Experiences of African Americans During the Civil War Period Essay

The 1860s and 1870s were particularly trying times for African Americans. The Civil War which lasted from 1861 to 1865 saw America undergo social and political change as Americans struggled to redefine their idea of race and face the question of slavery. More importantly still were the experiences of blacks during and after the war as they fought to be accorded the same rights of life, liberty and the pursuit of happiness. In the early days of the war, the issue of slavery was avoided vehemently by Lincoln and Davis (Norton et al. 2008) despite it being an essential issue in the war between the North and South. In fact, freeing the slaves was never an agenda of the North. The North was against slavery because they perceived the South, who was pro slavery, as a threat to the North’s social and political order (Norton et al. , 2008). Consequently, being against slavery did not necessarily mean Northerners were not racist. In fact, many still saw themselves as racially superior to the blacks. Despite the apparent racial prejudice, blacks in the South still saw in the Union army their route to freedom. After Lincoln’s Emancipation Proclamation allowing blacks to serve in the Union cause, thousands of slaves, amongst them, one John Boston (Linden & Pressly, n. d), fled their masters and joined the Union army in their fight against the South. Many blacks sought to assert their manhood despite discrimination in the army through the display of bravery and valor. Still more died, like the Fifty-fourth Massachusetts regiment, in their fight for equality. Therefore, although Lincoln had given them a motive to reak free, it was the blacks’ own courage to fight for their own freedom which ultimately led to their emancipation. The North’s victory over the South in 1865 meant that the slaves were finally free. As freedpeople, one of their foremost desires was to own land as land meant subsistence and sufficiency (Norton et al, 2008). Also, because it was all they had known to do, many fell back on plantation agriculture as their livelihood. Some, like Josua Culverson and Major X Whiteing, applied for leases through the U. S. Com of Plantations (Linden & Pressly, n. ). Because most freedpeople had no money to purchase land, they could only lend it on credit. However, because of preexisting prejudices, freedpeople found even that to be a task. Consequently, they returned to their old farms where they had worked as slaves. However, unlike previously, these freedpeople sought to better their situation by reaching an agreement with the owner through a system known as sharecropping. Often, such an agreement would entail the provision of food and seeds in exchange for a portion of the crop earnings (Norton et al. 2008). Such is the case between William R. Steen, a white citizen, and Caroline, a colored woman; along with 7 other Arkansas freedpeople whom by contract, had to give one third part of the crop raised upon the farm by their labor to the owner of the farm (Linden & Pressly, n. d). The years 1865 to 1877 saw efforts in reconstructing the war-torn South. A huge hurdle existed then to reconcile the freed blacks with southern whites, who were so used to operating in a slave society that their prejudices could not be eradicated so easily. Furthermore, they were threatened by the rise of black status and into the ranks of political power so much so that a group of whites came together and formed the first Ku Klux Klan; a society which sought to maintain white supremacy through intimidation, violence and terrorism (Norton et al. , 2008). Klansmen committed murder, arson, and rape whilst asserting their notion of white supremacy. As a result, despite having been emancipated, the freed blacks still suffered considerable pain and fear under the hands of the Ku Klux Klan. Amongst the most targeted were blacks who had rose to political power. Ann J. Edwards, the daughter of a black Congressman recounted that â€Å"We, his family, lived in constant fear†¦ A day or two before election a mob gathered†¦in front of the house, and we thought the end had come. † (Sterling, n. d). More gruesome was the story of Joe Johnson who was elected into the Republican office. He was burnt nearly to death, and shot because of his refusal to resign from office (Sterling, n. ). His execution was witnessed by his wife who could do nothing against the oppressive terror and violence of the Ku Klux Klan. Blacks were not the only victims of the Ku Klux Klan regime. Whites who openly supported blacks saw their lives being threatened as well. Hannah Flournoy, a black woman, gave account of an execution involving a white Georgian who had supported the black cause. â€Å"[Men] bolted right in and commenced shooting†¦They were disguised but I knew a great many of them. Hannah â€Å"thought it right to take [Ashburn] in† and was â€Å"willing to die for him† simply on the basis of him being a Republican (Sterling, n. d). The incident reflected the loyalty of many blacks to stand beside those, white or otherwise, who sought to uphold their natural rights. Teachers were another group being targeted. Colored schools came under the attack of the Klan and were burnt to the ground (Norton et al, 2008). Many blacks endured the hardship of abuse and violence despite its injustice and unlawfulness. Recounted Harriet Hernandez, â€Å"He struck me on the forehead with a pistol†¦kicked me over [the fence]†¦dragged and beat [me and my daughter] along. † Despite the blacks being freed in the South, the activities of the Ku Klux Klan ensured that blacks would not enjoy the same rights as whites. â€Å"[Colored people] have no satisfaction to live like humans†¦all summer I have been working and it is impossible for me to enjoy it†, said Harriet (Sterling, n. d). Despite all the violence inflicted on them, blacks exhibited extraordinary courage in the face of threats by Klansmen. Emeline Bremfield whose husband was a target of the Klan, stood unwavering in the face of death, as the Klan confronted her of her husband’s whereabouts (Sterling, n. d). Blacks even went out of their way to fit into a black aggrieved society. Many like, Caroline Smith and Lucy McMillan, dressed down in order not to stand out for fear of being whipped (Sterling, n. d). Although the Ku Klux Klan‘s primary motive was the assertion of white political power, Klansmen took every opportunity they got to assert white supremacy mindsets. McMillan’s house was burned simply because she had mentioned she wanted to own land. Smith was whipped only to remind her not to â€Å"sass any white ladies† (Sterling, n. d). Aside from the destruction of property and life, black women suffered in yet another form – sexual assault. Klansmen sought to assert their superiority over black women by sexually harassing them. Some black women were even mutilated, like Frances Gilmore who was â€Å"cut with a knife†, or gang raped (Sterling, n. d). Racial hostility and terror ultimately brought down the Republican regime in the South. Efforts by the Ku Klux Klan prevented strong presence of the Republican coalition in the South and a restoration of the Democratic majority. The Klan continued to terrorize black people and ran amok until the Enforcement Acts and subsequent persecutions brought an end to the first Klan. Overall, the blacks suffered greatly during the Civil War and Reconstruction Era. Despite having obtained emancipation, prejudices continued to affect their lives. Although we now know that it did not succeed in driving them out of the country, blacks today continue to face the same prejudices.

Holistic Approaches to Development Essay

Introduction My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic  approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011.) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation & current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e.g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation & current initiatives pertinent to your chosen age range within the setting. Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting.  Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J ? author ?, 2013). Miller date ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦.an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦..† (Holistic Education, 2011).too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J ?, 2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg ? ) review she asserts that, â€Å"high quality early education and childcare  can have a positive long term impact on a child’s later learning and achievements.† Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature , while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning. Learning Outcome 3 – This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something  that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011.) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005.) A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here  Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism.’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ?), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over  finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph  Piaget, another theorist, (date, cited in?) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play.ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e.g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider  reading within and throughout the work. There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks Conclusion: Holistic approaches encompass, as the names suggests, a broad range of teaching goals and aspirations for children’s learning that extends well beyond academic learning into fields of social and emotional wellbeing. While this can at first seem overwhelming, teachers can find the small opportunities in their day to day practice to incorporate and extend ideas that promote connection, community and wellbeing. REF: Druce, J. (2013) Holistic education , MOD001262 Holistic Approaches to Development . [Print] Anglia Ruskin University , Unpublished 2012, Department for Education. (Foundations for Quality Nutbrown Review) [pdf] UK: Department for Education. Available at http://www.gov.uk [Accessed 06 December 2013]. Dame Clare Tickell (2011) The Early Years: Foundation for life, health and learning . London: Crown . Druce, J. (2013) Holism (Noun), Holistic Approach to Development . [Print] Anglia Ruskin University, Unpublished Holistic Education (2011) Glossary of Terms Commonly Used in Holistic Education [Online] Available at http://www.hent.org/glossary.htm [Accessed 15 December 2013] Natalie Higgins (2012) Exploring Holistic Approaches for Early Childhood Educators [Online] Available at http://www.raisinglearning.com.au [Accessed 12 December 2013] Ron Miller (2012) Holistic Education: A Brief Introduction [Online] Available at http://www.Pathsoflearning.net [Accessed 12 December 2013] Smidt, S (2011) Playing to Learn. UK: Routledge. Wood, E (2005) Play, Learning and the Early Childhood Curriculum . 2nd ed. London : Sage Publications .

Aztec Calendar Stone Essay Example for Free

Aztec Calendar Stone Essay Obtaining the knowledge that was passed down to them from earlier Mesoamerican cultures, the Aztecs carved the calendar stone in 1479 (Smith 253). At the time, the Aztecs lived in a very civilized world filled with amazing architecture, an impressively complex government system, and they also employed intricate systems of writing and calendric systems (Taube 7). The Calendar Stone was made by basalt stone. For the Aztecs, everything was pictorial in nature around this era. The calendar stone depicted different pictograms or Codex Magliabechianoand, which was primarily written on religious documents (Aztec-History). Art was centered around religion in this era. So the pictograms of the gods on the calendar stone would correlate with that subject matter. The Aztecs were a highly ritualistic civilization devoted to divination and their Gods. The Aztec calendar stone was created as a divinatory tool which was used for rituals, to forecast the future, and to determine which days were lucky and which days not for the outcome of various actions and events (Smith 254). The calendar had two systems. It had the sacred Tonalpohualli, which was based on the 260-day cycle and the Iuhpohualli, which was a 365-day cycle (Palfrey). Seen by the count, there is a five day difference between these two calendars. The five day differences were thought to be the most unholy, unlucky days of the year (Smith 257). The world was thought to be coming to an end. On the Aztec Calendar, the year was divided into 13-day periods. Each group of 13 days had a different deity ruling over the unit. This is because these units were thought to have a special symbolic influence and the deities were to ensure a positive outcome (Smith 256). In the middle of the Sun Stone, is the sun god Tonatuih. His tongue protruding between his teeth resembles a sacrificial flint knife. In his claw like hands he clutches human hearts (Palfrey). ‘Many scholars have debated on the stone’s meaning and purpose. Some suggest that, fixed horizontally; it served as a sacrificial altar, which would make sense because the stone was dedicated to the sun deity. Most agree though, that it offers a graphic representation of the Mexica cosmos’ (Palfrey). In The Aztecs, Smith sums up what is to be believed the thought of the Aztecs when they carved the calendar stone â€Å"The Aztec calendar stone conveyed the message that the Aztec empire covered the whole earth (territory in all four directions), and that it was founded upon the sacred principles of time, directionality, divine warfare, and the sanction of the gods† (Smith 270). Keeping the Aztec calendar is proof of ancient cultures mathematical and scientific achievements without the aid of modern technology. The study of the sun stone could lead to further advances in mathematics and acts as a road map to our celestial bodies from that era of our history. The Aztecs believe they felt justified in believing in this calendar because of numerous events that changed the course of history for them. Because Aztec Indians were fervent astronomers, they tracked the stars and correlated that between the days to create this sun calendar. Examples of events happening within the timeline of the calendar stone being built are these: Between 1452 and 1454, their capital city Tenochtitlan suffered from flood and famine, the following year on 4/16/1445 (Julian calendar) there was an eclipse of the sun. From 1473-1479, there were 4 more solar eclipses within a five year time frame (Aveni, Calnek). During this time the Aztec nation conquered and sacrificed many of the neighboring towns. Their leaders were wounded or killed, followed by violent earthquakes (Aveni, Calnek). There may have been even more visible eclipses seen by the Aztecs that have not been discovered because they were lost, or destroyed, or even confused with other natural events (Aveni, Calnek). If one were to take into consideration the Aztecs being a society with strong beliefs in deities, the Aztecs constant state of turmoil from wars and death and then couple that with a constant flow of solar eclipses; it wouldn’t take much to consider that the Aztecs might have thought there Gods were planning on ending their world†¦. again. The Aztecs might have carved this massive calendar from stone to give their future generations a chance to do things right, where they did not. Many other artifacts of the same caliber and craftsmanship were excavated around the time the calendar stone was. This was an amazing find, because in the early colonial period of the sixteenth century, pre-Hispanic stone sculptures were considered potent satanic threats to successful conversion (Taube 25). With the Spaniards thinking this, this lead to the destruction of many great pieces of art, manuscripts, and other forms of architecture. Thankfully, with the Aztecs foreseeing this frame of mind being a possibility and other circumstances occurring, many artifacts survived by being hidden in caves, on mountain tops, and even buried under Mexico City (Taube 25). After the artifacts were excavated, rather than being destroyed, they were treated as objects of curiosity and to be studied (Taube 25-26). I account for any differences between reception then and today by knowing people today have so many different religions and beliefs. Whereas the Aztecs were ignorant of the different beliefs we have today. They just had knowledge of what was taught to them by their elders as we do ours. There were not that many differences and very many similarities between American Indians of this era. In the way they did things to their architecture and sculptures. As a matter of fact, the Aztecs calendar was based of the earlier Mayan cultures. The Aztec calendar stone and Mayan calendar share many similarities. Both calendars have ritual days. The Aztec ritual day that was formed is the Tonalpohualli and the Maya ritual day is the Tzolkin. The day names on both calendars are also very similar. Both calendars used 18 months with 20 day counts along with other counts. The Aztec and Maya calendar stone is believed to have both mythological and astronomical significance. Both Native American cultures regarded their calendars as religious. Using the calendars, the Aztec and Maya priests dictated when to grow crops, when the dry and rainy seasons were, when to go to war, etc. (World Mysteries). The main way the Aztec calendar differed was in their more primitive number system and less precise way of recording dates. The year also started with different months. The Maya calendar tracked the movements of the planets and the moon. From this came their reckoning of time, and a calendar that accurately measures the solar year to within minutes. The Aztecs also kept the two different aspects of time, the Tonalpohualli, which was counting the days and the Xiuhpohualli which was counting the years (World Mysteries). The Aztecs believed they were living in the fifth and final stage of life. Because the Maya used a 360 day long cycle, they could tell that there were time periods way longer than the age of our universe (World Mysteries). It helped me figure out what some of the major celestial events where during the time the Aztec Sun Calendar was created. Palfrey, Dale. Mysteries of the Fifth Sun: The Aztec Calendar. n. p. Web. 8 January 1999. http://www. mexconnect. com/articles/199-mysteries-of-the-fifth-sun-the-aztec-calendar This is a website with basic information about the Aztec Sun Calendar. It gave me more insight into what the calendar looked like. Aztec-History. N. p. , nd. Web. 1996-2012 http://www. aztec-history. com This website has an enormous amount of information about Aztec Indians, from clothing to their demise and pretty much everything in between. The website gave me most of the information about the calendar stone I have so far. Smith, Michael. The Aztecs. Blackwell Publishers Inc. , 1996. Print. The book is Aztec Indians and their culture. This book helped me to understand the calendar stone more and why it was just a big part of Aztec life. Taube, Karl. Aztec and Maya Myths. British Museum Press, 1993. Print. This book detailed facts and myths about Aztec and Mayan Indians. This book helped me find what the Aztecs art and idols were see as in the early colonial period. Aztec Calendar Stone. (2018, Oct 26).

Fastwrite Essay Example | Topics and Well Written Essays - 500 words

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Essay03 Essay Example | Topics and Well Written Essays - 500 words

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Cyber Crimes Coursework Example | Topics and Well Written Essays - 500 words

Cyber Crimes - Coursework Example Computer programs that breach the target system facilitate it. Examples of hacker’s objectives include illegal funds transfer and retrieval of information such as in cases of deformation need to undermine competition. Another type of cyber crime is â€Å"cyber stalking,† defined as continuous harassment initiatives or actions, over the internet that induces considerable threats to a victim (Gupta, 2006, p. 7). Examples of cyber stalking include online sending of intimidating messages or calls (Gupta, 2006). Another type of cyber crime that has developed with the increased level of dependence on electronic system is â€Å"software piracy† (Gupta, 2006, p. 9). Pirating software means stealing software or illegally obtaining and distributing its counterfeit copies. Business organizations’ reliance on software for data recording, storage, and analysis identifies the enterprises as prime victims of software piracy. The piracy has a number of disadvantages to the victim businesses, buyers of counterfeit software, who cannot obtains rights of usage and warranties on the products besides risking hardware because the pirated products are hardly tested for approval (Gupta, 2006). Infecting other parties’ system through spreading viruses is another type of ‘cyber-classified’ crime. This involves dissemination of a harmful program to other parties’ systems and may aim at paralyzing a business’ network to interfere with its operations. Other cyber cri mes include jamming of networks and committing frauds over the internet (Siegel, 2008). One of the effective measures to warding cyber crimes is legal deterrence, initiative that can be achieved by reporting, to law enforcement authorities, cases of cyber crimes or behaviors suspected to possibly lead to cyber crimes. This, together with provision of evidence, facilitates successful prosecution of offenders and discourages others from engaging in cyber crimes. Reporting

Improving Decision Making in the Coca-Cola Company Case Study

Improving Decision Making in the Coca-Cola Company - Case Study Example The experience of Coca-Cola which is discussed above has become a classic marketing tale documenting the mistakes that managers can make in their decision-making process. The failure of Coca-Cola can be largely attributed to two factors namely, narrow definition of its marketing research problem and poor judgment in interpreting the research planning strategies around it (Kotler and Armstrong 2001). The experience of Coca-Cola which is discussed above has become a classic marketing tale documenting the mistakes that managers can make in their decision-making process. The failure of Coca-Cola can be largely attributed to two factors namely, narrow definition of its marketing research problem and poor judgment in interpreting the research planning strategies around it (Kotler and Armstrong 2001). Managers became narrow-minded and myopic in diagnosing the problem that Coca-Cola was facing. Instead of looking at all the factors which may be influencing the buyers in their purchases, thes e managers only look at the taste of the product. Their research has focused only at the taste ignoring the customers’ feelings about dropping the product. It turned out that Coke’s symbolic meaning in the United States is more important than taste. Coca-Cola’s managers also failed to use wise judgment in the introduction of New Coke. Even though their decision of dropping the old Coke is warranted by the 60% acceptance rate of the new formula, they did not anticipate that the 40% might still like the old Coke better.  Conclusion Decision-making process must not be too narrow to overlook some of the important factors and details. As the situation of Coca-Cola shows us, managers should always avoid hasty generalizations and marketing myopia. In the business environment, decisions should always be grounded on all the factors affecting performance. Focusing on one aspect only will yield a one-sided and inadequate decision.

History at Great Zimbabwe Essay Example | Topics and Well Written Essays - 500 words

History at Great Zimbabwe - Essay Example However, I should say, Beach's presentation of early civilization and how the Great Zimbabwe started in the 16th century dealt with deeper level of understanding. Based on the theories and studies, the author is stating that the Great Zimbabwe is politically static community showing generational dynastic activities. The Author used Huffman's archaeological study on Portuguese documents using the "Shona" as oral traditions and the Venda Anthropology to explain well the mysterious developments on Great Zimbabwe. These traditions were based on the early ruins of the civilization and the modern Shona cultures to clearly explain the connections, evidences and origins of how it started. Mutapa Oral Traditions were also brought up as the author believed that it is where state formation came from and manifested for three centuries giving details on different socio-political plans of the Great Zimbabwe. It was then also considering that Mutapas lived on the high house wherein seen to be the "rulers" of the early civilization. "Snakes" and "Birds" were cited by the author referring on different geographical representation of people within the community and the hierarchy of the so-called "rulers". Though, presented with inconsistencies on each arguments still "oral traditions" has been a reliable assumptions on Great Zimbabwe over the 600 years. "The Great Enclosure" was used to state the

An Analysis of the Use of Persuasive Appeal in David Foster Wallace's Essay

An Analysis of the Use of Persuasive Appeal in David Foster Wallace's Kenyon College Commencement Address - Essay Example Wallace makes use of persuasive appeal by utilizing the components of ethos, logos, and pathos that readers become aware of as they devour this piece of writing. Mortensen (2004) affirms that, Aristotle defines ethos as the component that attains persuasion through the author’s character when an audience listens to a speech and deems the speaker as credible. Ethos represents the author’s integrity, respectability and influence and how the author uses these attributes to impress the audience. In addition, they relate to the way a writer uses tone and style to communicate opinion or present an argument. Logos convince through reasoning by making use of logical arguments and evidence to support a writer’s stand. They draw on facts and figures in supporting the speaker’s topic. Pathos achieves persuasion by stirring emotions among the audience (Mortensen, 2004). The author’s ability to use these components creates text that captures the readers’ attention and encourages them to keep on reading. So how does Wallace appeal to his audience? Wallace applies all three components to persuade the audience; however, logos and ethos are more prominent while pathos makes minor occurrences as the ensuing discussion highlights. Wallace starts by giving a short narration about two young fish who meet an older one moving in the opposite direction. The older fish enquires on how they find the waters. The fish story is a metaphor as it likens the fish to human beings. The author confirms this by saying â€Å"I am not the wise old fish† (The Wall Street Journal). Wallace was a respectable novelist and essayist from his previous works such as ‘Infinite Jest’ and ‘The Depressed Person’; nevertheless, he does not wish to bluff or present a near perfect image of himself. He avoids the know-it-all attitude that most mentors would convey. The story serves to leave the audience in suspense as it does not have a con clusion. Wallace confirms the suspense in the remark â€Å"If, at this moment, you are worried that I plan to present myself here, as the wise old fish explaining what water is to you younger fish, please do not be† (The Wall Street Journal, 2008). The suspense blends well with the rest of speech as Wallace proceeds to shed more light on the essence of his speech. The suspense provides a foundation for the entire speech and grabs the audience’s attention as they try to connect the story to the rest of the speech. Providing a conclusion to the story would only reveal too much to the audience. As a result, the rest of the speech would not be intriguing. In addition, Wallace uses the fish story to draw attention to how humans overlook the most apparent things in life; in this case, these things are represented by water which is a common and basic commodity.

The History of the “Jim Crow” System Essay Example for Free

The History of the â€Å"Jim Crow† System Essay For most white Americans, the demise of the Reconstruction in 1877 was not an occasion for mourning. Rather, it was an opportunity to reestablish the inferior status of the Negro in American society. The period from the 1880s to the 1960s was therefore characterized with the emergence of laws that implemented segregation between blacks and whites (Carlisle and Golson 214). These edicts, collectively known as the â€Å"Jim Crow† system, ultimately brought about a way of life that relegated blacks to the status of second-class citizens. â€Å"Jim Crow† originally referred to a minstrel character that was created in 1830 by a white actor named Thomas Dartmouth â€Å"Daddy† Rice. According to legend, Rice was able to come up with the concept of â€Å"Jim Crow† after chancing upon an elderly African-American man who was suffering from rheumatism. Drawing inspiration from the old man’s appearance and movements, he went onstage sporting blackface makeup and danced a ridiculous jig while singing the lyrics to the song Jump Jim Crow (Sotiropoulos 20). But Rice never used â€Å"Jim Crow† as a racial slur – he often portrayed the character in black song and dance as a trickster figure (Sotiropoulos 21). â€Å"Jim Crow,† however, eventually became an ethnic affront when the minstrelsy evolved into an overwhelmingly racist form of popular entertainment. In the decades before and after the Civil War, pro-slavery factions used minstrel shows as a means of expressing their opposition to abolitionist sentiment. As a result, the minstrelsy ended up spawning several caricatures that embodied bigoted misconceptions about blacks. â€Å"Jim Crow,† for example, was made to resemble â€Å"Sambo,† the â€Å"plantation darky† stereotype that was formed in order to give whites the assurance that blacks were contented with being plantation workers. There were likewise instances when â€Å"Jim Crow† was depicted as â€Å"Zip Coon,† an urban buffoon who derided free blacks and therefore implied that blacks were unfit for freedom and urban life (Sotiropoulos 21). It was not until the 1880s that â€Å"Jim Crow† was associated with legal forms of discrimination against blacks. Many white Southerners greatly resented the Reconstruction (1863-1877) because the latter provided small possibilities for racial equality between blacks and whites. The passage of the Thirteenth, Fourteenth and Fifteenth amendments emancipated blacks from slavery and turned them into American citizens with enforceable rights. The Civil Rights Act of 1875, meanwhile, guaranteed blacks admission to public facilities (Norgren and Nanda 46). Thus, at the end of the Reconstruction, many Southern whites sought to return blacks as close to slave status as possible. After the 1876 presidential elections, a new set of laws were created with the objective of segregating blacks and discriminating against them in every aspect of political, economic and social life. The â€Å"Jim Crow† system reminded blacks of their inferiority to whites from the cradle to the grave (Norgren and Nanda 46). Several state constitutions passed in the South between 1890 and 1900 mandated literacy tests, property qualifications and poll taxes for electors, disenfranchising many black voters as a result (Earle 98). Certain laws also kept blacks separate from whites in public establishments such as schools, parks, hospitals, mass transportation, theaters and even courts (Norgren and Nanda 47). Nineteenth-century efforts to put an end to the â€Å"Jim Crow† system proved to be futile. This was mainly because the United States Supreme Court upheld the constitutionality of the laws that made up the â€Å"Jim Crow† system (Norgren and Nanda 47). The landmark case Plessy v. Ferguson (1896) is generally believed to be responsible for the legitimization of the â€Å"Jim Crow† system. Homer A. Plessy, a light-skinned black man, was arrested in New Orleans after refusing to ride in a â€Å"blacks only† rail car. After he was convicted in Louisiana, he appealed to the Supreme Court, which ruled that the segregation of blacks and whites was constitutional provided that both races received equal treatment (Earle 98). Although racially discriminatory laws were already commonplace in the Antebellum Era and the Reconstruction, the â€Å"separate but equal† ruling of the Supreme Court in the aforementioned lawsuit legalized exclusion from juries, segregation, disenfranchisement, anti-miscegenation acts and lynching (Schramm-Pate and Jeffries 157). In the process, blacks were transformed into second-class citizens – they enjoyed the same rights and privileges as whites, but only to a limited extent. For instance, as long as a black man and a white man are riding the same train, the black man has no right to complain even if he was assigned to a dirty cabin while his white fellow passenger was ushered into a clean one. The law, after all, guaranteed blacks equality, but not integration, with whites. The â€Å"equality but not integration† philosophy of the â€Å"Jim Crow† system eventually became a justification for extralegal violence against blacks. In the 1890s, many cotton plantations in the South closed down due to the scarcity in slave labor and fierce competition from Egypt, India, California and the Southwest (Schultz 17). Because cotton was the lifeblood of the Southern economy, the latter inevitably collapsed as a result. Once-wealthy plantation owners suddenly found themselves competing with emancipated blacks even over menial jobs such as sharecropping and construction. As the crisis went on, many whites started to view blacks with resentment and hostility – they accused the blacks of stealing jobs from them (Booker 167). Many whites were appalled that the blacks were passing themselves off as whites by competing with them for jobs and establishing their own institutions like churches and mutual aid societies. Furthermore, the whites felt that the blacks were attempting to elevate themselves at their expense. It should no longer come as a surprise, therefore, if extralegal violence became the primary weapon in which the â€Å"Jim Crow† system was enforced. The threatened and desperate whites viewed brutality as the only means of â€Å"putting blacks in their place† (Harrell, Gaustad, Boles, Griffith, Miller and Woods 537). Angry white mobs stormed the Southern countryside and subjected every black person they could find to beatings, mutilation and even castration. Lynching, however, became increasingly widespread as the economic crisis went on. During the 1890s, the average number of blacks that were lynched in the South was about two per week. So popular was lynching in the South that it became a public spectacle that drew large crowds, including women and children. There were even cases wherein refreshments were served and souvenirs, including the victim’s body parts, were sold or stolen (Harrell, Gaustad, Boles, Griffith, Miller and Woods 537). Many Southern whites overwhelmingly approved of the public lynching of blacks – they viewed the latter as a demonstration of the white community’s power and a means of preserving the racial order. Moreover, blacks during the 1890s were depicted as criminal and savage â€Å"Brutes† who preyed on white women. Thus, lynching was also seen as a way of preserving the â€Å"racial purity† of the whites. Rebecca Latimer Felton, a women’s rights advocate and prohibitionist from Georgia, once claimed, â€Å"If it takes lynching to protect women’s dearest possession from drunken, ravening human beasts, then I say lynch a thousand a week if it becomes necessary† (Harrell, Gaustad, Boles, Griffith, Miller and Woods 537). Because of the institutionalized racism and violence that was associated with the â€Å"Jim Crow† system, blacks had no choice but to live with it for almost 80 years. In the process, they had to accept the erroneous belief that whites were superior to them. It did not matter whether or not they truly believed this premise – defying the whites in any form could cost them their jobs, properties or even their lives. Stetson Kennedy (1959/1990), author of The Jim Crow Guide, claimed that the â€Å"Jim Crow† system was based on the following rationalizations: First, whites were superior to blacks in all important ways. This superiority included, but was not limited to, intelligence, morality and civilized behavior. Second, sexual relations between blacks and whites would produce a mongrel that would destroy America. Simply put, intermarriage between the two races would â€Å"threaten† American racial â€Å"purity† (Schramm-Pate and Jeffries 158). Third, sexual relations between blacks and whites would produce a mongrel which would destroy America. Biracial individuals were another â€Å"threat† to American racial â€Å"purity† because they served as living reminders of how blacks â€Å"corrupted† the cultural homogeneity of the whites. Lastly, violence must be used to keep Blacks at the bottom of the racial hierarchy if necessary. Discrimination, imprisonment under false charges and even lynching were acceptable as long as these safeguarded whites from black â€Å"brutes† (Schramm-Pate and Jeffries 158). Kennedy (1959/1990) added that blacks had to observe these simple rules when conversing with whites: First, never assert or even intimate that a white person is telling a lie. Second, never impute dishonorable intentions to a white person. Third, never suggest that a white person is from an inferior class. Fourth, never lay claim to, or overly demonstrate, superior knowledge or intelligence. Fifth, never curse a white person (Schramm-Pate and Jeffries 157-158). Sixth, never laugh derisively at a white person. To do otherwise was to imply that he or she was of inferior character. Lastly, never comment upon the appearance of a white female. Such a gesture implied lust, which would eventually lead to rape (Schramm-Pate and Jeffries 157-158). In order to show how racism was deeply entrenched in American society at the time of the â€Å"Jim Crow† system, the Jim Crow Museum of Racist Memorabilia provided the following etiquette standards: A black male could not offer his hand (to shake hands) with a White man because it implied being socially equal. A black man was also not allowed to offer his hand or any other part of his body to a white woman, because he risked being accused of rape. Blacks and whites were not supposed to eat together. If blacks and whites did eat together, they must be kept separate from each other by some sort of partition and whites were to be served first (Schramm-Pate and Jeffries 158). Under no circumstance was a Black male to offer to light the cigarette of a White female. This was a gesture that implied intimacy. Blacks were not allowed to show public affection toward one another in public, especially kissing. The whites considered this intimation to be very offensive (Schramm-Pate and Jeffries 158). Blacks were introduced to whites, not the other way around. For example: â€Å"Mr. Peters (the white person), this is Charlie (the black person), that I spoke to you about. † Whites did not use courtesy titles of respect when referring to blacks (i. e. , Mr. , Mrs. , Miss, Sir or Ma’am). Instead, blacks were called by their first names (Schramm-Pate and Jeffries 158). Blacks, on the other hand, had to use courtesy titles when referring to whites. Blacks were never allowed to call whites by their first names. If a black person rode in a car driven by a white person, the former had to seat in the back seat or the back of the truck. White motorists had the right-of-way at all intersections (Schramm-Pate and Jeffries 158). By the beginning of the 20th century, the â€Å"Jim Crow† system had finally succeeded in its quest to implement racial segregation in the South. Intermarriages were strictly forbidden, while schools, trains, streetcars, hotels, barbershops, restaurants and theaters had signs that indicated whether or not they accommodated blacks (Hill and Jones 41). Black workers were excluded from high-paying jobs and unions and were instead confined to low-paying jobs, thus creating a cheap labor pool which could be exploited by white entrepreneurs. Akin to the period of slavery, the â€Å"Jim Crow† system created a status quo in which blacks were accorded a lowly status simply because they were an â€Å"inferior† race (Hill and Jones 42). In the early 20th century, education was probably the â€Å"Jim Crow† system’s most effective means of subjugating the blacks. Although public education was available to black children living in the South, the region had few effective schools. Many of the South’s black schoolchildren had no school buildings and met for class in churches, lodges, homes or barns, served by privies and without electricity – a trend which continued into the 1940s (Rose 251). Black teachers, meanwhile, had to make do with faulty castoffs from white schools (Rose 252). These conditions instilled in black children a lifelong aversion to learning. Indeed, what is the point of going to school when little can be learned there? It would be much better for the children to just stay home and help their parents in the cotton fields. Another possible factor behind their lack of motivation to stay in school is the hegemonic belief that whites are superior to blacks. Growing up, black children in the South were constantly taught by their elders to be subservient to whites (Rose 254). As a result, they would be discouraged in pursuing an education, because even a highly-educated black person would still be a â€Å"slave† in the eyes of the whites. But not all blacks opted to live with the â€Å"Jim Crow† system. Prior to the modern civil rights movement, many blacks have already protested against the â€Å"Jim Crow† system of domination. Frederick Douglass and Sojourner Truth, for instance, openly criticized racial segregation in public facilities in the North during and after the period of slavery. From 1900 to 1906, meanwhile, many blacks in most major cities of the South staged boycotts against racial segregation in streetcars (Hill and Jones 43). Even black women participated in the struggle for racial equality in the South. Black journalist and newspaper editor Ida B. Wells, for example, led major campaigns against lynching. During the last decade of the 19th century, many other black women formed local and national organizations that called for both the end of the â€Å"Jim Crow† system and for black women’s rights (Hill and Jones 43). Black women cannot be blamed for their extreme dedication to putting an end to the â€Å"Jim Crow† system. The latter had very detrimental effects on their political, economic and social status. Foremost among these negative upshots are the â€Å"Jezebel† and the â€Å"Matriarch stereotypes. The Jezebel image depicted black women as sexually promiscuous, lustful and immoral. Historians argue that the Jezebel caricature was formed in order to rationalize the rape and forced breeding of black women – black women deserved to be subjected to sexual atrocities because they were â€Å"immoral† (West 98). The â€Å"Matriarch† image, meanwhile, presented black women as self-sufficient and independent women who have taken over the leadership role of men in the family. Although this stereotype is a possible survival strategy, it is not without a darker side. The â€Å"Matriarch† caricature was a probable scapegoat to the problems hounding blacks, such as poor academic performance of black youths and high incarceration rates. Simply put, her unwillingness to conform to traditional female roles was blamed as the cause of lower moral values and poverty (West 99). Given these negative images that whites associated with black women at the height of the â€Å"Jim Crow† system, it should no longer come as a surprise if black women were politically, economically and socially marginalized during this period. Between 1900 and 1920, at least 2 million blacks migrated to the more industrialized North. Black women, however, were limited to domestic and agricultural work – mechanized steam laundries, meat slaughtering, packing houses and crab and peanut factories. By the 1930s, about 60% of employed black women were engaged in domestic work (Parker 47). During the Great Depression, black women in the South were excluded from many stable job opportunities offered by the New Deal. Although black women in the North fared better, employers perceived them as expendable members of the labor force. For one, they received smaller wages than their white counterparts. In addition, they were the first to be laid off when an enterprise closed down (Parker 47). The period from 1909 to 1910 is considered as a watershed in the fight against the â€Å"Jim Crow† system. It was during this time that one of the most important progressive black organizations, the National Association for the Advancement of Colored People (NAACP), was formed. The primary goal of the NAACP was to discredit the legality of â€Å"Jim Crow† laws and practices. Meanwhile, its official organ, The Crisis, edited by W. E. B. Du Bois, raised oppositional consciousness among blacks by challenging the ideology of white supremacy (Hill and Jones 43). The black protest movement became even more militant during the Great Depression. At the height of the latter, many black workers were either laid off from or denied work in favor of white workers. Those who were able to find work, on the other hand, were paid very low wages and were subjected to abysmal working conditions. Thus, many progressive black groups engaged in grassroots organizing in order to fight racism in the government, corporations and labor unions. Furthermore, the scope of black activism during the Great Depression was no longer confined to the South – even blacks from the North started to organize themselves as well (Jackson 6). At the start of the Great Depression, blacks were excluded from most trade unions in the American Federation of Labor (AFL). But in 1933 and 1934, the United Mine Workers and the International Ladies’ Garment Workers’ Union began to accept blacks into their respective folds. By 1935, the predominantly black Brotherhood of Sleeping Car Porters had already achieved recognition as a legitimate labor union. The Southern Tenant Farmers’ Union signed up thousands of blacks in the most antiunion parts of the South. The Congress of Industrial Organizations (CIO), which was formed in 1935 as a splinter group of the AFL, mobilized black workers in steel, automobile and meatpacking industries (Jackson 8). The issue of the â€Å"Jim Crow† system was temporarily set aside with the advent of World War II. Wartime labor demands gave black workers new employment opportunities, such as better wages, safe working conditions and security of tenure (Horton n. pag. ). With most white males fighting in the war, businesses had no choice but to tap into the country’s pool of black workers. As the country’s number of black workers was not enough for all of the nation’s enterprises, employers offered attractive compensation packages in order to attract as many employees as they could. But whatever optimism blacks had during the war were shattered with the arrival of the white soldiers. In the postwar era, blacks returned to their old status as second-class citizens. They were once again subjected to segregation and low-paying jobs. The prevalence of the â€Å"Jim Crow† system in the South forced at least 1. 5 million blacks to migrate to other parts of the US during the 1940s and the early 1950s (Horton n. pag. ). But the postwar era was likewise the period that was characterized with the demise of the â€Å"Jim Crow† system. The Supreme Court ruled in Brown v. Board of Education of Topeka (1954) that racially segregated facilities were unconstitutional because these violated the equal protection clause of the 14th Amendment of the Constitution (Jackson 530). The Supreme Court’s decision in Brown was an important victory for the anti-â€Å"Jim Crow† movement – the former nullified the â€Å"separate but equal† premise on which the ruling in Plessy was based (Fine 503). The blacks finally had a chance to attain equality with the whites that was based on actual integration with them. But the Supreme Court’s decision in Brown was met with violent reprisals from racist organizations. Many white Southerners staunchly defended the system of racial privilege and even used violence and intimidation in order to forestall change. Various racist and terrorist groups, such as the Ku Klux Klan (KKK) and the White Citizens’ Councils, resurfaced in order to spread fear among the populace. White politicians and other leaders, meanwhile, retaliated through very adamant statements of racist resistance. In the end, it was still the people who were at the losing end of this battle – public schools in Prince Edward County in central Virginia were kept closed for five years rather than undergo racial integration (Healey 226). The blacks, however, were already tired of living in fear. A seamstress named Rosa Parks was arrested and jailed in Montgomery, Alabama on December 1, 1955 after she refused to give up her seat in the city bus to a white male passenger. Her arrest and detention sparked the Montgomery Bus Boycott; a year-long boycott of the city’s bus lines that was led by the Reverend Martin Luther King, Jr. Dr. King later founded the Civil Rights Movement, a protest movement that fought racism through peaceful street demonstrations (Healey 226). Although its members experienced brutal repression and violence at the hands of the police and terrorist groups like the KKK, the Civil Rights Movement finally succeeded in putting an end to the â€Å"Jim Crow† system. In 1964, Congress passed the Civil Rights Act of 1964, a law which banned discrimination on the basis of race, color, religion, national origin or gender. This directive was applicable to all public facilities including parks, municipal swimming pools and businesses, as well as to any program that received federal aid. The Civil Rights Act of 1964 was soon followed by the Voting Rights Act of 1965, which banned practices that had been used to prevent blacks from registering to vote, such as literacy tests and whites-only primaries (Healey 227). The existence of the â€Å"Jim Crow† system is one of the most shameful periods in American history. Just because the blacks were regarded as an inferior race, certain laws were created in order to segregate them and discriminate against them in every aspect of political, economic and social life. Worse, the enforcement of these laws through violence was even encouraged. Although the blacks were supposedly equal to the whites, this equality existed as long as they did interact with each other. It would be fair to say, therefore, that the black protest movements against the â€Å"Jim Crow† system added credibility to the American value of egalitarianism. If not for the black activists who fought against racism, the said value would only be applicable to the whites even to this day. The US would have no right to parade itself as the bastion of democracy and human rights. After all, how can it say that it is a champion of democracy and human rights if racism was rampant in its own backyard? Works Cited Booker, Christopher Brian. â€Å"I Will Wear No Chain! † A Social History of African- American Males. Santa Barbara: Greenwood Publishing Group, 2000. Carlisle, Rodney P. , and J. Geoffrey Golson. Colonial America from the Settlement to the Revolution. Oxford: ABC-CLIO, 2006. Earle, Jonathan Halperin. The Routledge Atlas of African-American History. New York: Routledge, 2000. Fine, Michelle. â€Å"The Power of the Brown v. Board of Education Decision: Theorizing Threats to Sustainability. † American Psychologist September 2004: 59. Apollo Library. EBSCO. University of Phoenix Library. 12 April 2009 http://swtuop. museglobal. com/muse/servlet/MusePeer. Harrell, David Edwin, Edwin S. Gaustad, John B. Boles, Sally Foreman Griffith, Randall M. Miller, and Randall Bennett Woods. Unto a Good Land: A History of the American People, Volume 2: From 1865. Grand Rapids: Wm. B. Eerdmans Publishing, 2005. Healey, Joseph F. Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict and Change. 4th ed. London: Pine Forge Press, 2005. Hill, Herbert, and James E. Jones. Race in America: The Struggle for Equality. Madison: University of Wisconsin Press, 1993. Horton, Lois E. A History of the African American People: The History, Traditions Culture of African Americans. Detroit: Wayne State University Press, 1997. Jackson, Walter A. Gunnar Myrdal and Americas Conscience: Social Engineering and Racial Liberalism, 1938-1987. Chapel Hill: UNC Press, 1994. Jackson, John P. â€Å"The Scientific Attack on Brown v. Board of Education, 1954-1964. † American Psychologist September 2004: 59. Apollo Library. EBSCO. University of Phoenix Library. 11 April 2009 http://swtuop. museglobal. com/muse/servlet/MusePeer. Norgren, Jill, and Serena Nanda. American Cultural Pluralism and Law. 3rd ed. Santa Barbara: Greenwood Publishing Group, 2006. Parker, Patricia Sue. Race, Gender, and Leadership: Re-envisioning Organizational Leadership from the Perspectives of African American Women Executives. New York: Routledge, 2006. Rose, Anne C. â€Å"The Discovery of Southern Childhoods: Psychology and the Transformation of Schooling in the Jim Crow South. † History of Psychology 2007: 10. Apollo Library. EBSCO. University of Phoenix Library. 10 April 2009 http://swtuop.museglobal. com/muse/servlet/MusePeer. Schramm-Pate, Susan, and Rhonda Baynes Jeffries. Grappling with Diversity: Readings on Civil Rights Pedagogy and Critical Multiculturalism. London: SUNY Press, 2008. Schultz, Mark. The Rural Face of White Supremacy: Beyond Jim Crow. Champaign: University of Illinois Press, 2005. Sotiropoulos, Karen. Staging Race: Black Performers in Turn of the Century America. Cambridge: Harvard University Press, 2006. West, Caroline Marie. Violence in the Lives of Black Women: Battered, Black and Blue. New York: Haworth Press, 2003.

Salmonella And Common Food Poisoning Biology Essay

Salmonella And Common Food Poisoning Biology Essay Food poisoning is a common problem that affects millions of people in the United States and throughout the world. Food poisoning can cause distressing and sometimes life threatening problems in humans. People that have eaten contaminated food may be symptom-free or have symptoms ranging from intestinal discomfort to severe dehydration and bloody diarrhea. The following bacteria can cause food poisoning; Campylobacter, Shigella, E.Coli, and Salmonella. The Salmonella family contains over 2,300 serotypes of bacteria. A serotype is a group of microorganism, viruses, and cells classified together based on their cell surface antigens. Salmonella is a Gram-negative, rod-shaped, flagellated and motile bacterium. Salmonella is found in the gastrointestinal tract of fish, turtles, snakes, lizards, gerbils, hamsters, other rodents and humans. Infection can also be spread from person-to -person. Salmonellosis is a zoonotic disease that can spread from animals to humans. Salmonellosis can be spread by eating uncooked pork, chicken, beef, and fish. Salmonellosis can also be spread by eating contaminated food with Salmonella. Symptoms are bloody or watery diarrhea, stomach cramps, throwing-up, fever, head-ache, chills, sweats, fatigue, and a lack of appetite. If the infection is severe the individual might be given antibiotics. The risks of Salmonellosis are the loss of body fluids, dehydration, shock, and death. Remedies for Salmonellosis depe nd on symptoms. Remedies are antibiotics, rest, eating a bland diet, and drinking plenty of fluids. There are three high risk groups: infants, people above the age of 60, and people with compromised immune systems. Salmonella bacteria can also cause Typhoid Fever. Typhoid Fever can be cause by two types of Salmonella bacteria: Salmonella typhi bacteria and Salmonella paratyphi. Typhoid Fever is contracted by the ingestion of the Salmonella bacteria in contaminated food or water. Patients with acute illness can contaminate the surrounding water supply though stool. The stool contains high concentration bacteria. Patients can be classified as Long-Term Carriers if they have a mild infection and it go unrecognized. The bacteria replicates in the gallbladder, bile ducts, or liver and passes into the bowel. The bacteria can survive for weeks in water or dried sewage. Symptoms of Typhoid Fever are high temperature, chest discomfort, abdomen discomfort, headaches, lethargy, poor appetite, ad diarrhea. Typhoid Fever is determined through a stool culture. Typhoid Fever is treated with Antibiotics. There are several scientists doing research on the Salmonella bacteria. There are a series of experiments that are being conducted abroad the International Spaceship that may lead to vaccine against Salmonellosis from Salmonella bacteria. Scientists at the USDA Agricultural Research Service have developed a poultry vaccine for some strains of Salmonella in poultry. The study of how Salmonella contaminates powder infant formula has helped them to create quality assurance procedures, to help prevent contamination of Powder Infant Formula. Scientists are trying to use Salmonella as remedy for hypoxia to help the in treatment of cancer. There are a group of scientists in Morocco that did a study on food samples from Morocco to determine if the food they were eating contained Salmonella. There are a series of experiments that are being conducted abroad the International Space that may lead to vaccine against Salmonellosis from Salmonella bacteria. Dr. Cheryl Nickerson has produced studies that have shown that Salmonella becomes more virulent in weightlessness environment. Salmonellas virulence can be controlled like an on and off switch. NASA started these studies because they were concerned about their astronauts being more susceptible to food poisoning due to their weakened immune systems. Weakened immune systems are due to microgravity. Researchers discovered that microgravity changes Salmonella. The scientists can use this information from space on Earth because the environment inside the intestines is similar to the weightlessness in space. Another Scientist, Professor Timothy Hammond, is pursuing a vaccine based on the genetic changes seen in the space-borne bacteria. There are a series of experiments that are being conducted abroad the International Space that may lead to vaccine against Salmonellosis from Salmonella bacteria. (Klotz, 2009) Scientists at the USDA Agricultural Research Service developed a poultry vaccine to reduce the spread Salmonella enteritidis (S.enteritis) infection among flocks. S.enteritis is a serotype of Salmonella .This current epidemic is caused by egg-borne Salmonellosis. Egg-Borne Salmonellosis is caused to intact and disinfected grade A eggs because S.enteritidis infects the ovaries silently. This contaminates the hens eggs. The vaccine reduces shedding ten to forty percent more effectively than the three commercial vaccines that are currently being used. The vaccine reduces the amount of S.enteritidis that is located in the birds digestive tract that helps eliminate the pathogen shedding in the birds feces. The vaccine also eliminates the pathogen invasion of the birds internal organs. The vaccine is an experimental oil emulsion vaccine. This vaccine is different from commercial preparations because it increases specific levels of antibodies in the digestive tract which reduces the Salmone lla in the hens intestinal tract and prevents infection of eggs and disease of transmission. In this research study, the vaccine was administered to the birds subcutaneously in two doses four to six weeks apart before exposing the birds to S.enteritidis. Researchers performed strict measures to ensure that there are no other pathogens were present in the hens before and during the investigation. In the 1970s, meticulous procedures for cleaning and inspecting eggs were implemented to reduce Salmonellosis. Salmonellosis is caused by the external fecal contamination of egg shells. S.enteritidis became a public health concern in the 1980s. The pathogen invades poultry which can cause harm to the reproductive organs that can lead to contamination of the eggs. In the 1990s, scientists started to develop poultry vaccines against S.enteritidis. Currently, twenty-five million doses of S.enteritidis vaccine are used annually. (Smith, 2006) Powdered Infant Formula (PIF) is not a sterile product and may be contaminated with pathogens that can cause serious illness in infants (children aged

Physical Therapy Essay -- Physical Therapist Job Career Essays

Physical Therapy Physical therapists are members of a health care team, specially trained to improve movement and flinction, relieve pain, and expand movement potential. Through evaluation and individualized treatment programs, physical therapists can both treat existing problems and provide preventive health care for people with a variety of needs (Physical Therapy-Improving 1). Physical therapists are very knowledgeable and skillful concerning the human body. Physical therapy is a complex, but rewarding field to pursue as a career. Specialization, working conditions, job outlook, salaries, and education requirements need to be taken into consideration when contemplating a career as a physical therapist. Physical therapists can either specialize in specific areas, like paralysis or orthopedics, or they can treat a broad range of needs. Physical therapy is divided into three basic categories: acute care, neuro-rehab, and outpatient physical therapy. I am particularly interested in acute care, which involves treating patients in the hospital setting. Acute care involves treating patients following surgery, restoring patients' physical activity following an accident or illness, and helping patients to overcome disabilities. Teaching home exercises, preparing rehab programs, and explaining how to use assistive devices are the acute care therapist's main jobs. On the other hand, neuro-rehab physical therapists deal with patients who have long-term injuries, such as spinal cord injuries. Finally, outpatient physical therapists are usually self-employed and generally treat patients in the home. ("Information" 7) All three types of physical therapists perform the same general tasks. The goal of physical therapy is to help patien... ...1.htm. "1997 Graduate School Rankings, Physical Therapy." U.S. News _ Online. Internet. 8 April 1997. Available: http://www.usnews.com/usnews/edu/beyond/gphyther.htm. "Physical Therapist." The Princeton Review Guide to Your Career. Online. Internet. 8 April 1997. Available: http://cgi.review.com/careers/car_search_show.cfm?id=114#life. "Physical Therapists." California Occupational Guide Nurnber 117. Online. Internet. 8 April 1997. Available: http://www.calmis.cahwnet.gov/file/occguide/PHYSTHER.TXT. "The Physical Therapist: A Professional Profile." American Physical Therapy Association. Online. Internet. 8 April 1997. Available: http://www.apta.org/pt_prof/professionalprofile.html. Physical Therapy - Improving Movement and Function. San Bruno: Icrames, 1984. Physical Therapy in Iowa. Des Moines: Iowa Physical Therapy Association, 1991.

The Civil Rights Movement Essay -- peaceful protests, civil disobedien

The civil rights movement in the middle of the 20th century marked an important point in the changing of race relations in the United States. Prior to and during the civil rights movement, African-Americans faced legally sanctioned persecution and Jim Crow justice at the hands of white Americans. Peaceful protests and other methods of civil disobedience were often met with aggression and violence from whites. Although legally having the right to vote since the 19th century, many African-Americans were unable to practice their right. Poll taxes and often outright violence made exercising their right to vote difficult and dangerous. In 1961, Robert Parris Moses worked to register fellow African-Americans to vote, and he and his coworkers were met with much resistance from the white community. "Along with other SNCC workers who subsequently joined him and local blacks who supported them, Moses was harassed and beaten; he was jailed several times. The threat of violence discouraged most blacks from registering" (Albert, 69). In the result of Brown vs. the Board of Education, the Supreme Court ruled that segregation was unconstitutional. This decision reversed the previous decision in the case of Plessy vs. Ferguson, ruling in favor of the legality of the separation of races, as long as the facilities were equal. After the legal ending of segregation, one of the major focuses of African-Americans was to integrate schools. They wanted their children to benefit from the better facilities of the schools for white children. Unfortunately, the integration of schools was also met with resistance and violence from white communities. The experience of Fred Schuttlesworth, shown left, and his wife, while trying to enroll in a white high s... ... by local police departments. Even if the local police departments were forced into action, it is easy to imagine how few faced jail time suitable punishment when being tried in front of a jury of their white peers. Local police forces even encouraged vigilante justice by turning prisoners over after their release, another act for which participants were surely not held accountable. The violent stories that can be told of events during the civil rights movement illustrate the manner in which race, violence and crime combine, in a way that is difficult for many young Americans to relate with. Works Cited Albert, Peter J. and Ronald Hoffman Ed. We Shall Overcome: Martin Luther King, Jr. and the Black Freedom Struggle. New York: Da Capo Press,c. 1990 Branch, Taylor. Pillar of Fire: America in the King Years 1963 - 65. New York: Simon and Schuster. c. 1998.

The Ins and Outs of the Music Industry Essay -- Music

I propose that all unsigned rising artist should target the business side of the music industry to be successful in the entertainment business because it allows the artist to be taken seriously and make solid connections that can further his/her career. Learning the works of the music industry also enables a new artist to be further successful and profitable. Recent studies show that most new artists without professional representation and a business mindset have a slimmer chance in getting signed to major or independent labels (Lowry, 2011). Overall, the specific change needed is that unsigned artists should be concentrating on their careers as professionals and not amateurs, thus focusing on the ins and outs of the music business and how they can obtain success, generate profit, and endure longevity. Furthermore, learning the fundamentals of the music business is beneficial in many ways. If unsigned artist focused more attention on nurturing their talent to its highest potential, then their chance at reaching success would be greater. According to The Tipping Point, â€Å"The success of any kind of social epidemic is heavily dependent on the involvement of people with a particular and rare set of social gifts†. In other words, talents are needed and the only way to achieve that is if you work continuously hard. Moreover, if new artist become proficient in their talent along with hard work, then success becomes reachable and introduces the theory that, if an artist works hard then they are able to play hard. Studying this deeper, understand that as an artist, beginner or veteran, the idea for commercial success is to know your business. Realize that building a team is a number one priority; most new artist overlook this ... ...). Retrieved May 3, 2012, from About.com. Carmichael, G. (2009, may 12). The Tipping Point Part 4 and 5. Retrieved May 7, 2012, from examiner.com Dictionary.com. (n.d.). Retrieved May 6, 2012, from Itunes. Goldstein, J. (n.d.). Three Methods to Getting Openers and Supporting Slots. Retrieved May 6, 2012, from Music Biz Academy HONSBERGER, S. (2011, Janurary 19). 7 Tips For Maintaining Relationships In The Music Business. Retrieved May 7, 2012, from MusicThinkTank.com Jonny. (2008, September 24). iTunes finally opens up to unsigned acts. Retrieved may 6, 2012, from Distorted-Loop.com Kaufman, A. (2010, April 9). Pop & Hiss: The L.A Times Music Blog. Retrieved May 3, 2012. Kellie, N. (2011, February 15). Maintain a Career in Music. Retrieved May 7, 2012, from Jamplay.com Lowry, D. (2011, November 11). Why 99% of Indies Dont Get Signed. Retrieved May 02, 2012.

Social Effects of the American Revolution

The Patriots’ victory of the American Revolution changed the lives of the colonists. The effects of the Revolution were both positive and negative. Women were positively changed because of the American Revolution. They obtained more rights; property rights moved within reach. Women were granted more than they ever had. Women, like Abigail Adams, hoped to have men remember that they had talents and abilities beyond those of a housekeeper. In addition to women, the lives of slaves were affected by the Revolution. Because many slaves had enlisted in the Continental Army, slaves in the north were liberated; however, the south viewed slaves as a necessity to benefit the economy and were not so generous in freeing slaves. Slaves that served with the British left with them at the end of the war. Many slaves left America and journeyed to the British West Indies, Canada and Africa. Although the Revolution positively affected the lives of women and African Americans, there were negative consequences for Native Americans. Because the Proclamation Line was no longer valid, white settlers rushed into Native American territory. The flood of settlers induced conflicts with groups like the Cherokee and the Shawnee. Since many Native Americans had joined sides with the British in the Revolution, America claimed that the Native Americans had lost all their rights. Because of this, Native Americans were considered a â€Å"conquered† nation. The Native Americans didn’t have a representative at the Treaty of Paris and felt that they were not part of the ‘surrender’ agreement. The American Revolution drastically changed the lives of many. It positively affected women and African Americans, but it proved to be detrimental to the Native Americans.

Is Curleys wife a tragic figure? Essay

Throughout the book ‘Of Mice and Men’, Steinbeck portrays the character of Curley’s wife as unfortunate and a bit of an outcast. ‘Well you keep away from her, cause she’s a rattrap if ever I seen one’. But to what extent can she be regarded as a tragic character? The first time we hear about Curley’s wife, she is described as a ‘tart’ by another farm worker. This is because she is lonely so she hangs around the other farm workers wearing ‘red mules’ with ‘red ostrich feathers’ and ‘red finger nails’. Steinbeck uses the colour red to show she is dressing like a ‘tart’ because the colour red at the time was associated with prostitutes. ‘I ain’t never seen nobody like her’. The ranch hands, however, want nothing to do with her, so they ignore her, and so she becomes an outcast. ‘Curley’s wife can sure move quiet. I guess she’s had a lot of practice, though’. The reason they do not want to be seen with her is because she is married to Curley, a ‘pugnacious’ little man, who is very possessive. ‘†Have you seen a girl around here?† he demanded angrily’. The fact that Steinbeck never gave Curley’s wife a name other than ‘Curley’s wife’ is to show that she belongs to Curley. It shows her as his possession rather than a separate person. To get attention, she dresses up and hangs around the workers when Curley is not there. However, none of the farm workers want to fight with Curley, because he is the boss’ son and could get them fired. ‘She looked from one face to another, and they were all closed against her’. Curley’s wife seems unhappy in her marriage. ‘I don’t like Curley. He ain’t a nice fella’. He treats her badly, and even though he is married, he still goes to a ‘cathouse’, and she knows this ‘Think I don’t know where they al went? Even Curley!’ She also admits she is happy that Curley got ‘bust up’, because she resents Curley for the loneliness and for being ‘stick in that house alla time’. Curley’s wife has no children to keep her occupied or keep her company, and she has nothing to do with her time. Steinbeck uses language to show how frustrated she is at being unloved and unwanted. ‘Wha’s the matter with me?’. Even when she is dead she is unloved by Curley, who is more angry that someone â€Å"broke† HIS possession than the fact that his wife is dead. ‘I’ll kill the big son-of-a-bitch!’ Curley’s wife spends most of her time scheming ways to get attention and company from the other men. There are no other women on the ranch, and this is because men’s lifestyles at the time meant they were always travelling and never settled down and got married. This is why none of the other ranch workers have wives for her to talk to, and therefore no one else on the ranch understands her, or her situation. ‘Ranch with a bunch of guys on it ain’t no place for a girl, specially like her!’ Throughout the book, the reader does learn a little about Curley’s wife’s past, and about how a guy ‘who was in the pitchers’ said he was ‘gonna put [her] in the movies’ once he was back in Hollywood, and how she never received the letter. Curley’s wife says that she thought her ‘ol’ lady stole it’, and this shows the reader how naà ¯Ã‚ ¿Ã‚ ½ve and easily led she is, and also the reason she was so desperate to leave home, and why she married Curley. Even though Curley’s wife is so lonely and craving attention, she is still rude and has a short temper, and throughout most of the book is not liked by the reader. ‘ you keep your place then nigger. I could get you strung up on a tree so easily it ain’t even funny’. ‘She demanded, â€Å"You listenin’ to me?†Ã¢â‚¬Ëœ. When she is left alone with the ‘weak ones’ she treats them badly, as if she is taking out her frustration on them. ‘ Standin’ here talking to a bunch of bindle stiffs – a nigger, an’ a dum-dum an’ a lousy ol’ sheep, an’ liking it cause there ain’t nobody else!’ She is jealous that even though she counts them as the ‘weak ones’, some of them can talk to the other men, and are not all forced into the same solitary confinement that she is in. Steinbeck shows just how tragic this character is, by the fact that she has to take her anger out on people she herself counts as ‘weak’, and that is how bitter her lifestyle has made her. Finally once she has died, Steinbeck uses language to show just how tragic she is, even in death. ‘All the meanness and the planning and discontent and the ache for attention’ were all gone from her face. This extract gives us clues as to what Curley’s wife what thinking while she was alive, and how much of her life these things took up. It explains her behaviour and finally makes the reader feel sorry for her, because in the rest of the book this is difficult, despite her tragically horrible situation. I think that Curley’s wife is an incredibly tragic character. The fact that she was so desperate to escape from home that she married Curley, and she was so naà ¯Ã‚ ¿Ã‚ ½ve and had no one to tell her and advise her that it was such a bad idea. Also she had no purpose in life, no one to talk to, or to love and treat her well, that she turned so sour and bitter that she ruined the few moment s of company that she could snatch at. Even the fact she is not loved and wanted by the reader and is seen as ‘trouble’. The only time her worries and problems are over is in death! These are all reasons to show to the high extent that Curley’s wife was shown to be a tragic character.

John Locke: Property Rights Essay

Perhaps one of, if not the, most historically influential political thinkers of the western world was John Locke. John Locke, the man who initiated what is now known as British Empiricism, is also considered highly influential in establishing grounds, theoretically at least, for the constitution of the United States of America. The basis for understanding Locke is that he sees all people as having natural God given rights. As God’s creations, this denotes a certain equality, at least in an abstract sense. This religious back drop acts as a the foundation for all of Locke’s theories, including his theories of individuality, private property, and the state. The reader will be shown how and why people have a natural right to property and the impact this has on the sovereign, as well as the extent of this impact. Locke was a micro based ideologist. He believed that humans were autonomous individuals who, although lived in a social setting, could not be articulated as a herd or social animal. Locke believed person to stand for, â€Å"†¦a thinking, intelligent being, that has reason and reflection, and can consider itself as itself, the same thinking thing in different times and places, which it only does by that consciousness which is inseparable from thinking. † This ability to reflect, think, and reason intelligibly is one of the many gifts from God and is that gift which separates us from the realm of the beast. The ability to reason and reflect, although universal, acts as an explanation for individuality. All reason and reflection is based on personal experience and reference. Personal experience must be completely individual as no one can experience anything quite the same as another. This leads to determining why Locke theorized that all humans, speaking patriarchially with respect to the time â€Å"why all men,† have a natural right to property. Every man is a creation of God’s, and as such is endowed with certain individual abilities and characteristics as gifts from God. Not being able to know God’s exact wishes for man, Locke believed that all men have an obligation to develop and caress these gifts. In essence, each man was in charge of his own body and what was done with his body. Of course, for Locke, each man would do the reasonable thing and develop his natural skills and potentials to the best of his abilities, in the service of God. The belief in God given abilities and the obligations that follow are not totally deterministic. Man, endowed with reason, could choose not to develop these abilities. Having the ability to choose the development of his potential, each man is responsible for that potential and consequently is responsible for his own body. The development, or lack therein, is a consequence of individual motivation and is manifested through labor. In keeping with the theory of one’s body is one’s own, a man’s property can be explained in terms of the quantifying forces of his labors. Physical labor or exercisation of his mind, to produce fruits for this person’s labor, is then his own property. Locke believed that one did not need the consent of a sovereign, as far as property was concerned, because it is the melding of labor and nature that makes anything owned. Yolton articulates this when he states, â€Å"(b)y mixing my work, my energy with some object, (nature), I particulise that object, it’s commonness becomes particular† Locke believed that as long as there was plenty for others, consent was pointless, irrelevant and would merely be an overzealous exercision of power. Pointless because as long as there was more for others in the common store, one was not infringing on another’s natural rights. Irrelevant because property production or the use of labor was completely individualistic and one should not be able to control another’s labor as it is an infringement on their natural rights. There are however limits, as far as property and labor are concerned. One limit is that of non destruction. God did not create anything for man to destroy. The amount produced by any man should be kept in check by his level of destruction. For example, there is a big difference between the cutting of one or a few trees and the harvesting of an entire forest. Yolton explicates this by stating that, â€Å"†¦ specific rights comes in conjunction with this restriction. Since ? Nothing was made by God for Man to spoil or destroy,’ the property making function of man’s activities ought to be curbed at the point of spoilage. If my acquisition spoils, I offend against the law of nature, since I have, in the beginning, ? no Right, further than’ my use. What is useful and is used has value and the person who uses them a right to them. The same rules are cited for land as for the produce of land. † The making of currency as an unspoilable property and medium for exchange seems to have by-passed this limit all together. Inequality becomes rampant and as such an authority is needed to protect a man’s property and the social peace. With the advent of money as unspoilable property, certain inequalities amongst men would develop. Those with less start to feel cheated and used. This is very dangerous for those with more, because with these inequalities, comes the danger of theft, or injury to property or body. It is for this reason that people enter into a social contract and appoint a soveriegn. The sovereign has the ability to protect those whose property is in danger, and will do so through the passing and enforcing of laws. In this way not only is a man’s property protected, but a state of peace is maintained as well. Locke not only believed in one individual’s right to property, but every individual’s right to property. Since every person is a creation of God’s, and it must be God’s wish that we serve him through the abilities that he’s given us, to interfere with a man and his labor, or the consequence of his labor, that is, his property, would be to interfere with God’s wishes. It is here that we begin to see the limits of men as well as the limits of the soveriegn. After all, how anyone interfere with the wishes of God? Locke believed that the power for social control must come from the sovereign. This sovereign is responsible to the will of the people, but has a protective authority, governing both over land and people. Locke believed that if a body of people, that is a community of people, chose to live and interrelate amongst each other, they must choose to live by a greater force, that is they must enter into a social contract. This force was the power of the majority manifested through the creation of a sovereign. Problems can arise, when individuals cannot agree. For this reason there must be a ruler and government to decide disagreements, make and enforce laws, and govern man. The enforcement of rules is not as absolute as it may sound. Even with the existence of a limited monarchy, man retains his individual and God given rights. As such, the sovereign, had no right to acquire or take away the property of another. If he did so he would be going against, God, the people, and all that is natural. The extent of the services of the existing sovereign is to govern over, protect, and enforce the laws of the people. Locke believed that the role of the sovereign and his authority is in serving the people and that there must not be parental, that is absolute authority. Yolton explains this like so, â€Å"If royal authority is derived from parental authority †¦ there would be as many kings as fathers†¦ from parental power it necessarily follows either that that all fathers have royal authority – in which case a contradiction arises – no one has royal authority. † In this way Locke is seen as a man who wants to limit the power of the sovereign over the individual. Locke believed that the sovereign, created out of the need for the protection of individual rights, that is, out of the need for protection of the privacy of property, could not manifest itself publicly through excessive social control. Perhaps Locke’s idea is better explained this way. â€Å"From privacy of possession, publicity of sovereignty does not follow†¦ `no Man could ever have a just Power over the life of another, by Right of property in Land or possessions'† This, of course, would include the man of sovereignty and the men of government. Property sets the limit of sovereignty, in that no man has just power over another or another’s property. This right comes directly from God, because it is a God given right that a man should gain property through labor. This also sets the tone of the role of government, that of servitude instead of command. Locke believed that civil society existed to free individuals from the insecurity of the state of nature. He thought that men united voluntarily in a concerted effort of preserving and protecting life, liberty, and estate. Here again we see the importance of property. Government within limits can work beneficially for all of man kind. This means that a sovereign would be necessary for the preservation of lives, the promotion of freedom, and the protection of estate. Locke is quite adamant about the preservation of individual freedom which Aaron describes as â€Å"need(ing) to be jealously preserved. † This right to the property produced through labor is an inalienable right that each and every individual has. Even the soveriegn has no right to interfere with or take away a man’s property. This is the true limit of any man or governing body. Locke favored a limited monarchy. This is an elected legislative assembly and a monarch that have the power to direct the commonwealth to preserve the community and it’s members and their rights. Locke believed that people were the absolute sovereign, and that if the appointed sovereign abused his authority the people would have the right to dissolve the government. This right of the people reinforces the limitations of the sovereign, while enforcing the accountability of the sovereign. It is in this sense that the community or the aggregation of individuality, retains power over the sovereign and in essence limits it’s power. This is the extent of the limitation of authority of the sovereign. The sovereign is a servant of the people, that has limited power only as long as the majority allows it to have power. It was Locke’s intent that the state was made for the individual and that the sovereign be used as a protective instrument for the good of the individual. Locke’s ideas of property are based on God given rights. Each person has been given a body, with certain abilities and potentials, to use by God. The use of this body is called labor and its product is called property. Since everyone has a body and a level of potential everyone is capable of producing property. The purpose of the sovereign is to protect the individuals right to property and their property. The sovereign is limited in it’s power and authority and does not have the right to take or interfere with any man’s property, since to do so would be an interference with the right’s of man as given by God. It was Locke’s hope that with such an ideology behind a people and their government that they might attain and retain Locke’s version of the good life, that is life, liberty, and most importantly estate. Bibliography: Aaron, Richard, John Locke, Oxford University Press, Toronto, 1963. Bowie, James, Twenty Questions: An Introduction to Philosophy, MacMillan Publishing, New York, 1964. Locke, John, An Essay Concerning Human Understanding, Oxford University Press, London, 1975. Magill, Frank, Masterpieces of World Philosophy, Harper and Row, New York, 1961. O’Connor, D. J. , John Locke, Pelican Books, London, 1952. Squadrito, Kathleen, Locke’s Theory of Sensitive Knowledge, University Press of America, Washington, 1978. Yolton, J. W. , Locke and the Compass of Human Understanding, Cambridge University Press, Cambridge, 1970.