Ricky Schiano 9/11/14 Essays - Middle East, Western Asia

Ricky Schiano 9/11/14 Mr. Cullinan Global Hrs Visualizing the Past This map suggests that the Mesopotamian civilization tended to stay near the Tigris and Euphrates River. They stayed there because it provided fertile land for farming, and easy access to the Persian Gulf, granting them trade routes and the ability to travel to other parts of the world. Geography does suggest reasons for invasions and political instability because the Mesopotamians had the only fertile land in the Middle East, to the east were mountains and to the west were mountains. The Mesopotamians also had access to trade routes, which greatly tempted other nations to invade the Mesopotamian Empire. Yes because they all relied on fertile soil and easy access to the Persian Gulf. The only potential contact at the time would be with Egypt to the West by the Nile. There was a possibility of meeting with the Gandhara Region, but the distance between them was too great. The Middle East was significant because it was attached to all three continents and worked as a passage way. Document The poem compares the joy of the warrior to a bridegroom making garland. It shows us that the Aryans most valuable animal was a horse. It also shows that if you had a powerful and intimidating horse, you would gain more respect. It displays the Aryans and proud and mighty warriors who were not afraid to charge into battle. They were loyal to each other, and to their horses that were treated like partners, and they were not afraid to die in battle.

Women Writers 1

Women Writers 1 #1 Southworth comments on women's lives and societies views in the novel The Hidden Hand. Southworth's humor is what made her novel so popular in the early nineteenth century. If Southworth had not used humor many people would not have read what she had to say about women. Two characters that the author uses to depict feminine stereotypes are Capitola and Clara Day.Capitola, the young and adventurous spirit, crosses over many boundaries that many women did not have the chance to do in this certain time period. The first gender boundary that is crossed for the character of Capitola is when she dresses like a boy. "While all the ragged boys I know could get little jobs to earn bread, I, because I was a girl, was not allowed to carry a gentleman's parcel, or black his boots, or shovel the snow off a shopkeeper's pavement, or put in coal, or do anything I could just as well as they.English: Capitola, California

Professional portfolio Essay Example | Topics and Well Written Essays - 500 words - 2

Professional portfolio - Essay Example To the contrary, I consider my service a priceless gift to people who need it. Diligence in delivery of care, advocacy, and awareness are my fundamental principles into practice. As an advocate, I strive to learn health care needs for better quality of health and collaborate with professionals from other fields to identify possible strategies for meeting the needs. I then strive to influence policy changes at different levels of the health care sector such as at facility level and local government levels. I also participate in research for efficient and effective prevention and management of diseases through direct delivery of care and through community empowerment towards self-care. I have worked as an emergency room nurse for 12 years, an experience that has exposed me to the need for sacrifice for patients’ lives. I am currently a clinical coordinator in liver transplant where experience motivates my nursing values. My priority growth areas are policy development, leadership, and scientific research because of their significance to generation of contemporary knowledge and strategies and mobilization of resources towards policies and policy implementation. Developing and implementing SMART goals is my plan for improving my leadership, research, and policy development potentials (Powers, 2013). My goal on leadership development is to be competent in transformational and charismatic leadership styles. These are important to my advocacy and leadership in policy development that are collaborative initiatives. I plan to attend trainings and workshops o leadership and to seek mentorship from distinguished leaders. A six-month period, beginning from next month, will be dedicated to the goal that I will evaluate monthly using online assessment tests and observation on successful leadership based on the two styles. I currently have knowledge and experience in research but improvements are necessary. I plan to attend part time classes on statistics and research

The Women's Movement in the United States Essay

The Women's Movement in the United States - Essay Example This paper shall describe and explain the women’s movement from 1848 to 1920, including the social and political events which eventually led to the 19th Amendment. Various major feminist groups fighting for women’s right to vote will also be discussed; a comparison of these groups would also be considered. A discussion on why the women’s movement faltered during the 1920s after women got the right to vote shall also be considered. This paper is being discussed in an attempt to establish a comprehensive discussion on women’s rights, including its highlights and how these highlights impacted on the current rights being enjoyed by women. Although major moves towards the establishment of women’s rights were first seen in 1948, previous actions to secure it were already being sought through smaller and minor activities and movements even before 1948 by women and different organizations. Angelina and Sarah Grimke are two of the women best known for their contribution to the establishment of women’s rights. They went through slavery and wrote various literature expressing their negative opinions about it. Angelina Grimke, in 1938, was the first woman to address the Massachusetts legislative body on the abolition of slavery; she also strongly expressed her desire for women’s equality and full citizenship. Other abolitionists also expressed their outrage against sexual discrimination and in 1848 they organized the first Woman’s Rights Convention in Seneca Falls New York. In their Declaration of Sentiments, echoes of the Declaration of Independence were heard, pointing out that â€Å"all men and women are created equal† and therefore, they share the same inalienable rights – those of life, liberty, and the pursuit of happiness. Their declaration also expressed the need to change government policies, especially those which have traditionally been oppressive towards women. This Convention also supported various declarations, especially those which relate to legal and educational reforms which were not gender prejudiced. Finally, the convention also resolved that women had the right to secure their inherent right to vote. Their demands were immediately rejected and even scorned, especially by the religious leaders and other male leaders. Only few men expressed any form of support for women’s rights and sentiments. The women were however persistent in their objectives and they found allies in each other. Two of these close allies were Elizabeth Cady Stanton and Susan B. Anthony whose persistence found their way to the pages of the book ‘History of Woman Suffrage.’ The American Civil War momentarily interrupted the women’s rights movement, however, the war was also able to secure one of the goals of the abolitionists – the abolition of slavery. As soon as the war ended, the women again persisted in the cries for equal opportunities and equal rights. T hey believed that since efforts were also being made to grant black men their votes, they too should be granted the same right to vote. These hopes would however be dashed as their persistence was apparently falling on deaf ears. They were continually being turned down and suppressed in their fight for equal rights. As a result, the women’s movement was split and became less effective in the years that would follow. In 1868, women’s rights to vote became even more endangered when the

Globalisation Essay Example | Topics and Well Written Essays - 1750 words - 1

Globalisation - Essay Example Globalization is the process of moving towards a single-world society which has led to an increase in the economic activity in the world. For the purpose of this paper globalization would mean economic globalization which has been defined as the integration of national economies into the international economy through trade, foreign direct investment (FDI), through the flow of workers and flows of technology Bhagwati, 2004). Debates ensue but the benefits of globalization are established; however while globalization has many benefits it also has many negative effects as reflected in the poor standard of living in some nations. Globalization has also been viewed as the dominance of western economic and cultural interests over the rest of the world, as the perpetuation of inequality between the rich and the poor countries and region (Brinkman and Brinkman, 2002). This is because corporate power by the MNCs has been utilized for maximizing profits without social responsibility. Frankel ( 2006) agrees that globalization has intensified competition thereby reducing costs and enhancing quality; it has led to liberalization, deregulation and privatization and opened up capital markets. Frankel emphasizes that at the same time, globalization has undermined the economic prospects for millions around the world. The gap between the poor and the rich has increased as the benefits and costs of globalization are unevenly distributed across the world. Bhagwati believes that charges of hypocrisy, unfair trade practices and double standards against the rich nations are baseless and instigated by NGOs such as OXFAM. Such charges instigate protectionism by the developing countries which can only hurt their own prosperity. Bhagwati fails to recognize that nations that have opened up their economy and have not been protectionists may have registered high growth rates but this does not necessarily translate into poverty reduction, as stated by Akoum(2008). Growth and poverty reduction are the ultimate goals of efforts geared towards development but policies that concentrate on growth may only be looking at a part of the development problem. For instance, Latin America can be cited as a model of trade openness but in terms of standards of living, the results are abysmal. This conforms to the standard economic model, as pointed out by Singer (2004, p92) which suggests that no one’s economic welfare can be improved without reducing the welfare of at least one another person. Unconstrained globalization can no doubt lead to economic efficiencies but the ruling elite have to ensure overall welfare. At the same time due to cost efficiencies, when world production shifts to countries that do the poorest jobs, efficiency is adversely affected. This occurred when the US shifted jobs to Mexico as a result of free trade; this resulted in increase in salaries in Mexico but adversely affected incomes in the United States (Singer, 2004, p78). The drivers of globalizati on include efforts to reduce transportation and communication costs by the private sector and efforts towards reduction of trade and policy barriers by the public sector (Frankel, 2006). Finding a strong connection between poverty and globalization, Singer (2004) asserts that technological upgradation has taken place in developing nations but

Physical And Cognitive Development Of Infants

Physical And Cognitive Development Of Infants Select one of the following age groups: infants, toddlers or young children. Focus on two developmental domains (select from: physical, social and emotional, language and/or cognitive development) of the child. Describe how these two domains develop within your chosen age group with the support of human development theories and concepts studied in this course. Identify a range of teaching strategies that promote a childs development in each of the two selected domains. Development describes the growth of humans throughout the lifespan, from conception to death. The study of human development helps to understand how and why people change throughout life. This includes all aspects of human growth, including physical, intellectual, language, social and emotional and spiritual development. Papalia and Olds (1998) define lifespan development as a lifelong process of development (p.10). This essay describes the physical and cognitive development of infants (birth-12 months) and also discuss about some teaching strategies that promote physical and cognitive development of infants in the early childcare centres. Physical development refers to progressively gaining control over large and small muscles. Gross motor (large muscle) skills allow a child to do things like roll over, sit, crawl, walk, and throw a ball. Fine motor (small muscle) skills enable children to do things like draw, and eat with spoon. The development of new motor skills allows children to make new discoveries. As they explore, they begin to make sense of their environment (Berger, 2001). The physical development of infants is very important. Although children develop at different rates, they learn to control their bodies in the same progression (Berk, 2006). Arnold Gesell, an American psychologist, is one of the first theorists who approached to determine developmental measure for children. He developed his theory by studying a number of children (Terry, 2008). Newborn babies have very few motor skills. Their muscles are not strong enough to control their body, while their sense of hearing and smell are keen. Infants move by reflex when they are newborns. They move automatically in response to various stimuli. Some reflexes help parents to make sure that infants will get what they need to survive (Berk, 2006). For instance, when the mother touches the cheek of a newborn, the baby starts moving his/her mouth in search of a nipple. When the mother touches his/her mouth or when his/her mouth touches the nipple, the baby starts sucking. Also, infants have other reflexes such as reciprocal kicking (Terry, 2008). In five months, most babies gain control of their arms and head. Gesell considered this process of physical growth a genetically determines series of events that unfolds automatically (Berk, 2006, p.14). He believed that physical development occurs to each child in a fixed order, and a certain development happens when an individuals inner system is prepared. Gesell also suggested head-to-tail and centre-to-edge sequence (Berk, 2006). In other words, control develops from head to toe, and from the centre of childrens bodies out through their arms and legs to their fingers and toes. For example, a child learns to lift his/her head first and then sit, crawl, walk and run (Terry, 2008). Gesell also stated that an infant gains control of the head before arms, and masters moving arms before fingers. According to milestones of motor development, infants can lift their upper body by using their arms two months after their birth, and sit by themselves a few months later. Then, infants become able to control their lower body to do things like walking and jumping (Berk, 2006). When the children are of nearly one year, they are gradually developing their fine motor skills like grabbing objects. They begin to stack blocks or other toys. Also they can pick up small pieces of cereal, open and close small boxes, and turn knobs on toys because their pincer grasp becomes more coordinated (Berk, 2006). Another aspect of physical development is shaping senses. A childs sense of taste, smell and hearing are more developed than sense of sight. Infants can recognize the difference of flavors, peoples smell and tones of voice, while their vision is unclear. In addition to these four senses (taste, smell, hear and vision), infants develop their sense of touch (Berk, 2006). Teachers play an important role in promoting childrens physical development. They should provide safe indoor and outdoor spaces for children to move their bodies. Educators should provide materials and equipments according to the age and developmental level of infants (Dodge, Dombro Koralek, 1991). Educators can promote physical development of infants by reinforcing and encouraging them. Educators should help and encourage children when they are learning new skills (Dodge, Dombro Koralek, 1991). For example, when an infant is taking the feed from his/her bottle, educator should encourage him/her for holding the milk bottle (Terry, 2008). Educators should provide the opportunities for children to use their senses to explore, shape, volume and other characteristics of objects (Dodge, Dombro Koralek, 1991). Educators can promote physical development of infants by providing equipments and opportunities for gross motor skills. To do this, educators should set up the room in a way that infants have the freedom to explore in a range of safe spaces (Dodge, Dombro Koralek, 1991). For instance, some infants have started crawling, so teachers should divide the space so that the infants, who do not crawl, wont get hurt. Educators should provide a range of materials and equipments that helps children to use their large muscles. For example, push bikes, tunnels and so on (Dodge, Dombro Koralek, 1991). Educators can promote physical development of infants by providing equipments and opportunities for fine motor skills. To do this, educators should provide opportunities for infants that help them to develop small muscles by grasping, dropping, pulling and fingering (Dodge, Dombro Koralek, 1991). Treasure basket is a good resource that teachers can use to develop fine motor skills of infants (Terry, 2008). As human beings grow, they gain knowledge and produce different thoughts, and also their ability of memorizing develops. This change of intelligence is called cognitive development. The early years of a childs life are crucial for cognitive development (Berger, 2001). Cognitive development of the baby means the learning process of memory, language, thinking and reasoning. Babies develop at their own pace. So, it is impossible to tell exactly when every child will learn a given skill. Jean piaget and Lev Vygotsky are two of the famous cognitive theorists (Tesar, 2008). After birth of a baby, their intelligence develops rapidly during the first two years. According to Piagets cognitive theory, infants explore and understand their world by using their senses. For example, smelling, sucking, throwing, and mouthing and so on. Piaget proposed four stages of cognitive development, which he believed occur in a certain order to everyone at individuals own rate (Berk, 2006). The first stage of development is called sensor motor stage that applies to children from birth to two year. During this stage, an infants knowledge of the world is limited, but developing, to their sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they born with, such as looking, sucking, grasping and listening, to learn more about the environment. This stage has further six sub-stages (Berk, 2006). During first sub-stage, which is reflexive schemes (0-1 month), the child understands the world through inborn reflexes such as sucking and looking. The second sub-stage, which is primary circular reactions (1-4 months), involves coordinating sensation and new schemes (Berk, 2006). For instance, if a child accidentally puts his/her finger in mouth and has started sucking it, then later on, that child intentionally repeat this action. By repeating these actions, infants find them pleasurable (Tesar, 2008). During third sub-stage, which is secondary circular reactions (4-8 months), infants start paying attention on the world around them and begins to intentionally repeat an action in order to trigger a response in the environment (Berk, 2006). For example, a child intentionally picks up a toy from the floor to put that toy in his/her mouth (Tesar, 2008). In the fourth sub-stage, which is coordination of secondary circular reactions (8-12 months), object permanence occurs, demonstrating that memory is developing. Infants realize that an object exists and they begin to recognize certain objects as having specific qualities (Berk, 2006). For example, if the mother shows the baby an attractive toy and then hides that toy under the blanket. The child in this sub-stage can find the toy (Tesar, 2008). According to Piaget, infants develop their memory and imitation skills through these sub-stages. New born babies respond to what they feel through senses and also imitate facial expressions. As children grow, they enjoy repeating actions as well as becoming able to remember familiar people and objects (Berk, 2006). The ways children adapt to situations were described by Piaget as assimilation and accommodation. Children organize their own experience when they encounter the similar events during assimilation, whereas in accommodation, the children adjust old knowledge to new understandings when unfamiliar situations come (Bruce Meggitt, 2005). According to Vygotsky, childrens learning is influenced by people in their society. His idea of zone of proximal development is that childrens intelligence expands more when they are supported by adults or older children than when they are working by themselves. Infants gain knowledge not only from their own discoveries but also from what other people illustrate to them (Nixon Gould, 2003). According to Piaget, the teacher should provide an environment where children can explore themselves. Teachers play an important role in the development of children. Teachers should create an environment where they can interact with the children and observe them closely (Tesar, 2008). Teachers should provide opportunities for infants to use all senses to explore the world around them. For example, providing treasure basket is a good example to promote infants cognitive development. By doing this, educators can help children develop new concepts and gain thinking and reasoning skills (Dodge, Dombro Koralek, 1991). By providing musical instruments, teachers can help children to acquire knowledge of different sounds and children know the difference of high and low volume (Dodge, Dombro Koralek, 1991). Teachers should provide finger food to the infants. By doing this, children can smell, taste or squish the food. This helps infants to get familiar with the taste, hardness, softness and smell of the provided food (Dodge, Dombro Koralek, 1991). Teachers can promote infants cognitive development by interacting with them in different ways. This helps children to promote their confidence and curiousity. Educators can promote infants confidence and curiosity by praising their successess. For example, if a child roll over or hold a toy for the very first time, then the teacher should praise that child. By doing this, teachers can help children in buliding their self confidence and inceases their curiosity for achieving success for next time (Dodge, Dombro Koralek, 1991). In conclusion, physical development occurs to infants automatically according to genes in the fixed sequence. Also, babies gain control of their upper body before lower body. Infants gain knowledge of world through explorations by using their senses as well as organizing previous experiences when they face unfamiliar situations. According to Vygotskys point of view, an infants cognition expands with the support from people around them. Educators play a prominent role for the physical and cognitive development of infants.

Commander of the Faithful: The Life and Times of Emir Abd el-Kader Essa

The life of Amir Abd el-Kader was marked by a litany of difficult decisions— questions of whether to respond to violence and oppression strongly or weakly, to remain unyielding in retaliation or to surrender and, in doing so, stop unnecessary death. Upon closer analysis, the challenges and decisions which confronted the Amir are not so drastically different from more modern concerns of international intervention or political upheaval. In reading of the Amir’s life and prior to this, the Ghost Dance of the Lakota people and the development of the Khalsa in the Sikh religion, there has been a desire to identify and separate religious responses to suffering from other, equally legitimate but perhaps more seemingly political, economic, or militaristic responses. This categorization is useful for a society that has, since the enlightenment, become increasingly compartmentalized, ever seeking to separate actions and responses according to their perceived motivations. But, when looking to the life of Abd el-Kader, whose actions often seem to defy such categorization, it becomes difficult to see the divides separating religious responses from humanitarian, political, economic, militaristic, or personal ones as anything more substantial than convenient and occasionally, dangerous fictions. In order to discuss the ways in which Abd el-Kader’s actions complicate notions of religious response, this essay will focus on two of the Amir’s responses / actions: the 1847 surrender to French forces and the Amir’s intervention to rescue Christians living in Damascus in 1860. On the most fundamental levels, both actions contest traditional notions regarding the purpose of jihad and the edicts outlined in hadiths; both represent what seem to be personal transformations in the Amir’s reaction to non-Muslin oppressors; both demonstrate a desire to negotiate Muslim traditions and beliefs with a world which was quickly becoming more globalized. In both cases, the actions of the Amir reflect the concerns faced by almost all religious communities: All religious communities face this tension between religious inspiration and religious action †¦ The troubled waters that need to be navigated in this global age lie between two shores: Respecting the right and reality of religious conviction and motivation and recognizing the problem of religious action in the pluralistic... ...s of a deep, personal regret. Regardless of the motivation / category of response, the Amir’s words mark the conclusion of a long progression, from the 24-year-old who claimed that â€Å"paradise is found in the shadow of the sword.† The progression of Abd el-Kader’s method of response to the suffering of the Muslim people, presents challenges to the categorization of religious response and the extent to which divisions between religious, political, humanitarian, and personal responses to suffering, both for the individual and for the community, can be realistically determined. While it seems obvious that there are numerous complex and perhaps even contradictory motivations driving a single response, perhaps the more pertinent question to consider, at least in terms of religious studies, is the way such classifications limit or enable the justification of the response. Works Cited Heck, Paul L. "Jihad Revisited.† Journal of Religious Ethics. 32.1 (2004): 95-128. Kiser, John. Commander of the Faithful: The Life and Times of Emir Abd el-Kader. Rhinebeck, New York: Monkfish Book Publishing, 2008. McClatchy, J.D. "Jihad." Poetry. 180.6 (September 2002): 311-312. Commander of the Faithful: The Life and Times of Emir Abd el-Kader Essa The life of Amir Abd el-Kader was marked by a litany of difficult decisions— questions of whether to respond to violence and oppression strongly or weakly, to remain unyielding in retaliation or to surrender and, in doing so, stop unnecessary death. Upon closer analysis, the challenges and decisions which confronted the Amir are not so drastically different from more modern concerns of international intervention or political upheaval. In reading of the Amir’s life and prior to this, the Ghost Dance of the Lakota people and the development of the Khalsa in the Sikh religion, there has been a desire to identify and separate religious responses to suffering from other, equally legitimate but perhaps more seemingly political, economic, or militaristic responses. This categorization is useful for a society that has, since the enlightenment, become increasingly compartmentalized, ever seeking to separate actions and responses according to their perceived motivations. But, when looking to the life of Abd el-Kader, whose actions often seem to defy such categorization, it becomes difficult to see the divides separating religious responses from humanitarian, political, economic, militaristic, or personal ones as anything more substantial than convenient and occasionally, dangerous fictions. In order to discuss the ways in which Abd el-Kader’s actions complicate notions of religious response, this essay will focus on two of the Amir’s responses / actions: the 1847 surrender to French forces and the Amir’s intervention to rescue Christians living in Damascus in 1860. On the most fundamental levels, both actions contest traditional notions regarding the purpose of jihad and the edicts outlined in hadiths; both represent what seem to be personal transformations in the Amir’s reaction to non-Muslin oppressors; both demonstrate a desire to negotiate Muslim traditions and beliefs with a world which was quickly becoming more globalized. In both cases, the actions of the Amir reflect the concerns faced by almost all religious communities: All religious communities face this tension between religious inspiration and religious action †¦ The troubled waters that need to be navigated in this global age lie between two shores: Respecting the right and reality of religious conviction and motivation and recognizing the problem of religious action in the pluralistic... ...s of a deep, personal regret. Regardless of the motivation / category of response, the Amir’s words mark the conclusion of a long progression, from the 24-year-old who claimed that â€Å"paradise is found in the shadow of the sword.† The progression of Abd el-Kader’s method of response to the suffering of the Muslim people, presents challenges to the categorization of religious response and the extent to which divisions between religious, political, humanitarian, and personal responses to suffering, both for the individual and for the community, can be realistically determined. While it seems obvious that there are numerous complex and perhaps even contradictory motivations driving a single response, perhaps the more pertinent question to consider, at least in terms of religious studies, is the way such classifications limit or enable the justification of the response. Works Cited Heck, Paul L. "Jihad Revisited.† Journal of Religious Ethics. 32.1 (2004): 95-128. Kiser, John. Commander of the Faithful: The Life and Times of Emir Abd el-Kader. Rhinebeck, New York: Monkfish Book Publishing, 2008. McClatchy, J.D. "Jihad." Poetry. 180.6 (September 2002): 311-312.

Book Review American Slavery: 1619-1877 by Peter Kolchin

â€Å"American Slavery, 1619-1877† by Peter Kolchin gives an overview of the practice of slavery in America between 1619 and 1877. From the origins of slavery in the colonial period to the road to its abolition, the book explores the characteristics of slave culture as well as the racial mind-sets and development of the old South’s social structures. This paper is divided in two sections.The first section observes the author’s vivid presentation of the slave-master psyche and relationship from the 17th to 19th century America. The second section examines the author’s choice of method in narration – how, apart from quoting statistics, Kolchin gave weight to accounts of slaves’ and slave owners’ lives and conditions. Delving into the Peculiar Institution of Slavery American slavery, Kolchin explains, didn't develop in isolation, but evolved as part of a trend toward forced labor in the New World colonies.By about 1770, American slavery w as concentrated mostly in the South, though it existed in all of the American colonies, and, as time passed, relationships between slaves and masters changed as second- generation slaves lost much of their African culture and became Americanized. The Revolutionary era saw slavery threatened by Enlightenment ideology, but the institution survived more strongly than ever in the South and, during the 19th century, came to be perceived as fundamental to the Southern economy and way of life.Kolchin also writes about slave life through the Civil War, and, not surprisingly, he sees slavery as leaving a legacy that has persisted throughout our own century. Kolchin probes into the lives of those imprisoned by the â€Å"peculiar institution† of American slavery. It begins with slavery’s origin in America in the sixteen hundreds, with the importation of slaves from Africa. Their free labor established the agricultural foundation of the New World. From hereon, Kolchin follows the escalation of slavery through citing statistics and providing information of conditions of the lives and times of slaves and slave owners.Kolchin narrates tales of hardship and provides a condemning opinion of slavery. At the same time, however, he focuses on the facts of daily living of slaves in America. Furthermore, Kolchin delves deeply into the oddly fascinating dynamics of the slave-master relationship, which allows incidents such as a master whipping his slave for working sluggishly and then the evening of the same day, gathering all of the slaves for a bible reading session. A person who provides basic needs for others but forces them to provide him free labor in return is evaluated repeatedly in the book with interesting outcomes.However, the author likewise presents a slave owner who had minimal impact on slaves’ lives outside of the workday, one who allowed the slaves to have social and religious celebrations of their own choosing, and viewed the slaves as not just property, but humans. The irony of this is that slave owners saw no wrong in what they were doing, regardless of how they treated their respective slaves. Slavery, as an institution, was from the perspective of the slave owners, justified.Kolchin describes that, in response, slaves were overtly resistive to their predicament at times, while others provided less obvious resistance in the form of slow work, feigning illness, and even sabotage. In addition, Kolchin gives the readers the catalysts for the events in the history of slavery. Economic, religious, and social factors are made prevalent, which renders the book well organized and able to reach depths that a few other books with the same topic failed to achieve. Even though the war ended, hatred for blacks remains.Thus, segregation evolves in full force throughout the nation, but mainly in the south. He also explains the struggle of the south to compete with the north as far as industrialization which was the new course of Amer ica straying away from agriculture, and until today they still suffer a lack of industry opposed to the northern states. Method of Narration The book’s chronological format of the book provides a logical flow and allows the reader to see the manner by which the events of each day made tremendous impact on slavery.The bibliographical essay lists hundreds of books that pertain to the writing in a sectional format and describes particular topics covered in each book. This is easy to see in the straightforward and matter-of-fact way that the author discusses topics from whipping of slaves, to the selling of slaves resulting in the breakup of families. Kolchin effectively used statistics in writing this book, in that, at the start of most sections or chapters the reader was able to ascertain the slave population and distribution, as well as growth rates and comparison to white population.Kolchin’s interpretation of this particular historic era shows that its’ history is primarily determined by individuals with economic motivations. When the author wanted to explain the horrors of these situations, he used quotes from slaves themselves, not a personal soapbox that many authors use. By using these comparisons the reader can see how the treatment of slaves was paramount to production, controllability, and even reproduction. ConclusionPeter Kolchin’s â€Å"American Slavery, 1619 – 1877,† provides a laudable and significant consideration of slavery in the formation of the United States as a country. It is a clear and briskly written survey that puts slavery in context and explains its continuing impact on American life. Overall, Kolchin displays an excellent work of literature which provides many sources and well-thought-out information. Reference Kolchin, Peter (1993). American Slavery, 1619-1877. Hill and Wang

buy custom Aristotle and Plato essay

buy custom Aristotle and Plato essay The assertions of the two philosophers are very relevant to todays society. These philosophies would do a lot in guiding and educating Americans with regard to the issue of consumerism. Some people might, however, argue that these ideas need to be refined or even provide counter arguments to the assertions of the two philosophers. The Aristotelian philosophy with regard to pleasure and happiness would consider consumerism to be negative, if undertaken without a consideration of resultant effects (Chase and Aristotle 160-165). While this is a very valid argument and would result in happiness in the long term, human beings are given to flights of fancy. This theory of human beings is taking into account antecedent factors before engaging in pleasure would go against human nature. Human nature in some instances derives a lot of pleasure from a freedom of acting without restrictions such as thinking of consequences. Some people would also argue that Aristotle in arguing for a scenario in which people opt for pleasures that are more beneficial fails to take into account the psychological nature of human beings. Some issues such as pleasure and happiness are in some instances the function of peer pressure as opposed to logic and reason. Since human nature is given to fickleness resulting in the joneses syndrome, it is impractical to expect logical reasoning in the issue of consumerism. Platos philosophy of happiness and pleasure would also be subject to criticism by scholars. Some scholars would deem the notion of extreme action put forth by Plato to be incomplete. They would put forth that the notion of extreme and acceptable action is a matter of societal conception and hence Plato in arguing for adherence to the median measures of ethics is wrong. Actions are subject to differences in culture which would consider actions acceptable and unacceptable in different levels. Some people would also consider the insistence on logic and reasoning in purchasing to be unattainable since they have differences in their ways of thinking. What may seem logical and reasonable to one person, will be considered illogical by another. The assertion that there needs to be a balance between reason and pleasure fails to take into consideration that the idea of perfect balance is impossible. More realist position would involve either more of pleasure or more of logic. A combination lea ding to more of either component would thus lead to an imperfect state of harmony which is the normal state of events. Buy custom Aristotle and Plato essay

Essay on Slaves, Convicts, and Free Settlers Essays

Essay on Slaves, Convicts, and Free Settlers Essays Essay on Slaves, Convicts, and Free Settlers Paper Essay on Slaves, Convicts, and Free Settlers Paper Slaves, Convicts and Free Settlers I agree that slaves, convicts, and free settlers differed greatly, although there are still some similarities about their lives. The comparison of freedom was very different with slaves, convicts and free settlers, while travel by boat was not very different, except for wealthy free settlers who paid for high-class travel. Experiences after the travel on boat also differed. Life for a slave was extremely terrible. African slaves were unwillingly captured, and transported by ship to America, from Africa, to work. Africans that were captured were separated from their families and friends, but the Europeans and Americans did not care. Africans were unable to fight back as the capturers were armed. While the Africans were transported towards America by ship, travelling conditions for them were very unpleasant. Slaves were tightly packed with each other and had no privacy. They had no control over the food that they ate. They were normally given beans, rice and corn. They had very limited supplies of water, and diseases were common. This experience was extremely unhygienic. Slaves hated it so much that they attempted to kill themselves. Some of them refused food, and some gathered to rebel against the crew, trying to get past the guards and jump into the ocean, drowning themselves. Approximately a quarter of slaves died during each journey. After reaching Am erica, slaves were auctioned. Crowds of people would appear for auctions. The Africans were examined, and then sold to the highest bidder. They were forced to work, and those who did not work hard enough were physically punished. Thousands of slaves were worked, starved, or beaten to death. Africans were obviously treated unfairly. While on ships, the experience of a slave was similar to those of a convict, but the working periods on land highly differed. Compared to a free settler, slaves had a very unpleasant life. Convicts were people who committed crimes and were punished. Many poor people had to steal as a living, since lots of them had lost their jobs. People were heavily punished if they were found guilty for very little crimes. Things like pickpocketing and petty theft would get you hanged to death, or locked up for many years. Crowds of people surrounding public hanging areas was normal, even parents brought their young kids there. Since there were so many poor people, places where people were hanged quickly became overloaded. Prisons also became overloaded. The government then came up to the idea of turning old naval ships into cramped, stinking, rat infested prisons on water. They were called ‘Hulks’. However, this only stalled the situation; the ships also eventually became overloaded. The government then sent convicts to Britain’s American colonies, but they also became overwhelmed with convicts. They then planned to send convicts to New South Wales. Conditions on ships for a convict was similar to a slave’s. They were cramped, unhealthy, and ate peas, bread, salted beef or pork, oatmeal, butter and cheese. Illnesses were easily passed on. Stormy weather was especially harsh for convicts because they constantly leaned into others and were only able to stabilize themselves with the bars above them. On the first fleet of convicts, about 30 people died, meaning that slaves had a worse environment. After arriving on land, they were forced to work very hard. The hot and dry land made it especially hard for the convicts. Convicts who did not work hard enough were sent to punishment areas where they had to work out of their exhaustion. Further punishments were done with beatings and floggings, which were achieved with things like whips, lashes and cat o’ nine tails. Convicts that had served their sentence became free settlers or travelled back home. While travelling by ship, convicts had a better experience compared to slaves. Slaves needed to work for their entire lives while convicts only needed to work until their sentence was completed. Free settlers were not forced to work at all. Free settlers were people who travelled to another country to start a new life. A majority of them were wealthy, and they usually travelled to Australia to look for a job and start a new life. While travelling across seas, free settlers who paid for the minimum fee had an experience that was close to a convict’s, but the environment was cleaner and they had hammocks to sleep on. Rich people who paid for a high-class experience had their own private cabins with soft beds and pillows, well-prepared food, and servants. After reaching shore, the rich people often bought large amounts of land and convicts to work for them. Free settlers often became farmers, but some became doctors. Living conditions for free settlers was still harsh, even for the rich. They needed to wait for the right time to harvest the crops. Some supply ships came to New South Wales to deliver food. During droughts and floods, farmers had a difficult time because they needed to protect their crops. As years pa ssed, food supply increased and life became easier. The life of a free settler was definitely better than a slave’s or a convict’s since they had freedom and weren’t unwillingly forced to work. To conclude, convicts, slaves and free settlers differed, but there were a few concepts of their lives that were similar. They all travelled to a different country by boat, and travel was very unpleasant for them all, besides rich free settlers. Convicts and slaves were forced to work very hard, and were beaten if they did not.

Water shortage Essay Example | Topics and Well Written Essays - 250 words

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