Saturday, January 18, 2020
A Terrible Thunder: The Story of the New Orleans Sniper Essay
On New Year’s Eve, in the city of New Orleans, in the year 1972, a sniper was hidden in the shadows. He is alone, with anger and hate fueling his tiny body he went on for many days to try to kill as many police officers as he could. The drama ended one week later when hundreds of police armed to the teeth and with the aid of a Marine Corps assault chopper descended on a burning building to battle with the lone sniper.            This paper will look into the cause of such a violent outburst, of the senseless killing of innocent lives. And how it has gone out of control for the one of the victims in that infamous day of shooting was a black man just like the shooter somewhere above, in a building, hidden from view. Colored Puberty is the age where many young boys find themselves in a suspended animation in trying to discover their identity. To some it is a crisis stage and to many it is a turning point in their lives. In some cases though teenagers going through this phase are well adjusted and have a pleasant experience during this transition from childhood to adulthood. Most probably they live in a good home where their parents where able to shelter them from the evil world outside. But when it is time to go to college or when it is time to move out of the home to find employment, it is this period when the young man and woman gets the surprise of their lives. Mark James Essex had a similar experience when he left the protective confines of his hometown in Kansas. He joined the U.S. Navy in what is perhaps his ticket out of obscurity and poverty. He was able to accomplish one his objectives for in a way he became famous. But not for being rich and doing something worth emulating – he went down the annals of criminal history in one of the bloodiest day of gun related violence. All of these had its beginning when he went left home and an ominous sign of what is coming can be seen in one of his letters where he described his disappointment over what he had witnessed in the workplace and with deep sadness he wrote that the Navy, â€Å"†¦is not like I thought it would be, not like in Emporia. Blacks have trouble getting along here†(p. 15). His sadness was compounded by the resignation expressed by other fellow black enlisted personnel, who said that, â€Å"†¦it is just the way it is†(p. 15). When he went to his supervisor to complain about the racial slur and the discrimination that is going on like a plague on the base what he got was a gentle but confusing advice which is in essence to ignore the problem and channel his energies to do something really important – like finishing college through a Navy scholarship perhaps – and therefore increase his status. This kind of remarks confirmed in his mind that â€Å"†¦blacks were second-class citizens in the Navy, and it was hard for him to understand why no one seemed wiling to change things†(p.15). Mark James Essex witnessed a terrible crime. It is not something that could be brought in the court of law (at least in the 1970s) but it is something so offensive that an assault is a welcome alternative rather than the humiliation of a fellow human being from another. To be treated like an unclean animal is far worse than being hit in the nose with a straight punch. Moreover, the only excuse for such evil deed is the color of their skin. They have the same design, structure, and ability to feel and understand. The only difference is the way nature chose to color their skin and for M. J. Essex this is purely unacceptable. Fanning the Flames            There is a context to everything. M. J. Essex did not just turned into a monster overnight. His heart and mind received a continuous feeding of hate and discrimination although it was given to him passively. In the book Peter Hernon discovered that M. J. Essex’ father urged him to go to the Navy hoping that there is less prejudice there. His father served in the Army in World War II and he recounted that, â€Å"†¦they would send us down to Mississippi to train with wooden sticks†and recalled bitterly, â€Å"Now why would they send a black man from Kansas or anywhere in the Midwest to Mississippi without any way to protect himself†(p. 26).            A Reverend named W. A. Chambers told a similar story to the Essex family. He narrated a tale filled with the confusion and sadness accompanying discrimination and he said, â€Å"Negroes were forced to lock their weapons up at night while the whites were allowed to keep theirs in the barracks†(p. 26).            One could just imagine what was happening to the mind of the young M. J. Essex whose great hopes of a great America was crushed when he encountered the same sick thing that his parents had encountered three decades ago. These stories no doubt added fuel to the smoldering flame of hate and anger.            What is needed now is an outlet to spew it out or it would surely ruin him inside. There is a great need to express the pent-up emotions and nature dictates that when pressure is building up then an explosion is imminent unless something happens in a way of releasing that pressure. Many like minded men had found solace, inspiration, and the letting go of dangerous build-up in the heart and mind by joining non-violent protests. The Civil Rights Movement under Martin Luther King, Jr. patterned perhaps from another model of non-violent movement such as that of Mahatma Gandhi who successfully overthrew an oppressive government without firing a single shot.            On the other hand there are other groups who could not wait with older men in the hope of finding equality in their lifetime. Besides, both Martin Luther King, Jr. and Mahatma Gandhi died from bullet wounds. Is it not wise to give their enemies a dose of their own medicine? Fire against fire seems to be their motto and they were intent to make their presence known. J. Essex was caught up in the spirit of the times. In the dark times of his struggling with discrimination he came across literature concerning the Black Panther Party, a group who does not believe in the saying that the meek will inherit the earth. They would rather believe the opposite, and that is the violent will take what they deserve by force.            For a young man with a military heritage – even if it was not an impressive one, his dad went to served in WWII – and his limited experience with the U.S. Armed Forces the proposition by the Black Panthers to take up arms is so much enticing for an angry young man longing for adventure and a chance to right what is wrong. Trigger            The context was established in the last few pages. The anger and restlessness did not come out from a vacuum. There is a history involved here that was traced to the bitter experience of M.J. Essex’ Dad in the U.S. Army.            Now, the spark that ignited the powder keg of emotions came from two related sources. The first one occurred just after boot camp when he was humiliated in an enlisted men’s club, â€Å"A white boy showed him what to do, how they had to get ice in another room next to the bar. The white went in and got the ice without asking permission†(p.26). The second one is the fight with a man named Robert X. This guy, for no apparent reason could not go along with black people. His insecurity ran so deep that in the opening chapter of the book he was described to hate even the why black people walk. He is offended that the Negro race seemed to be happy and contented. Maybe he wanted them always suffering and cowed like slaves in plantations long gone.            The third source is from the systematic way the Navy seemed to show its prejudice against him. An example is how his (M. J. Essex’ car) was being searched. It was deliberate and took sometimes half an hour to fully inspect his ride, something that would piss off any person irregardless of race and gender.            All in all, â€Å"†¦what really burned Essex up was the riding he got from petty officers and other officers. They would write him up for the smallest infraction†¦Ã¢â‚¬ (p. 26). The last straw that broke the camel’s back was the terrible experience in the court-martial for he was dishonorably discharged from the Navy. At seven forty-five on the morning of October 19, 1970, M. J. Essex went AWOL. He was transformed overnight from a fun loving a guy who has nary a care in the world to someone constantly brooding, â€Å"†¦to think about what a black man has to do to survive†(p. 42). Conclusion            The Negro race has suffered many injustices from the time that they were captured and sold as slaves many centuries ago. It was such a perplexing tale of man dominating not the beasts of the earth and all the things that contain in it but fellow humans. What is more perplexing though is the slow process of emancipation, from removing them from the fields and into a real liberation where they will be considered as equals among men.            The age of Reason has come and the Industrial revolution has ushered in a new way of understanding the world and social classes. Freedom was exploding like a beautiful rainbow in the minds and hearts of people around the world. After World War II that idea of independence and the importance of a single person could never be denied. Everyone enjoyed this privilege, all except the Negro race that had to suffer discrimination in the land of the free, in one of the most advance industrialized nation in the world, in the home of the brave the United States of America. There were only a few who went to fight for their rights. The spirit of the Negro was suppressed so it is understandable why they could not easily voice out their views. The white people who were not blind to such wickedness, they are the ones who should fight in their behalf yet many perpetuated the myth that the white race is superior over the blacks. The marc to freedom was a slow process, a procedure that sometimes get to be expedited by men of will and character. These few good men would cross the line and join their Negro brothers although society forbade him to do so. They were indefatigable in their fight to achieve racial equality in American society.            But some black folks could not wait for their great white savior. They cannot even hold out for long with the likes of fellow blacks like Martin Luther King, Jr. A few would like to speed up the Civil Rights Movement a little bit and put it in the fast track. Into these ranks of violent persuaders one can find the names Huey Newton and Bobby Seale and their infamous Black Panther Party established in 1967. Their methods may be crude and their language may be vulgar, but it is enough to create a spark in the mind of a young black man whose back was pushed against the wall and every fiber of his being demanding for justice. Sometimes these feelings have to find an outlet or else it would be unbearable to live.            Many in the Civil Rights Movement were fortunate to get in touch with someone like a Martin Luther King, Jr. who proposed a serious expression of their discontent. Through rallies and demonstrations they were able to voice out the pain that is inside them and it was a good form of release. But others chose another path, more deadly more sinister – it is to kill innocent people.            Another clue as to why Mark James Essex would go down the road to perdition can be seen from the remarks of her mother that was picked up by the author, â€Å"Still, keenly aware of how white society dealt with rebellious blacks and afraid her son might be branded a misfit and possibly wind up in jail, she urged moderation†¦Ã¢â‚¬ (p. 44) This clearly shows that black people have a very negative view of white dominated society. By her mother’s statements it was clear that he can find no way out of the dark tunnel he is in. On both sides of the exit are white people waiting to pounce on him. There is no way out except with guns blazing and dying with a glorious death just like what the Black Panthers are advocating.            It must be made clear that part of the context of the story of the sniper from New Orleans is the fact that he needed the ideological persuasion of the Black Panthers in order to move from anger, to extreme hatred of whites and then finally to kill in cold blood. Mark James Essex had the misfortune of joining the Black Panthers in a time when they too were desperate and are too eager to end their campaign in a spectacular display of bravado and recklessness. Sound of Thunder            The first casualty was Cadet Alfred Harrell, 19 years old, newly married and do not have any kind of relationship with Mark James Essex. The second casualty was Edwin Hosli, 27 years old and married. He too does not know Mark James Essex. These two facts are very significant because it outlines the problem of racial discrimination showing another disturbing facet on how man erroneously sees race and inequality. Many have fought this wrong thinking head on with bravery and wisdom. Men have died as martyrs who offered their blood as payment to stop further violence and prejudice towards blacks. Others have the same goal but with a different method of accomplishing their objectives.            By killing Harrell, Hosli and the other victims of Mark James Essex shooting spree, the sniper has clearly shown which side he belongs. He did not deserve to be honored like the other Negro freedom fighters for what he did is nowhere near honorable. He did not sacrifice himself instead he was just looking for an opportunity to vent out his anger and in the end hoping to feel much better. He did not deal with his personal issues and instead allowed his problems to take control of him. Take a look at the facts and it will be made clear that Mark James Essex the killer sniper has become more terrible and more despicable than the racist people he had come to hate.            By comparison those who disrespect blacks, make fun of them, humiliate them in front of others – though they are very much wrong – thy are much better than Mark Essex because they did not take life. The humiliated person can always bounce back, the man insulted can always choose to behave as if nothing happened. The dead man cannot do anything. Officers Harrel and Hosli was not even given the chance to hear Essex side of the story. If these police officers harassed Essex then his crime will be understood but killing someone unknown to the assailant, not having any other motive rather than hate is certainly sick.            By doing what he did, Mark James Essex is not helping a bit. His spent cartridges provide ammunition to his enemies and fuel their rhetoric that blacks indeed are curse sub-species of the human race. Instead of helping to push forward the issue of equality, Mark James Essex pushed it a couple of years backward. He never profited from his actions he only brought his parents to the grave with deep anguish and heartbreak it was a product of his selfishness. His actions should not be emulated by any black or white person facing incredible odds.
Friday, January 10, 2020
Nursing and Reflective Practice Essay
â€Å"Reflection is not just a thoughtful practice, but a learning experience†. (Jarvis 1992) This is a reflection on an incident that occurred during a shift on the labour ward. I have chosen Gibbs model of reflection (1988) to guide my reflective process. (Gibbs 1998) (Appendix I). Gibbs model (1998) goes through six important points to aid the reflective process, including description of incident, feelings, evaluation, analysis, conclusion and finally action plan. The advantage of Gibbs’s six-stage model is that it allows you to learn from experiences and make changes for your future practice. Description The incident involves the administration of a wrong opiate drug to a postnatal patient. The incident occurred whilst checking and administering a controlled drug. The drug error was discovered by the co-ordinator at the end of the day shift. During the daily checking of the controlled drugs, the co-ordinator and another midwife, found a discrepancy with the number of Diamorphine 10mg and Morphine 10mg ampoules, there being one too many Morphine 10mg ampoules and one too few of the Diamorphine 10mg ampoules. Myself, as the midwife checking the drug, along with the midwife who administered the Diamorphine to her patient, were the only midwives to have administered a controlled drug on the shift. The drugs were correct on the previous daily check. Feelings On being informed of the error my initial feelings were of disbelief and horror. I was confused; two midwives had checked the drug and neither of us noted the mistake. I felt very upset and embarrassed that I had made this mistake, since qualifying as a midwife I have never made such an error. When the error was highlighted I instantly remembered checking Diamorphine and mixing the drug with 2mls of water for injections, I remembered talking to the other midwife concerned about personal affairs. I felt ashamed that I had allowed myself be distracted during such an important task. I was very angry that I had allowed myself to become complacent about drug administration. The Code States that midwives shall, â€Å"provide a high standard of practice and care at all times†, (NMC 2008), I felt that I had not only failed the patient but the profession too. I started to worry about the potential effects to the patient concerned. The Standards for Medicine Management, (NMC 2010), states â€Å" as a registrant, if you make an error you must take any action to prevent any potential harm to the patient†. The patient had suffered no real harm as a result of the dug error and she was recovering well post-operatively. Evaluation The main advantage regarding this incident is that the patient concerned came to no serious harm. Personally, I feel that I have learnt from the experience, thus enhancing my clinical practice. Gladstone (1995) agrees that planning problem solving strategies and accepting responsibility is found to lead to positive changes. This incident has highlighted the need for vigilance at all times. I have changed my practice to avoid drug errors occurring in the future, I am aware not to be complacent with drug administration. I will never let this or any other incident occur due to lack of concentration again in my practice. Analysis Drug administration is one of the highest risk areas of nursing practice and a matter of considerable concern for both managers and practitioners (Gladstone 1995). Consequently, detailed and comprehensive procedures and standards exist, thus ensuring safe, legal and effective practice, for example of the Medicines Act (1968) and NMC’s Guidelines for the Administration of Medicines (2007). The Consumer Protection Act 1987 and Medicines Act 1968 require that to administer medication, the practitioner has to ensure that the right medication is given, to the right patient, at the right time, in the right form of the drug, at the right dose and right route. Nursing & Midwifery Council’s Code of Professional Conduct (2004) emphasises the administration of medication is an area of concern for public safety, and generally follow the principles laid down by law. The NMC also publish the appropriate guidelines for nurses on the administration of medicines (NMC 2004). The Standards for Medicine Management (NMC 2010) states that I am â€Å"accountable for your actions and omissions†. This incident has highlighted the need for vigilance at all times. Rule 7 of the Midwives Rules and Standards (NMC2004), states that â€Å"A practising midwife shall only supply and administer those medicines, including analgesics, in respect of which she has received appropriate training as to us, dosage and method of administration†. Although the local policy and procedures were followed, it seems that unintentionally the incorrect drug was administered. As a registered midwife I am up to date with all training, I have never before in my practice made a drug error. Research studies demonstrate that many drug errors within clinical practice occur as a result of distractions on the ward, illegible writing or because nurses failed to check the patient’s name-band (Gladstone 1996). The incident discussed demonstrates how easily practitioners can become distracted when checking and administrating drugs. With regard to reporting drug errors, (Webster and Anderson 2002) found that several areas of concern emerged, including nurses’ confusion regarding the definition of drug errors and the appropriate actions to take when they occurred. Nurses also reported their fear of disciplinary action and the loss of their clinical confidence. The Guidelines for the Administration of Medicine by the Nursing and Midwifery Council advises that an open culture exists in order to encourage the immediate reporting of errors or incidents in the administration of medicines. It also advises that nurses who have been made the subject of local disciplinary action, has discouraged the reporting of incidents which is detrimental to patients. Furthermore, all errors and incidents have a thorough investigation at local level, taking into account the full context of the circumstances, which requires sensitivity (NMC 2004). To learn from our mistakes, Williams (1996) believes we first need to acknowledge that we have made them. As mistakes in a professional capacity do happen, these mistakes need to be used as a learning experience to reflect upon and to therefore avoid them from happening again. Conclusion As discussed previously, the administration of medicines is a vital part of the midwives role. Drug error is costly in terms of increased hospital stay, resources consumed and patient harm (Webster and Anderson 2002). A study by Kapborg (1999) showed that the most common errors among nurses were administration of the wrong drug and levels of drugs administered exceeding the prescribed ones. Action Plan From my experiences of the incident, I have learnt a valuable lesson. I no longer allow myself to be distracted from other members of staff, patients or relatives when I am in the process of administering medication. During this time I only have discussions with the patient to whom which I am given them their medication. I realise the seriousness of my error and I have since read literature to educate myself, the important of not repeating the same mistake again. My reflective practice has encompassed critical analysis of my self-awareness. Through this process, I have been able to learn from my mistake. The drug error incident has been a learning curve and I now feel that I have improved my practice and became a better midwife, thus improving patient care. REFERENCE LIST Alderman, C. (1999). The drug error nightmare. Nursing Standard. Vol.11(25) pp.24-25. Atkins S., Murphy K. (1993). Reflection: a review of the literature. Journal of Advanced Nursing. Vol.18. pp.1188-1192. Armitage, G. and Knapman, H. (2003). Adverse events in drug administration. Journal of Nurse Management. Vol.11(2). pp.130-140. Benner, P. (1982). From novice to expert. American Journal of Nursing. Vol.82. pp. 402-407. Boud, D., Keogh, R. and Walker, D. (1985). Reflection: Turning Experience into Learning. London: Kegan Press. Clarke, M. (1994). Action and reflection: practice and theory in nursing. Journal of Advanced Nursing. Vol.11. pp.3-11. Department of Health. (2004). Building a Safer NHS for Patients: Improving Medication Safety. London: Department of Health. Dzik-Jurasz, D. (2001). A development programme for nurses. Nursing Times. Vol. 97. pp. 14. Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford: Oxford Polytechnic. Goff, A. (1995). Reflective practice – what is it? A Literature review. British Journal of Nursing. Vol. 11. pp.24-29. Gladstone, J. (1995). Drug administration errors: a study into factors underlying the occurrence and reporting of drug errors in a district general hospital. Journal of Advanced Nursing. Vol. 22. pp. 628-37. Gladstone, J. (1996). Discipline fears mean drug errors are going unreported. Nursing Standard. Vol.10(2) pp. 4-10. Griffith, R. (2003). Administration of medicines part 1: the law and nursing. Nursing Standard. Vol.18(2) pp.47-54. Hainsworth, T. (2004). Improving medication safety. Nursing Times. Vol.100. p.7. Hibberd, J.M. and Norris, J. (1992). Striving for safety; experiences of nurses in a hospi tal under siege. Journal of Advanced Nursing. Vol.17. pp.487-495. James, C. and Clarke, B. (1994). Reflection practice and nursing: issues and implications for nurses today. Nurse Education Today. Vol 14. pp.82-90. Jarvis, P. (1992). Reflective practice and nursing. Nurse Education Today. Vol.12. pp174.181. Jasper, M. (2003). Beginning reflective practice: foundation in nursing and health care. Nelson Thornes: Cheltenham. Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing Vol. 22 pp. 226-234. Kapborg, I. (1999) The nurse’s role in drug handling within municipal health and medical care. Journal of Advanced Nursing. Vol.30 p.950. Mayne, W., Jooton, D., Young, B., Marland, G., Harris, M., Lyttle, C.P. (2004) Enabling students to develop confidence in basic clinical skills. Nursing Times. Vol. 100(24) pp. 36-39. McNulty, L. (1999). Time to learn lessons from drug errors. Nursing Standard . Vol. 13(16) pp. 6-12. Newell, R. (1992). Anxiety, accuracy and reflection: the limits of professional development. Journal of Advanced Nursing. Vol.17. pp. 1326-1333 Newell, R. (1994). Reflective practice: an art and science. Nurse Education Today. Vol. 14 pp. 79-81. Nursing and Midwifery Council. (2004). Code of Professional Conduct. London: NMC. Nursing and Midwifery Council. (2004). Guidelines for the administration of medicines. London: NMC. Oborne, C.A., Burgess, V., Cavell, G., Colwill, S., Williams, R. (2002). Annonymous reporting of drug-related errors: application of a modified secondary care model in a community pharmacy setting. The Pharmaceutical Journal. Vol.268. pp. 101-103. O’Shea, E. (1999). Factors contributing to medical errors – a literature review. Journal of Clinical Nursing. Vol.8 p.496. Royal College of Nursing. (2006). Majority of drug errors made by nurses. Nursing Standard. Vol.20(30) p.10. Shephard, M. (2002). Medicines. Nursing Times. Vol. 98(16). pp.45-48. Smith, A. (2005). Reflective practice: a meaningful task for students. Nursing Standard. Vol.19(26) pp.33-37. Sprengel, A. (2004). Reducing Student Anxiety by Using Clinical Peer Mentoring With Beginning Nursing Students. Nurse Education Today. Vol.29(6) pp.246-250. Webster, C. S. and Anderson, D. J. (2002). A practical guide to the implementation of an effective incident reporting scheme to reduce medication error on the hospital ward. International Journal of Nursing Practice. Vol.8 p.176. White, C. (2000). Dummy run. Nursing Times Vol. 96(13) pp. 28-30. Wilkinson, J. (1996). Definiti on of reflective practice. (17th Edition). Edinburgh, Churchill Livingstone.
Thursday, January 2, 2020
What I Learned During Class - 915 Words
A Summary of What I learned in Class Before taking this class I had very little knowledge and experience, and through that I did not know how to perceive people with disabilities other than what I saw with my eyes, which was their disability first. The truth is children and people with disabilities are everyday heroes. They have every day struggles and challenges that most of us do not have, they have to push and fight to do every day tasks that we can do without struggling and having to push ourselves, and they see the world differently in ways that we are not capable of doing so. They can love more, and are fighters in everyday life. We can learn so much from them if we choose to look and see past their disability because truth is, that is not what defines them as a person. I have learned so much from lectures and discussions in class, the documentaries shown, my textbook, visuals, and presentations. Here are a few things that stood out to me while taking this course. 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Wednesday, December 25, 2019
Impact Of The Enlightenment And The French Revolution
In the 18th centurty, people in North America and Europe were revolting against the common enemy, the Kingdom of Great Britain. There were two wars, The Revolutionay War, and The French Revolution. Both of these wars were influenced by the enlightenment, but what were the philosophies of each war, and what happened at the end of them? The Enlightenment, also known as the Age of Reason, was a period of time both the 13 British Colonies and the French used as inspiration in their Revolutions. The Americans, such as Thomas Jefferson drew inspiration from John Locke, who believed that every human born, was born with a blank slate. John Locke also insisted that people be given the right to Life, Liberty, and the Pursuit of Happiness.†¦show more content†¦The colonists were taxed on paper, glass, paint, and tea; they were not happy. In addition to being unfairly taxed, the British Army would go into peoples homes without permission and search people on the street with no probable cause. In the events leading up to the war, some colonists dumped tea into the Boston Harbour to protest the English Parliament. A man named Samuel Adams went around to local breweries to try and persuade the companies to make a better product so they would not have to rely on beer from Great Britain. On May 5, 1770, Private White, a british soldier, was being surrounded by a mob in Boston. As the night went on the crowd grew larger, and in response Private White shot fires into the crowd, instantly killing 3 people. This is what we know to be the Boston Massacre, and the incident that led right into the Revolutionary War. In France, the country was struggling because of the money fighting in the Revolutionary War, and the irresponsible spending of King Louis XVI, the country was bankrupt. To try and make up for the money lost King Louis XVI raised the price of food, which only led to food scarcity. The king was advised that he should raise taxes on his noblemen and clergymen, when the king presented this, they refused. Eventually a group known as the National Assembly was formed to take care of the countrys financial crisis. The 3rd estate in this assembly was toShow MoreRelatedImpact Of Enlightenment On The French Revolution878 Words  | 4 PagesI agree that the Enlightenment was force for positive chang e in society. The Enlightenment was one was the most important intellectual movements in History, as it dominated and influenced the way people thought in Europe in the late 17th and 18th centuries. We will look at how it ultimately influenced the American and French Revolution which is still strongly governed by these ideas and principles today. The Age of Enlightenment was a European movement emphasizing reasoning and individualism ratherRead MoreImpact Of Enlightenment Ideas On The French Revolution844 Words  | 4 Pages How Enlightenment Ideas Impacted the French Revolution? Towards the end of the 18th century, almost all of Europe had gone through a period called the Enlightenment. Enlightenment thinkers, and philosophers, promoted reason and human freedom over tradition and religion. France had one of the bloodiest Enlightenment periods in history because they used the ideas of John Lockes Natural Rights, Jean-Jacques Rousseau’s Social Contract, and Voltaire (Franà §ois-Marie Arouet) teaching of FreedomRead MoreEnlightenment During The French Revolution1423 Words  | 6 Pages Enlightenment during The French Revolution: Two of the Greatest Eras Working Together Without Knowing Molly Dauk Honors World History Mrs. Bartosik May 5, 2017 The Enlightenment and the French Revolution, two of the most enriched periods of history, probably never to be left out of the history books. The French Revolution was influenced greatly by the Age of Reason. The Enlightenment period took place over about three-hundred years, whereas the French Revolution took place for onlyRead MoreTo What Extent Was The Enlightenment The Main Driving Force Behind The American And French Revolutions?1479 Words  | 6 Pagesfocuses on the causes of Atlantic Revolutions and will explore the question: To what extent was the Enlightenment the main driving force behind the American and French Revolutions? The years 1685 to 1815 (Strayer, 2011) will be the focus of this investigation to allow for an analysis of the Enlightenment ideas’ impact the need for governmental change in the American colonies and France during the eighteenth century, as well as their governmental influences post-revolutions. †¯ The first source whichRead MoreFrench Revolution - Montesquieu Voltaire844 Words  | 4 PagesFrench Revolution: The Influences When the Enlightenment occurred, it established some modern-day ideals such as religious toleration, separation of powers, and natural rights. These Enlightened principles eventually spread throughout France, causing the people to question the current state of their society, and ultimately causing the French Revolution. Montesquieu and Voltaire were two very major Enlightenment figures whose beliefs had a huge impact on the French Revolution. The ever-growingRead MoreThe Enlightenment s Influence On The French Revolution885 Words  | 4 PagesMaheera Syed The Enlightenment’s Influence on the French Revolution No one could have imagined the impact that the Enlightenment would have and its long-lasting effect. The Enlightenment and its ideas became so widespread that they did not only affect France, but many other countries also. The French Revolution was directly inspired and influenced by the Enlightenment. Revolutionaries in France built their cause around the ideals of the Age of Reason. Reason, reform and modernity took hold mainlyRead MoreThe French Revolution And The Enlightenment1471 Words  | 6 Pageshands of the people. Through bloodshed, the radical actions of the French Revolution sparked by philosophies of Enlightenment, will impact the future. Historical figures such as Robespierre heading the Great Assembly will drive change in culture through the revolution, in hopes of achieving enlightened societies. The 18th century marks the beginning of modern history. The French revolution playing a role in furthering Enlightenment, will led to a chain of events that will change the course of theRead MoreLiberalism in French Revolution Through Enlightenment1593 Words  | 7 PagesTHE LIBERAL REVOLUTION -UNDER THE IDEA OF ENLIGHTENMENT Dare to know! Have courage to use your own reason!-Kant Contents ENLIGHTENMENT AS AN IDEA: 3 FRENCH SOCIETY: 3 THE LIBERAL REVOLUTION: 3 CRITICISM ON THE IDEA OF LIBERALISM: 4 CONCLUSION 5 BIBLIOGRAPHY 6 ENLIGHTENMENT AS AN IDEA: â€Å"Enlightenment is mans emergence from his self-imposed nonage†¦ Sapere Aude! Dare to Know! Have the courage to use your own understanding is therefore the motto of the EnlightenmentRead MoreOverview of The Enlightenment Essay949 Words  | 4 PagesThe Enlightenment was a period of history throughout the mid-decades of the seventeenth century and during the course of the eighteenth century, in which intense revolutions in science, philosophy, society and politics occurred. This part of history was important because it was an enormous departure from the Middle Ages. Seldom before and after this time, did the Church have as much power as it did during the Enlightenment. There were three main eras of the Enlightenment: The Early EnlightenmentRead MoreThe French Revolution During The 19th Century Essay1481 Words  | 6 PagesDuring the beginning of history there have been major political, economic, cultural and social revolutions. The people wanted change and brought about revolt against their government. The revolution instigated the act of liberty and equality for all people and generated fair living standards and/or social classes and treatment. This prompted expansions of political forces including but not limited to the democracy and nationalism. Questioning the authority of kings, priests and nobles it provided
Tuesday, December 17, 2019
Narrative Of The Life Of Frederick Douglass - 1351 Words
Holden Caloud Mrs.Brown 8th period English 1/4/16 Narrative of the Life of Frederick Douglass Research Paper Frederick Douglass positively influenced the United States politically and peacefully, as reflected in the literature of the Narrative of the life of Frederick Douglass. His work described slavery and provided key information to show the world how slavery really was. Frederick Douglass showed America how terrible the life as a slave was. Frederick Douglass was born a slave in Talbot County, Maryland. He was unsure about the day of his birth or the year. He believed that it was around 1817 or 1818. He was raised by his grandmother, Betty Bailey, who came into his life after his mother died when he was 10. After a long life of slavery he finally escaped. During his life he spoke at many anti-slavery conventions and abolitionist meetings. Eventually many people began to question the fact that he even was a slave. To prove to them, he wrote â€Å"A Narrative of the Life of Frederick Douglass†. This piece shows how terribl e and horrendous his life was. The first chapter in this piece describes his early life and childhood. He describes how slaves were treated like animals â€Å"By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant(Douglass 1).†Keeping the slaves from just knowing their birth date was just the tip of the ice berg of all the horribleShow MoreRelatedNarrative Of The Life Of Frederick Douglass987 Words  | 4 PagesLife of Frederick In the â€Å"narrative of the life of Frederick Douglass an American slave written by himself†Frederick reveled to audience the time he was living as a slave and the moments of brutal treats for example psychological, emotional and physical abuses. He was suffering terrible moments during his 20 years as a slave in the twentieth century. In addition, he describes in his own words the strategies he used to escape from the slave holders and to be free. This story the â€Å"Narrative of theRead MoreNarrative Of The Life Of Frederick Douglass1730 Words  | 7 PagesOne of the most well-known slavery narratives was lived and written by Frederick Douglass, Narrative of the Life of Frederick Douglass. Frederick Douglass was a civil rights activist who was born into slavery on a plantation in eastern Maryland in February 1818. His exact birth date is unknown, he states in his narrative, â€Å"I have no accurate knowledge of my age, never having seen any authentic record containing it.†2 His birth name was Frederick Augustus Washington Bailey, which was given by hisRead MoreNarrative Of The Life Of Frederick Douglass Essay1102 Words  | 5 PagesDate Narrative Of The Life Of Frederick Douglass Writing in the favor of black people has always remained controversial from the very beginning. Critics regard such writing as â€Å"a highly conventionalized genre†indicating that â€Å"its status as literature was long disputed but the literary merits of its most famous example such as Frederick Douglass s Narrative of the Life of Frederick Douglass†¦are widely recognized today.†(Ryan:537) Despite of such severe resistance, writers like Douglass have pennedRead MoreThe Narrative Of The Life Of Frederick Douglass1566 Words  | 7 PagesThe â€Å"Narratives of the Life of Frederick Douglass†is the story of Frederick Douglass’ life from the time he was born into slavery, to the time he escaped to freedom in the north. When Douglass wrote this book, slavery was still legal in a large portion of the United States. After Douglass’ escape to freedom and his continuation of his education, he became an abolitionist through his works of literatu re and speeches. In â€Å"The Blessings of Slavery†, by George Fitzhugh he states that southern slavesRead MoreNarrative Of The Life Of Frederick Douglass1257 Words  | 6 PagesBook Review By Mary Elizabeth Ralls Narrative of the life of Frederick Douglass: An autobiography written by Frederick Douglass Millennium publication, 1945edition 75 pages Frederick Douglass whose real name was Frederick Augustus Washington Bailey approximately birthdate is in1818, the month or day is not known, he died in 1895. He is one of the most famous advocates and the greatest leaders of anti-slavery in the past 200 or so years.Read MoreNarrative Of The Life Of Frederick Douglass Essay1498 Words  | 6 Pagessoutherners believed that one of the most essential means of life was slavery. In the novel, Narrative of The Life of Frederick Douglass, Douglass challenges and debunks the idea of slavery being a necessary part of the white lifestyle; many pro-slavery arguments consisted of religion justifying slavery, slaves being â€Å"easily manipulated†/ignorant, and slavery keeping the southern economy from disappearing (The Proslavery Argument). Frederick uses personal experiences and other tactics to expose theRead MoreThe Narrative Of The Life Of Frederick Douglass1363 Words  | 6 Pages In The Narrative of the Life of Frederic k Douglass, Frederick Douglass portrays the importance of education because of its influence in leveling the playing field between the races in the 1800s. Education and knowledge are themes that are heavily dwelled upon throughout the novel, inspiring the reader to see the full power of such important ideals and to take the full advantage of both at all times. Douglass gives the reader a new appreciation for education as he delivers his message regardingRead MoreThe Narrative of the Life of Frederick Douglass1527 Words  | 7 Pagesconsidered â€Å"property†of their slaveholders and had no control over their own life. They were victims of psychological and physical brutal treatment. This story represents confinement, slavery and the lack of power African people had in such a racist society back in those days. African talents were absolutely wasted and they were considered inferior to white individuals. The â€Å"Narrative of the Life of Frederick Douglass†sim ply addresses that white society was causing negative effects to itself andRead MoreNarrative Of The Life Of Frederick Douglass1255 Words  | 6 PagesFrederick Douglass, throughout Narrative of the Life of Frederick Douglass, uses religion to get many of his points across. In one way, religion plays a huge role in Douglass’ ability to become literate throughout the text. With the Bible and other Christian texts, Douglass is able to further his ability and the ability of others to read. This becomes important because as Douglass points out the slaveholders believe a literate slave is not a good slave. This union of literacy and religion show theRead MoreNarrative Of Life Of Frederick Douglass1271 Words  | 6 Pagesof many famous quotes by Frederick Douglass that illustrates that no dream or hope can be achieved without any action. In his autobiography Narrative of Life of Frederick Douglass, he outlines his life as a slave and his journey towards freedom through his de sire for education. In Narrative of Life of Frederick Douglass, an American Slave, the story expresses repression that slaves experienced through Douglass’s related experiences as a slave. The obstacles that Douglass conquers to achieve his education
Sunday, December 8, 2019
Economic and Social differences of the North and the South free essay sample
By the early 1800s the United States was starting to separate into two sections, the Northern states vs. the Southern states of America. Although both sections had the same flag, spoke the same language, and had the same president, the two regions seemed to be two separate countries, each one having different views and political opinions. This mostly showed in the social and economic conditions. But, because they were the same country, they had some similarities. The economies of each region at the time were only similar in the way they were expanding and growing stronger. One way the two regions differed in economics was in the base of their economy. For example, the South’s economy was based on cotton farming, while the North’s economy was based on manufacturing. Because the South did not manufacture goods, they were forced to purchase products from the North to, thus adding to the North’s economy. We will write a custom essay sample on Economic and Social differences of the North and the South or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then, with the South’s money the North would purchase cotton from the southern states. Also, in the South, there were hardly any job opportunities for whites since slaves were used on the fields, but unlike the North, where job opportunities were great and mainly were abundant in factories for the unskilled workers. Many of these workers were immigrants from Ireland and Germany looking for work due to crop failure in their homeland. While on the topic of immigrants, this brings me to how the to areas compared and contrasted in their social conditions. In comparison, in both the Southern and Northern states, people were biased against certain groups of people. In the North groups of nativists wanted immigrants out and blamed them for the higher crime rates, and for taking jobs from native born Americans, likewise the South discriminated and used African Americans as property of whites.
Sunday, December 1, 2019
The Ebola Virus Essays (432 words) - Ebola, Animal Virology
The Ebola Virus By: Wesley Mark Whitworth Ebola is an extremely deadly virus in our society today. Some even claim that is the most deadly ever discovered. Ebola is a member of the filoviruses (a family of RNA-BASED viruses). Filoviruses get their name from their peculiar shape. They appear to be long threads or filaments (henceforth the name filoviruses) *See attached photo. This virus was discovered in 1976 in Zaire, Africa and in Western Sudan, Africa. During the first outbreak there were approximately 550 cases leading to 340 deaths. Three years after the first outbreak, a smaller outbreak took place in Sudan, Africa. This outbreak was much smaller though, with only 34 cases and 22 deaths. The cause of this virus is still unknown. All that they really know is that the whole simian genus is susceptible to this disease (that includes most all members of the ape, chimpanzee, and various other monkey families). It can be carried though, through rodents (mice, rats, etc.), insects (mosquitoes, ticks, lice, etc.), and parasit es (small bacteria). This disease is classified as a viral hemorrhagic fever. That means that the disease has very distinct qualities. Ebola starts out as muscle aches, light fever, and your basic flu symptoms. Ebola then progresses to respiratory problems, server bleeding of most all of the bodies orifices, kidney problems, and then death. Basic symptoms include: fever, headaches, muscle aches, sore throat, loss of appetite, diarrhea, and your other common flu symptoms. Ebola symptoms usually begin within three to sixteen days after initial contact. Although most cases result in death, it sometimes may appear as just a light flu. It is very contagious. Ebola can be spread by the aforementioned animals, or by personal contact. It also can be spread through sexual contact (even after recovery for a short period). Doctors can detect this virus in much the same manner as they detect tuberculosis. They check for antigens already present in the body or they can take a throat culture and detect it. Contracting the disease in the United States is highly unlikely though. The only people who are even put at risk are those that visit Zaire or come in contact with people who do. The United States as well as the Zaire government both have strict quarantine policies involving the disease. Anyone who wishes to find out more about precautions and measures that must be taken if visiting Zaire, you may contact the U.S. State Department at 202-647-5225. They have all the travel information and requirements you need to get into and out of the country.
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