with educational materials), providing women with more legal rights in terms of custody and divorce, paying more attention to violent behavior in various sectors, promoting social interaction, and providing more intervention services for families at risk. These strategies are but a few suggestions to cope with violence between partners. The subject under consideration of the paper was partner and violence. Violence between partners was discussed in terms of the most common violent acts, including physical, sexual, psychological, and emotional ones. The analysis of statistical data and circumstances that can cause violent behavior proves intimate partner violence to be an important issue. It may be concluded that individual characteristics and social contexts are generally associated with acts of violent behavior. It is important to pay attention to the early stage of personality development. It is the time when, for instance, the exposure to different types of violence in a family, emotional disturbances, and social norms have the strongest influence on people.

Saturday, November 23, 2019

Civil War hardships essays

Civil War hardships essays During the Civil War, there were many difficulties handed to the south by the Union. Export ships, non-slave labor, and grain production were just three of the many things that the Confederates lacked during the war. The advantages of the north against the south during the Civil War were manufacturing, iron production and their population. To begin with, Manufacturing was an important part of the Civil War. The south only had one fort while the north had many of them and tons of manufacturers. Manufacturers played an important role in the Union overpowering the south because of the making of vehicles. The south had to use the same vehicles for war while the north could constantly be building new ones. Also, they built supplies in order to give the Union a power boost. These supplies could have included armor, clothes, tents, etc. Anything needed by the north was made instantly thanks to manufacturers. Secondly, a beneficial advantage the Union had over the south was iron production. More weapons were being produced to replace broken or damaged ones. These weapons included rifles, bayonets, and cannons. Also, iron production meant that the Unions forts would be made using iron. Stronger forts meant more protection from enemy fire and infiltration. This was crucial if they wanted to protect their people and their soldiers. Therefore the Union outsmarted the south in order to get closer to victory. Lastly, a higher population means that the Union would have a much higher soldier count than the southern states. This gave them the advantage in military power because they could outnumber the southern armies in no time leading them one step closer to victory in a shorter amount of time. Also, if anything should go wrong during the war, they could call back for reinforcements, another advantage of having a higher population than the south. If for some reason the Union would fall in war against the ...

Thursday, November 21, 2019

Government Intervention in Business Essay Example | Topics and Well Written Essays - 2000 words

Government Intervention in Business - Essay Example The government as well makes sure that the welfare of the people is put as priority at all times, (at least in theory). This becomes evident with Government Owned and Controlled Corporations, wherein some governments enter into the manufacturing or distribution of fast moving consumer goods to post a more competitive price range for its people rather than the good produced by multinational corporations- this is very evident in third world countries especially in the fields of pharmaceutical corporations and basic commodities such as rice and oil. The government also subsidizes some semi government owned companies, or agencies which delivers basic commodities to the people. Example of which are in the fields of energy, transportation, food (rice). This is done, in order to avoid the monopoly of certain markets and private corporations which usually dictate the market price of goods that sometimes are higher than what the lower class could afford. Disadvantages of government intervention in business can be felt if the government no longer regulates but prevents business from doing its vital functions. Too much government control suffocates the economy. This can sometimes be evident through the different taxes, tariffs and trade regulations that governments post in order to protect, propagate or hinder a certain market. An example of which is that sometimes, As Stated the doctrine of laissez-faire, "workers are most productive and a nation's economy functions most efficiently when people can pursue their own economic interest freely". However, the economy of the United States is no where close to being a laissez-faire system. Based on studies, government spending and intervention in the economic sector has ballooned. The role of government has grown to a point where the benefits of government intervention are far outweighed by the negative effects on the economy as a whole(Ringer, 150). In the United States, one of the major areas in which the government intervenes is in the agricultural sector of the economy. The government has three ways it can intervene and help its producers. These ways include price policies, direct payments, and input policies. Price policies have the largest effect on producers. Tariffs, quotas, and taxes are just a few examples of price policies. While these policies bring revenue into the government, in the end they hurt consumers. Each of these policies raise the prices of both imported and native goods. They are designed to help stabilize prices and give the native producers a chance to compete with foreign goods. Under the doctrine of laissez-faire, the government would not interfere with prices and the native producers would be forced to lower their prices, giving the nation's citizens a better deal in the market. The use of taxes is one of the government's favorite ways to make its presence known in the economy. While this method seems blatantly obvious, many of the ways the government uses the money collected by taxation is not. Some of the money it takes is used to fund other programs designed to "protect" consumers and to "create" jobs. Because of

Wednesday, November 20, 2019

Radio and mobile communication Essay Example | Topics and Well Written Essays - 2500 words

Radio and mobile communication - Essay Example tems developed in the first generation category were incompatible with one another for the reason that all they were operating at different frequencies. For this reason, mobile users had to change their mobiles when they moved to different countries. Since this generation was based on FDMA standard that why it supported only limited roaming and capacity. Hence, in order to deal with the problems of 1st generation, a new generation of mobile computing evolved in the 1990s known as 2nd generation of mobile networks (Joshi, 2012; Patil, et al., 2012). The design process of 1st generation cellular networks started in 1980 but the actual implementations of these networks appeared in early 1991 and continued until the 2nd generation appeared. Basically, this generation included the majority of currently used ubiquitous cellular networks. As compared to 1st generation networks, 2nd generation networks depended completely on analog FM and FDMA. Some of the well-known techniques used by 2G standards included Code Division Multiple Access (CDMA) and digital modulation formats with Time Division Multiple Access (TDMA). These systems are normally known as Personal Communications Service (PCS) in the United States. In this scenario, three TDMA standards (GSM, IS-136, and PDC) and one CDMA standard (IS-95) are believed to be the well-known standards of 2G networks (Joshi, 2012; Patil, et al., 2012). One of the major problems with 2G technologies was that it used circuit-switched data modems for this reason data users were limited to a single circuit-switched voice station. As a result, data transfer rate reduced to a very low rate. In fact, the majority of 2G networks supported a data transfer rate of 10 Kbps for all kinds of users. In this scenario, 2G networks were unable to support sophisticated short messaging capabilities and effective Internet browsing and. Short Messaging Service (SMS) is a popular feature of GSM. Thus, in order to help 2G standards overcome

Sunday, November 17, 2019

Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Essay Example for Free

Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Essay Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Nursing education can be confusing because there are so many ways to become a nurse. However, throughout history, nurse leaders have advocated the importance of higher education for nurses. But as nursing shortages developed, the need for more and more nurses became apparent. To help solve the nursing shortage problem, Mildred Montag developed the associate degree of nursing program (ADN) in 1952. It was designed to be completed in two years and provide a balance of general nursing education along with clinical courses. The original program designed by Mildred Montag was for associate degree nurses to work under the supervision of professional baccalaureate prepared nurses. Due to confusion, the graduates of the associate degree nursing program were allowed to sit for the National Council Licensure Examination (NCLEX-RN). This NCLEX exam was the same exam given to baccalaureate degree nurses (Creasia Friberg, 2011). Now, associate degree nurses can be found in almost every setting from hospitals to long term care facilities. However, even though associate nurses have the skills to provide adequate patient care, the advanced education of the baccalaureate degree nurse provides leadership skills, advanced critical thinking skill and improved patient outcomes (Lane Kohlenberg, 2010). Therefore, in recent years the difference in competencies between the associate degree nurse and the baccalaureate degree nurse has been examined, resulting in a push for more nurses to obtain a bachelors degree (BSN). Associate degree nursing programs teach the technical aspect of nursing care. An associate prepared nurse can function well at the bedside. She can monitor the patient’s needs and record the outcomes of treatments. An associate prepared nurse can use critical thinking skills to determine her best course of action in most situations. But the constantly changing field of healthcare is demanding higher educated nurses. It is demanding nurses that are more professional and have an understanding of theory based practice. Nursing and medical organizations across the nation are recommending that all RNs advance their education. An advanced level of education can improve patient safety and quality of care (Fact Sheet: Creating, 2013). This has been evidenced by numerous studies on the correlation between higher educated nurses and patient outcomes. Researchers at the University of Pennsylvania conducted a study that found surgical patients had 14% lower odds of dying as an inpatient within 30 days when being cared for by higher educated nurses. Another study conducted at the University of Toronto found hospitals that increased their pool of baccalaureate prepared nurses by just 10% had a decrease in death of discharged patients (Fact Sheet: Creating, 2013). To fully understand the differences in competencies between an ADN and a BSN, it may be necessary to evaluate how each would perform in a specific patient care situation. For example, a 66 year male is hospitalized with an open wound on his leg. The wound is positive for MRSA and the patient is diabetic. The associate degree nurse dresses the wound properly, and teaches the patient how to take care of the wound. She helps manage the patient’s diabetes and teaches him how to manage it at home. The patient is discharged home with instructions and prescriptions. He is re-admitted a week later with high blood sugars and a worsening leg wound. The same patient is cared for by a nurse with a BSN. During his stay the nurse dresses his wound properly, and manages his blood sugar levels. During her time with him, the nurse questions the patient about his family and his home. Through casual conversation she discovers the patient lives alone, but his daughter lives close by. She also learns he is unable to clean his home properly, but he is adamant about staying there. With the patient’s permission, the nurse contacts the patient’s daughter to learn more about the challenges the patient faces in caring for himself. After talking with the daughter, the nurse discovers the patient has not had an eye exam in 5 years and his vision is poor. He does not follow a diabetic diet and prefers to eat out rather than cook at home. Armed with this new information, the nurse talks with the patient. She tactfully points out his vision problems and poor diet choices. The patient admits he needs new glasses, but cannot afford them. He admits to having trouble seeing the numbers on his insulin syringe. He also states following a diabetic diet is too difficult so he doesn’t bother. The nurse takes this information to the hospital’s case management team and together they get home health care that will help him with his dressings. They also manage to find help to clean his home and funding to get him new glasses. The nurse then makes an appointment for the patient for diabetic teaching provided by the hospital. Prior to discharge the nurse teaches the daughter how to change the wound dressing and how to give insulin injections. She encourages the daughter to go with  the patient to diabetic education classes. The BSN nurse did more than just discharge the patient. She used the metaparadigm of nursing model to treat the patient as a whole. The metaparadigm consists of person, environment, health, nursing and how they all interact with each other. (Gunther, 2011). She recognized the patient was an individual person with individual health needs. She discovered his physical and environmental challenges and learned how they were affecting his health. Utilizing the information she obtained she found the patient the appropriate help for his situation. The associate degree nurse is certainly capable of taking care of patients in almost any healthcare setting. However, healthcare is changing rapidly with increased acuity and short lengths of stay and nursing must change with it by producing more professional, well-educated nurses. References Creasia, J. L. , Friberg, E. E. (2011). Pathways of Nursing Education. In M. Iannuzzi, R. Richman (Eds. ), Conceptual foundations: The bridge to professional nursing practice (5th ed. (pp. 23-26). [PageBurst]. Retrieved from www. elsevier. com Fact sheet: Creating a more highly qualified nursing workforce. (2013). Retrieved from http://www. aacn. nche. edu/media-relations/fact-sheets/nursing-workforce Gunther, M. (2011). Theories and frameworks for professional nursing practice. In M. Iannuzzi, R. Richman (Eds. ), Conceptual foundations: The bridge to professional nursing practice (5th ed. (pp. 97-99). [PageBurst]. Retrieved from www. elsevier. com Lane, S. H. , Kohlenberg, E. (2010). The future of baccalaureate degrees for nurses. Nursing Forum, 45(4), 218-227. doi:10. 1111/j. 1744-6198. 2010. 00194.

Friday, November 15, 2019

The Nobel Prize and The Bluest Eye :: Bluest Eye Essays

The Nobel Prize and The Bluest Eye Toni Morrison's Nobel prize acceptance speech has many interesting parallels between that and her novel The Bluest Eye. The speech opens up new ideas and interesting correlations between the address and the story. In this paper, I will document how parts of Morrison's speech uses situations in The Bluest Eye. The first being that of the story about the blind woman and the bird. Morrison says, "Her answer can be taken to mean: if it is dead, you have either found it that way or you have killed it. If it is alive, you can still kill it. Whether it is to say alive, it is your decision. Whatever the case, it is your responsibility." The characters in the novel are also responsible for their own actions, regardless if situations happen beyond their control. Meaning that the characters in the novel cannot lament their life because things got away from them. While there is incest and a subsequent pregnancy involved, it is possible that the character is able to reach beyond the path set for them and exceed anyone's expectations. By talking about responsibility, Morrison is able to make people think about their lives and make them realize that it is possible to have things be better. "Sexist language, racist language, theistic language all are typical of the policing languages of mastery, and cannot, do not permit new knowledge or encourage the mutual exchange of ideas." This quote by Morrison seems rather unusual, considering that she did incorporate some of these ideas into her work. It sounds as though in this quote that by using such characteristics in a work, it somehow loads it down with extraneous details. However, in Morrison's The Bluest Eye, it only enhances the reading and furthers the reader's understanding of the time. In accordance with the understanding of the reading and the enhancement of the words on the pages, Morrison fulfills the obligation of the following quote in The Bluest Eye: "The vitality of language lies in its ability to limn the actual, imagined and possible lives of its speakers, readers, writers.

Tuesday, November 12, 2019

Immigration at Ellis Island Essay

Specific Purpose: to inform my audience about the immigration process at Ellis Island Central Idea: The immigration process at Ellis Island had four main steps: arriving at Ellis Island, the medical examination, interrogation, and actually leaving the island Method of Organization: chronological Introduction Have you ever wondered where your family history lies and how your ancestors ended up in America? Well, chances are that your ancestors traveled to America and entered through Ellis Island in New York City. Ellis Island opened on January 1, 1892 and became our nation’s most popular immigration station. Up until its closing in 1954, the station processed over 12 million immigrants. In order to become a citizen, though, there were four main steps in the process of immigration at Ellis Island: arriving to America, a medical examination, interrogation, and actually leaving the island. Transition: First I will tell you about the first step of immigration. Body I. The first step in the immigration process at Ellis Island is actually arriving to Amrtica. a. Once the ship arrived in New York Harbor, inspectors came on board to inspect the first and second class passengers. i. The inspectors checked for any contagious diseases plague, measles, and typhoid fever, as well as others. ii. If any passenger was suspected of having a disease, they were sent further on to Ellis Island, which happened very rarely. iii. According to ellisisland.org, the theory was that if a person could afford to purchase a first or second class ticket, they were less likely to become a public charge in America due to medical or legal reasons. b. This first step was far different for â€Å"steerage† or third class passengers. i. After the first and second class passengers disembarked in the harbor of New York, the third class passengers were then sent to Ellis  Island for a thorough inspection. ii. They were transported to Ellis Island by a ferry that could tak e only 30 passengers at a time. iii. Before boarding the ferry, each emigrant received a nametag with their individual manifest number that was then stuck to their clothes. Transition: Next I will tell you about the second step of immigration. II. The second step in the immigration process at Ellis Island is the medical examination. a. Once on the island, the immigrants were viewed quickly by doctors to look for weakness, heavy breathing, which was an indication of heart problems, and signs of mental illness. b. After every immigrant passed, a doctor with the help of an interpreter examined the hair, face, neck, and hands of every person. i. If the doctor noticed something abnormal, he would write a letter on the immigrant’s clothing as a sign that an area needed to be checked more thoroughly. ii. About 2 of 10 immigrants got a letter on their clothing. iii. This check was known as the â€Å"six second physical.† c. Next was the eye exam.  i. The eye doctors searched for a disease of the eyes called trachoma, which is an eye disease that can cause blindness and can lead to death. ii. According to the Ellis Island information website, the nearly 50% of those who had to be examined further before registration was due to this eye disease. d. If an immigrant had other diseases or was too sick or weak to manage work, they were not allowed to enter the United States. i. Sick children 12 years of age and older were sent back by themselves to their home country. ii. Children under 12 years of age that were not allowed to stay in the United States were forced to go back with one parent. Transition: Now I will tell you about the third step of immigration. III. The third step in the immigration process at Ellis Island is interrogation. a. After the check-up with the doctors, the immigrants were sent to the registry room to stand in lines to wait for the interrogation. i. Here the inspectors would double check the name, age, religion, last  residence, sex, civil stats and if the immigrant should meet up with some other relative. ii. Every inspector had only approximately two minutes with each immigrant to determine that the information was correct and that the person could take care of himself and fulfil the demands to be able to stay in the United States. iii. Due to the time with each immigrant being short, this is where the spelling of some immigrant’s names would end up being spelled wrong. Transition: Lastly, I will tell you about the fourth and final step of immigration. IV. The fourth step in the immigration process at Ellis Island is getting to leave the island. a. After approval and receiving their â€Å"landing card†, it was time to prepare to leave the island and continue to their final destination. b. Before leaving the island, immigrants were able to exchange money, buy travel tickets, and claim their luggage. i. Immigrants were able to exchange gold, silver, and foreign currency for American dollars. ii. For those immigrants who wanted to travel to further cities outside of New York would buy train tickets to get to their destination. iii. After everything was said and done, immigrants were able to claim their luggage and leave the island. Conclusion With their landing card, American money, train ticket, and luggage in hand, the immigrants were ready to leave Ellis Island and embark on their journey in America. If you are ever bored some Sunday afternoon I suggest going to Ellis Island’s website where you can enter your ancestor’s name and do a passenger search. According to thestatueofliberty.com, today, over 40% of America’s population can trace their ancestry through Ellis Island. I found all of my great-great grandparents’ names and their information on the manifest sheets, and it truly is amazing to see.

Sunday, November 10, 2019

Harlem Renaissance Essay

I. Introduction The Atlantic slave trade caused the large movement of Africans across different parts of the world largely in the Americas, Europe, and Asia. This African Diaspora brought about eleven million of black people in the New World (P. Larson. â€Å"Reconsidering Trauma, Identity, and the African Diaspora: Enslavement and Historical Memory in Nineteenth-Century Highland Madagascar†). The descendants of those that were brought in the Americas, chiefly those in the United States working as slaves in the south, later experienced another diaspora: moving from the south to the north to escape the hardships brought about by intense racial discrimination. A large portion had settled in the city of Harlem, New York City which opened up a surge of excellent creative works done by blacks and became in vogue for some time. This period came to be known as the Harlem Renaissance, also variously known as the New Negro Movement, or the New Negro Renaissance. This was a period of outstanding creativity expressed in visual arts, writings, and music during this large movement of black population, wherein the African-American Diaspora has moved into larger cities. It changed the character of black American artworks, from conventional imitations of white artists to sophisticated explorations and expressions of black life and culture that revealed and stimulated a new confidence and racial pride. The movement centered in the vast black ghetto of Harlem, in New York City, thus the name of the movement. Harlem became the place of gathering for aspiring black artists, writers, and musicians, sharing their experiences and providing mutual encouragement for one another. The term Harlem â€Å"Renaissance† is a misnomer. If measured by quantity alone, it was more a birth than a â€Å"rebirth†, for never before had so many black Americans produced so much literary, artistic, and scholarly material at the same time. If measured by quality, however, it was actually a continuum, the quickening of a lively stream fed earlier by the important works of poet Paul Laurence Dunbar, novelist and short story writer Charles W. Chestnutt, poet and novelist Hames Weldon Johnson and the essays of Du Bois. The Harlem Renaissance created a significant breakthrough, wherein it marked the first time wherein literary and artistic works done by African Americans gained in national attention and interest. Doors of opportunities were opened for such works to be publicized and presented to the general public, which before were not possible. Although its main achievement is found primarily in literature, it also bore the great African-American works in politics and other creative mediums such as visual art, music, and theater that explored different aspects of black American life (R. Twombly. â€Å"Harlem Renaissance†). II. Background and Discussion During the early part of the 1900s, Black Nationalism and racial consciousness began to emerge particularly during the 1920’s. One key factor that helped this development was the surfacing of the black middle class, which in turn were brought about by the increasing number of educated blacks who had found employment opportunities and a certain degree of economic advancement after the American Civil War (â€Å"Harlem Renaissance†). During World War I, thousands of black people left the depressed rural South for jobs in northern defense plants. Known as the Great Migration, more African Americans established themselves in cities such as Harlem, in New York City. They were socially conscious, and became a center of political and cultural development of the black Americans. This population created racial tensions over housings and employment that resulted in increased black militancy about rights, including vigorous agitation by the national Association for the Advancement of colored People (NAACP) and other civil rights organizations. Foremost for this black movement’s agenda, which was expressed in various mediums, is to clamor for racial equality. Championing the cause were black intellectuals W.E. B. Du Bois and Alain Locke. White responses to these developments were both negative and positive. The Ku Klux Klan and other white supremacist groups reached their peak of northern popularity during the 1920’s. At the same time unprecedented white interest in racial maters created a large audience for black authors who began to settle in the district of New York City known as Harlem. Like other black ghettoes, Harlem was a new, untapped source of themes and materials, which partially accounts for its popularity among artists and intellectuals, but unlike other ghettoes it was a newly constructed, fashionable, residential section. Functioning as a kind of black mecca, Harlem’s excellent housing, its prestige, excitement, and cosmopolitan flavor, attracted a black middle class from which sprang its artistic and literary set. A. General Characteristics Not all works during this movement is militant in nature. However, participants and contributors in the Renaissance were intensely race-conscious, proud of their heritage of being black, and much in love with their community. Most of them, some more subtly than others, criticized racial exploitation. Partly as a tribute to their achievements and partly as a reflection of their racial self-awareness, the Renaissance members were collectively called â€Å"New Negroes†, also indicating that they had replaced the (largely white created) literary image of the comic, pathetic plantation Negro with the proud, busy, independent black man of the northern city. The â€Å"New Negroes† were generally integrationists, optimistically interpreting their own individual successes as harbingers of improvement in race relations. Acceptance from Harpers, Harcourt, Brace, Viking, Boni & Livewright, Knopf, and other front-line publishers began coming through quick succession, boosting more optimism among African-American contributors of the Harlem Renaissance. Rather than depicting a new movement of style, the art during the Harlem Renaissance is united by their common aspiration of depicting and expressing in artistic form the African-American psyche and life. Common characteristics can be found among such works such as the birth of racial pride among black Americans. This called for tracing its roots and origin by taking attention and interest to the life of blacks primarily in Africa and South America. Also, such strong social and racial consciousness brought a strong desire for equality in the American society, both socially and politically. But one of the most common and significant characteristic of the Harlem Renaissance was the abundant production of a variety of creative expressions. Diversity was the main distinctive quality, brought about by an experimental spirit of the movement such as in music which ranged from blues, jazz, to orchestra music. B. Primary Artist of the Harlem Renaissance:   Aaron Douglas (1898-1979) The celebrated artist of the Harlem Renaissance was Aaron Douglas, who chose to depict the New Negro Movement through African images which bore â€Å"primitive† techniques: paintings in geometric shapes, flat, and rugged edges. In his works, Douglas wanted the viewers to know and recognize the African-American identity. As such, Aaron Douglas is often referred to as the â€Å"Father of African American Art†. Born in Topeka, Kansas, Douglas was able to finish his B.A degree. Moving to Harlem in 1925, Aaron immediately set to work, creating illustrations for prominent magazines of the Harlem Renaissance. Douglas was influenced in his modernist style under the tutelage of German artist Winold Reiss, a style which marked most of his celebrated works and incorporating both African and Egyptian strokes of illustration and design. It was Reis who encouraged Douglas to take African design into his works which became his trademark (â€Å"The Harlem Renaissance: Aaron Douglas†). Such manner of African â€Å"primitive† style caught the attention of the main proponents of the Harlem Renaissance, namely W.E.B. Dubois and Alain Locke who found Douglas’ works as an appropriate embodiment of the African-American heritage. They were encouraging young artists to depict their African legacy through their artworks. Even though at a time when DuBois stilled considered Henry Tanner more important, Douglas has fairly established a reputation as the leading visual artist of his time. Harlem Renaissance painters are united by the desire to promote and portray the life and condition of blacks, particularly African-Americans. However, at this point the similarity ends. Harlem Renaissance artworks are as varied in style as the artists themselves. Although like Douglas, most painters of this period received formal trainings and as such, their style and strokes are no different from other non-black artists. What only separate the artists of the Harlem Renaissance from others are their themes and subjects. III. Conclusion A. Ending and Significance As a conclusion, one of the strengths of the Harlem Renaissance was also a serious weakness. Because they were dependent on white patrons and viewers for popularity, black artists were not fully free to explore the mechanisms that perpetrated racial injustice, nor could they propose solutions unacceptable to whites. Furthermore, when the Great Depression dominated American life during the 1930’s, the whites, who had been the bulk of the Renaissance audience, concentrated on economics and politics, oblivious to black American suffering. American arts and letters took up new themes, and although the best artists continued to work, they ultimately lost popularity. The Great Depression drove many black artists to scatter; and were mostly forced to leave New York or to take other jobs to tide them over the hard times. Creativity was drowned by necessity. Nevertheless, despite its many weaknesses and disadvantages, the Harlem Renaissance was a milestone in black American culture and the basis for later achievements.

Friday, November 8, 2019

Free Essays on Diagonal Intersections

State law Indicates that drivers must yield the right-of-way to pedestrians crossing the street in a marked or unmarked crosswalk at intersections or designated mid-block crossings (that are marked). However, a pedestrian must also take due care for his or her own safety. Pedestrians cannot suddenly enter the street and walk or run in the path of a moving vehicle, especially when entering the street will cause an immediate hazard. Also, while in the crosswalk, pedestrians cannot unnecessarily stop or delay traffic. Problem In our case, at the intersection of Etiwanda and Plummer, they have all way STOP signs. During school hours (as shown in the charts), traffic can be at its highest at certain times during the day. At the same time the amount of pedestrians crossing the intersection multiply. The problem is the pedestrians don’t have a cross walk to tell them when they should go, they automatically cross the intersection. At times they kitty cross the intersection, holding up traffic. Mainly 10 min before class the intersection get highly populated and many people cross the intersection, creating a line of cars down Etiwanda and Plummer. So what can we do? High Budget Solution For the people who have even been to Old Town Pasadena, instead of having just rgular traffic lights with cross walks, there are two intersections that allow pedestrians to cross diagonally thereby reducing the pedestrian wait when crossing more than one approach. When WALK is displayed at these traffic signals, only pedestrians are allowed to move through the intersection at that time. These intersections also provide benefits to drivers in that right and left turns are not hindered by pedestrian traffic flow. Therefore, pedestrians shall not enter the intersection when DON'T WALK is displayed even if the pedestrian is going in the same direction as the traffic flow (for example, westbound and not diagonally). It is beneficial to both d... Free Essays on Diagonal Intersections Free Essays on Diagonal Intersections State law Indicates that drivers must yield the right-of-way to pedestrians crossing the street in a marked or unmarked crosswalk at intersections or designated mid-block crossings (that are marked). However, a pedestrian must also take due care for his or her own safety. Pedestrians cannot suddenly enter the street and walk or run in the path of a moving vehicle, especially when entering the street will cause an immediate hazard. Also, while in the crosswalk, pedestrians cannot unnecessarily stop or delay traffic. Problem In our case, at the intersection of Etiwanda and Plummer, they have all way STOP signs. During school hours (as shown in the charts), traffic can be at its highest at certain times during the day. At the same time the amount of pedestrians crossing the intersection multiply. The problem is the pedestrians don’t have a cross walk to tell them when they should go, they automatically cross the intersection. At times they kitty cross the intersection, holding up traffic. Mainly 10 min before class the intersection get highly populated and many people cross the intersection, creating a line of cars down Etiwanda and Plummer. So what can we do? High Budget Solution For the people who have even been to Old Town Pasadena, instead of having just rgular traffic lights with cross walks, there are two intersections that allow pedestrians to cross diagonally thereby reducing the pedestrian wait when crossing more than one approach. When WALK is displayed at these traffic signals, only pedestrians are allowed to move through the intersection at that time. These intersections also provide benefits to drivers in that right and left turns are not hindered by pedestrian traffic flow. Therefore, pedestrians shall not enter the intersection when DON'T WALK is displayed even if the pedestrian is going in the same direction as the traffic flow (for example, westbound and not diagonally). It is beneficial to both d...

Tuesday, November 5, 2019

A Rhetorical Analysis of Claude McKays Africa

A Rhetorical Analysis of Claude McKay's Africa In this critical essay, student Heather Glover offers a concise rhetorical analysis of the sonnet Africa by Jamaican-American writer Claude McKay. McKays poem originally appeared in the collection Harlem Shadows (1922). Heather Glover composed her essay in April 2005 for a course in rhetoric at Armstrong Atlantic State University in Savannah, Georgia. For definitions and additional examples of the rhetorical terms mentioned in this essay, follow the links to our Glossary of Grammatical Rhetorical Terms. Africas Loss of Grace by Heather L. Glover Africa1 The sun sought thy dim bed and brought forth light,2 The sciences were sucklings at thy breast;3 When all the world was young in pregnant night4 Thy slaves toiled at thy monumental best.5 Thou ancient treasure-land, thou modern prize,6 New peoples marvel at thy pyramids!7 The years roll on, thy sphinx of riddle eyes8 Watches the mad world with immobile lids.9 The Hebrews humbled them at Pharaohs name.10 Cradle of Power! Yet all things were in vain!11 Honor and Glory, Arrogance and Fame!12 They went. The darkness swallowed thee again.13 Thou art the harlot, now thy time is done,14 Of all the mighty nations of the sun. Keeping with Shakespearean literary tradition, Claude McKay’s â€Å"Africa† is an English sonnet relating the short but tragic life of a fallen heroine. The poem opens with a lengthy sentence of paratactically arranged clauses, the first of which states, â€Å"The sun sought thy dim bed and brought forth light† (line 1). Referencing scientific and historical discourses on humanity’s African origins, the line alludes to Genesis, in which God brings forth light with one command. The adjective dim demonstrates Africa’s unlighted knowledge prior to God’s intervention and also connotes the dark complexions of Africa’s descendants, unspoken figures whose plight is a recurrent subject in McKay’s work. The next line, â€Å"The sciences were sucklings at thy breasts,† establishes the poem’s female personification of Africa and lends further support to the cradle of civilization metaphor introduced in the first line. Mother Africa, a nurturer, raises and encourages the â€Å"sciences,† actions that foreshadow another brightening of the world to come in the Enlightenment. Lines 3 and 4 also evoke a maternal image with the word pregnant, but return to an indirect expression of the African and African-American experience: â€Å"When all the world was young in pregnant night / Thy slaves toiled at thy monumental best.† A subtle nod to the difference between African servitude and American slavery, the lines complete an encomium of Africa’s success before the advent of â€Å"new peoples† (6). While McKay’s next quatrain does not take the drastic turn reserved for the final couplet in Shakespearean sonnets, it clearly indicates a shift in the poem. The lines transform Africa from enterprise’s champion to its object, thereby placing the Mother of Civilization into an antithetically lower position. Opening with an isocolon that stresses Africa’s changing positionâ€Å"Thou ancient treasure-land, thou modern prize†the quatrain continues to demote Africa, placing agency in the hands of â€Å"new peoples† who â€Å"marvel at thy pyramids† (5-6). As the cliched expression of rolling time suggests the permanency of Africa’s new condition, the quatrain concludes, â€Å"thy sphinx of riddle eyes / Watches the mad world with immobile lids† (7-8). The sphinx, a mythical creature often used in caricatures of Egyptian Africa, kills anyone who fails to answer its difficult riddles. The image of a physically and intellectually challenging monster risks undermining the gradual degradation of Africa that is the poem’s theme. But, if unpacked, McKay’s words reveal his sphinx’s lack of power. In a demonstration of anthimeria, the word riddle acts not as a noun or verb, but as an adjective that invokes the sense of perplexity usually associated with riddles or to riddle. The sphinx, then, does not invent a riddle; a riddle makes a confused sphinx. The â€Å"immobile lids† of the dazed sphinx frame eyes that do not detect the mission of the â€Å"new people; the eyes do not move back and forth to keep the strangers in constant sight. Blinded by the activity of the â€Å"mad world,† a world both busy and crazed with expansion, the sphinx, Africa’s representative, fails to see its imminent destru ction. The third quatrain, like the first, begins by retelling a moment of Biblical history: â€Å"The Hebrews humbled them at Pharaoh’s name† (9). These â€Å"humbled people† differ from the slaves mentioned in line 4, proud slaves that â€Å"toiled at thy monumental best† to construct an African heritage. Africa, now without the spirit of her youth, succumbs to a lowly existence. After a tricolonic list of attributes linked with conjunctions to convey the magnitude of her former excellenceâ€Å"Cradle of Power! [†¦] / Honor and Glory, Arrogance and Fame!†Africa is undone with one short, plain phrase: â€Å"They went† (10-12). Lacking the elaborate style and obvious devices contained throughout the poem, â€Å"They went† powerfully understates Africa’s demise. Following the pronouncement is another declarationâ€Å"The darkness swallowed thee again†that connotes discrimination of Africans based upon their skin color and th e failure of their â€Å"dark† souls to reflect the light offered by the Christian God in line 1. In a final blow to Africa’s once shining image, the couplet offers a scathing description of her present state: â€Å"Thou art a harlot, now thy time is done, / Of all the mighty nations of the sun† (13-14). Africa thus seems to fall on the wrong side of the virgin mother/tainted whore dichotomy, and the personification formerly used to sing her praises now condemns her. Her reputation, however, is saved by the couplet’s inverted syntax. If the lines read â€Å"Of all the mighty nations of the sun, / Thou art the harlot, now thy time is done,† Africa would be rendered a wayward woman worthy of scorn because of her licentiousness. Instead, the lines state, â€Å"Thou art the harlot, [†¦] / Of all the mighty nations of the sun.† The couplet suggests that Europe and America, nations enjoying the Son and the â€Å"sun† because they are predominantly Christian and scientifically advanced, pimped Africa in their quests to own her. In a clever positioning of words, then, McKay’s Africa does not fall from grace; grace is snatched from Africa. Work Cited McKay, Claude. Africa.† Harlem Shadows: The Poems of Claude McKay. Harcourt, Brace and Company, 1922. 35.

Sunday, November 3, 2019

Poverty and Social Exclusion of Refugees and Asylum Seekers Essay

Poverty and Social Exclusion of Refugees and Asylum Seekers - Essay Example This discussion is on the poverty and social exclusion of refugees and asylum seekers in United Kingdom. The refugees and the asylum seekers is the community of those human beings which has migrated from their home land and settle down in some another country. Poverty and social exclusion is the major problem among these people. Before actually discussing about the problem of the poverty and social exclusion lets discuss about the term poverty and social exclusion. Poverty can be defined in the following way. Poverty researchers commonly define poverty â€Å"as having insufficient resources to meet socially recognized needs and to participate in the wider society. Other definition is set up by UK government is that poverty means ‘lack of income and access to good quality health, education and housing, and the quality of local environment’   Thus in UK the person is called poor if his total income is less than 60% of the national average. The term poverty is divided in to two different categories, first is pathological poverty and second is structural poverty. Pathological poverty is that type of poverty which has to face the person because of his characteristic or his attitude and his approach. If the person is not able to grasp any skill necessary for employment or if he or she has chosen some wrong path in the life he has to face poverty. Pathological poverty is individual oriented and it is totally individual and not the society who is responsible for the poverty. Structural poverty is that types of poverty in which the social factors are responsible for the poverty of the people. It is the poverty of the entire community and not a particular person.

Friday, November 1, 2019

Project Implementation plan Research Paper Example | Topics and Well Written Essays - 1000 words

Project Implementation plan - Research Paper Example For DC power supply, the company will provide power cables together with the appropriate connectors. The implementation team should refer to the appropriate documents that carry specific installation procedures. A lot of care must be taken to ensure that all the parts of the equipment are fitted appropriately. Under this task, the equipment provider shall check and verify that the cabling do not block the flow of air or access of the equipment. Moreover, the equipment shall be labeled with an appropriate host name on both sides. All the serial numbers are indicated on the invoices accompanying the equipment. The equipment provider will confirm and verify these numbers whether they are consistent with the ones on the shipping invoice. The company will confirm that there are correct circuit designations between the patch panel and the equipment. Moreover, it will verify that the cabling between the patch panel and the equipment is correctly done. The implementation team will switch on all the power supplies and confirm that the DC supplies are within the range. This will be followed by a confirmation that the equipment starts the power-up cycle. The implementation team will connect each computer to the WAN using the VT100 terminal and confirm a successful connection. Additionally, the computers will be connected to the router and software verification shall be made. Thereafter, any variations in the connection shall be corrected. The implementation team shall confirm the system’s installation test in line with the installation material. This will be done to prove that every piece of the equipment is working perfectly. Any failure shall be recorded and