First And Second Reconstructions Essays - Reconstruction Era

First And Second Reconstructions Essays - Reconstruction Era First and Second Reconstructions The First and Second Reconstructions held out the incredible guarantee of redressing racial shameful acts in America. The First Recreation, developing out of the disarray of the Civil War had as its objectives balance for Blacks in casting a ballot, governmental issues, and utilization of open offices. The Second Reconstruction rising out of the blasting economy of the 1950's, had as its objectives, combination, the finish of Jim Crow and the more undefined objective of making America a biracial popular government where, the children of previous slaves and the children of previous slave holders will have the option to plunk down together at the table of fraternity. Even however the two developments, were a result of high expectations they bombed in realizing their objectives. Conceived in trust, they kicked the bucket in despair, as the two developments saw a significant number of their benefits washed away. I propose to inspect why they flopped in understanding their objectives. My postulation is that inability to consolidate financial equity for Blacks in both developments prompted the disappointment of the First and Second Reconstruction. The First Reconstruction came after the Civil War and kept going till 1877. The political, social, and monetary conditions after the Common War characterized the objectives of the First Reconstruction. As of now the Congress was partitioned politically on issues that became out of the Common War: Black equity, reconstructing the South, readmitting Southern states to Union, and concluding who might control government.1 Socially, the South was in tumult. Recently liberated slaves meandered the South subsequent to having left their previous bosses, and the White populace was profoundly crushed, uncomfortable with what lay ahead. Financially, the South was likewise crushed: estates lay destroyed, railways destroyed, the arrangement of slave work wrecked, and urban areas burned to the ground. The monetary state of ex-slaves after the Civil War was similarly as dubious; many had left previous bosses and meandered the highways.2 In the midst of the post Civil War confusion, different political gatherings were scrambling to advance their plans. To start with, Southern Democrats, a party contained pioneers of the alliance and other affluent Southern whites, looked to end what they saw as Northern mastery of the South. They additionally looked to establish Black Codes, by restricting the privileges of Blacks to move, vote, travel, and change jobs,3 which like servitude, would give a sufficient and modest work gracefully for estates. Second, Moderate Republicans needed to seek after a strategy of compromise among North and South, and yet guarantee bondage was abolished.4 Third, Radical Republicans, involved of Northern legislators, were emphatically restricted to subjugation, unsympathetic toward the South, needed to secure recently free slaves, and keep there larger part in Congress.5 The fourth political component, at the end of the Civil War was President Andrew Johnson whose significant objective was bringing together the country. The fifth component were different periphery gatherings such as, abolitionists and Quakers. Firmly spurred by rule and a faith in uniformity, they accepted that Blacks required correspondence in American culture, in spite of the fact that they varied on what the idea of that ought to be.6 The Northern Radical Republicans, with a larger part in Congress, risen as the political gathering that set the objectives for Reconstruction which was to keep servitude from rising again in the South. From the start, the Radical Republicans figured this could be cultivated by prohibiting servitude with the entry of the Thirteenth Amendment. Be that as it may Southern Democrats in their mission to reestablish their standard in the South brought back subjugation in everything except name, by passing Black Codes as right on time as 1865. Both Moderate Republicans and Radical Republicans in Congress responded. Combining in 1866, they passed a bill to expand the life and duties of the Freedmen's Bureau to ensure recently liberated slaves against the different Black Codes. President Johnson vetoed the bill, however Radical and Moderate Republicans in the long run had the option to pass it.7 The Black Codes and President Johnson's veto of all Reproduction enactment that was horrible toward the South caused Moderate and Radical Republicans to change their objectives from just finishing bondage to looking for political fairness and casting a ballot rights for Blacks.8 The new objectives, depended on philanthropic and political contemplations. Northerners had become progressively thoughtful to the situation of the Blacks in the South after various all around broadcasted occurrences in which blameless Blacks were hassled, beaten, and killed.9

Islamic Terrorism And The United States Essays - Terrorism, Abuse

Islamic Terrorism and The United States Michelle Gowka PLSC 14H 04/26/01 The Threat of Islamic Terrorism With the breakdown of the Soviet Union in the mid 1990's and the virus war over, the global network appeared to be on the limit of a time of phenomenal harmony and flourishing. Rather, another arrangement of issues was made, similar to ethnic clashes, weapons multiplication, natural issues, populace development, sedate dealing, and fear based oppression. Fear mongering, as characterized by Title 22 of the United States code, segment 2656f(d), is the pre-pondered, politically propelled brutality executed against noncombatant focuses by subnational gatherings or secret specialists, normally proposed to impact and crowd. Islamic psychological warfare is a significant issue for the United States on account of the danger to national security, the wellbeing of blameless regular people, and the establishments of law based social orders all through the world (1997 Global Terrorism: NP). The greater part of the Islamic world perspectives the West, particularly the United States, as the premier ruining impact on the Islamic present reality. The Hizballah have taken this further by naming the Unites States as the Great Satan (Sinha. Pakistan-The Chief Patron-Promoter of Islamic Militancy and Terrorism: NP). This developing ill will the Islamic countries feel toward the Western world has been persistently exhibited by the expansion in worldwide psychological warfare. Be that as it may, Muslims don't see their activities as demonstrations of fear based oppression, however self-protection and their strict obligation. The Islamic radical developments primary achievement or disappointment has been their capacity to pick up authenticity from the overall population or from most of it in every Muslim nation (Paz 1998: NP). During the previous two decades, they have had colossal accomplishment with their capacity to introduce themselves to the Arab and Muslim world as the genui ne bearers of Islam. They advance to the lower class because of the common hatred of well off westerners while the white collar class and savvy people are drawn toward these extreme gatherings so as to remove imported belief systems and types of government (State Department. Against US Attacks 1997: NP). Radical Islamic associations have pronounced a heavenly war, Jihad, so as to unite the Arab world and have their spot as a politically influential nation. So as to achieve these objectives, these Islamic radicals have for the most part utilized fear based oppression as their primary instrument of influence. The greatest and most dynamic psychological militant associations are those which are state supported. These associations go about as both a plain and incognito method of spreading the support nations belief systems. The U.S. Secretary of State has assigned seven governments as state patrons of psychological oppression: Cuba, Iran, Iraq, Libya, North Korea, Sudan, and Syria (State Department. Over of State-Sponsored Terrrorism 1997: NP). These administrations bolster global fear mongering either by participating in psychological militant movement themselves or by giving arms, preparing, place of refuge, conciliatory offices, monetary sponsorship, calculated or potentially backing to fear mongers (Over of State-Sponsored Terrorism 1997: NP). Iran is one of the most dynamic state patrons of fear mongering, including themselves in the arranging and execution of psychological oppressor acts by its own specialists and by substitutes, for example, the Hizballah. Tehran led 13 deaths in 1997, most of which were completed in northern Iraq against the system's principle resistance gatherings. A model happened in January 1997, when Iranian operators attempted to assault the Baghdad base camp of Mujahedin-e Khalq utilizing a supermortar. In spite of approvals and remote political weight, Iran keeps on offering help through preparing, cash, and weapons to an assortment of psychological oppressor gatherings, for example, Hizballah, HAMAS, and the PIJ (State Department Over of State-Sponsored Terrorism 1997:NP). Sudan is another enormous supporter of psychological oppressor associations. The Sudanese Government underpins psychological militants by giving paramilitary preparing, indoctrinization, cash, travel records, safe entry, and shelter. They additionally support a significant number of the questionable exercises of Iran, for example, piping help to fear based oppressor and radical Islamic gatherings working in and traveling through Sudan. Since Sudan was put on the United States' rundown of state backers of fear mongering in 1993, the Sudanese Government despite everything harbors individuals from the most savage global psychological oppressors and radical Islamic gatherings (State Department Over of State-Sponsored Terrorism 1997: NP). The nations of the center east have discovered fear mongering valuable for some reasons. To start with, fear based oppression is an economical option in contrast to battling a war, while as yet spreading their belief system and propelling their political plan. Nonetheless,

New Student Photo Series Post 5 COLUMBIA UNIVERSITY - SIPA Admissions Blog

New Student Photo Series Post 5 COLUMBIA UNIVERSITY - SIPA Admissions Blog Joel Robert Putnam, MPA 2015 has traveled extensively and is an avid blogger. Below are a couple photos Joel submitted.   These photos were taken during his internship with the non-profit International Leadership Academy of Ethiopia.     He just returned from Addis Ababa where he split his time between teaching summer classes and helping the NGO and school get off the ground in time for its first official ninth grade class this fall. There are additional stories and pictures from the experience on his travel blog, jtrek.blogspot.com.

Fujiwhara Effect - Two Hurricanes Interacting

The Fujiwara Effect is an interesting phenomenon which can happen when two or more hurricanes form very near each other. In 1921, a Japanese meteorologist named Dr. Sakuhei Fujiwhara determined that two storms will sometimes move around a common center pivot point. The National Weather Service defines the Fujiwhara Effect as the tendency of two nearby tropical cyclones to rotate cyclonically about each other. Another slightly more technical definition of the Fujiwhara Effect from the National Weather Service is a binary interaction where tropical cyclones within a certain distance (300-750 nautical miles depending on the sizes of the cyclones) of each other begin to rotate about a common midpoint. The effect is also known as the Fujiwara Effect without an ‘h’ in the name. Fujiwhara’s studies indicate storms will rotate around a common center of mass. A similar effect is seen in the rotation of the Earth and moon. This barycenter is the center pivot point around which two rotating bodies in space will spin. The specific location of this center of gravity is determined by the relative intensity of the tropical storms. This interaction will sometimes lead to tropical storms dancing with each other around the dance floor of the ocean. Examples of the Fujiwhara Effect In 1955, two hurricanes formed very near each other. Hurricanes Connie and Diane at one point seemed to be one huge hurricane. The vortices were moving around each other in a counterclockwise motion. In September 1967, Tropical storms Ruth and Thelma began to interact with each other as they approached Typhoon Opal. At the time, satellite imagery was in its infancy as TIROS, the worlds first weather satellite, was only launched in 1960. To date, this was the best imagery of the Fujiwhara Effect yet seen. In July of 1976, hurricanes Emmy and Frances also showed the typical dance of the storms as they interacted with each other. Another interesting event occurred in 1995 when four tropical waves formed in the Atlantic. The storms would later be named Humberto, Iris, Karen, and Luis. A satellite image of the 4 tropical storms shows each of the cyclones from left to right. Tropical storm Iris was heavily influenced by the formation of Humberto before it, and Karen after it. Tropical Storm Iris moved through the islands of the northeastern Caribbean during late August and produced locally heavy rains and associated flooding according to the NOAA National Data Center. Iris later absorbed Karen on September 3, 1995 but not before altering the paths of both Karen and Iris. Hurricane Lisa was a storm that formed on September 16, 2004 as a tropical depression. The depression was located between Hurricane Karl to the west and another tropical wave to the southeast. As hurricane Karl influenced Lisa, the quickly approaching tropical disturbance to the east moved in on Lisa and the two began to show a Fujiwhara Effect. Cyclones Fame and Gula are shown in an image from January 29, 2008. The two storms formed just days apart. The storms briefly interacted, although they remained separate storms. Initially, it was thought the two would exhibit more of a Fujiwhara interaction, but despite weakening a bit, the storms stayed intact without causing the weaker of the two storms to dissipate. Sources: Stormchasers: The Hurricane Hunters and Their Fateful Flight Into Hurricane JanetNOAA National Data CenterAnnual Summary of the 2004 Atlantic Hurricane SeasonAnnual Summary of the 1995 Atlantic Hurricane SeasonMonthly Weather Review: An Example of the Fujiwhara Effect in the West Pacific OceanNASA Earth Observatory: Cyclone GulaCyclones Olaf and Nancy

Hume s Argument For The Idea Of Self Or Selfhood

Study Questions: Exam #3 Hume: Identity 1. 3. Hume’s argument for the idea of self or selfhood is that we are just a â€Å"bundle† of perceptions. Our perceptions and experiences are what make us, us. In simplistic terms, not one impression is constant; therefore, we are not one enduring self because our impressions are always changing. He uses the example of links in a chain; all different pieces making up one thing (Perry, 179-182). 2. Hume’s strict empiricism (theory that all knowledge is derivative from sense-experience) comes into play in his rejection of an enduring self when he claims that we cannot always trust our senses and that our senses can â€Å"fool† us. Therefore, how can an enduring self be possible without experience from the senses? (Perry, 178-181) also referred to (Perry, 231). 4. 5. According to Hume, we tend to confuse impressions for ideas. Not one impression is consistent and constant, but ideas can be. This is where people can get the two confused. Impressions relate to feelings while ideas relate to thinking. Ideas are mainly tiny copies of impressions, meaning they are less forceful and less vivacious. We tend to mistake that we have personal identity in the sense that our impressions make us who we are, when in fact, not one impression is constant and consistent; we have many impressions that add up to who we are in this exact moment. People tend to mistake our personal identity as our impressions and who we are now is who we were in the past, when

The effects of Vitamin D deficiency in pregnant women Free Essays

1. INTRODUCTION This research proposal has been written to show how a study into the effects of Vitamin D on pregnant women may be undertaken. This would be better as â€Å"This is important as it has recently been suggested that the recommended dosage of 10 micrograms of Vitamin D may be incorrect (NHS, 2013). We will write a custom essay sample on The effects of Vitamin D deficiency in pregnant women or any similar topic only for you Order Now This shall be considered by undertaking an empirical study into whether or not 10 micrograms of Vitamin D should be taken by women during pregnancy. 2. INTRODUCTION TO THE STUDY This study shall be completed by undertaking an empirical study. This will seek to ascertain if pregnant patients that take the recommended dosage of 10 micrograms attain the benefits, which are stated by the National Health Service (NHS, 2013). This could help to identify if the recent research, which has been published by the University of Bristol and the University of East Anglia, is correct. The ‘Avon Longitudinal Study of Parents and Children (ALSPAC) – which is also known as Children of the 90s – is a long-term health research project. More than 14,000 mothers enrolled during pregnancy in 1991 and 1992, and the health and development of their children has been followed in great detail ever since ‘ (ALSPAC, 2013). 3. PROBLEM STATEMENT During pregnancy, many women have been told by medical practitioners that they should take the recommended dosage of 10 micrograms of Vitamin D to ensure that their unborn chid develops strong bones and does not develop rickets (NHS, 2013). However, results from the ALSPAC longitudinal study shows that the benefits from taking Vitamin D at the recommended dosage of 10 micrograms during pregnancy may not be so beneficial (Lawlor, Wills and Fraser, 2013). This research seeks to ascertain if these claims are correct and whether or not the recommended dosage of Vitamin D needs to be changed for pregnant women. 4. RESEARCH AIMS AND OBJECTIVES In conjunction with the problem statement above, the following aims have been formulated: To use available and relevant data, to investigate whether the recommended dosage of 10 micrograms for pregnant women is correct To use the findings from the above aim to make recommendations for how the dosage needs to be altered for pregnant women. Additionally, the following objectives have been developed: To evaluate how a dosage of 10 micrograms of Vitamin D benefits pregnant women. To evaluate how changing the dosage of Vitamin D benefits pregnant women. To make recommendations for the appropriate dosage of Vitamin D which should be taken by pregnant women 5. PROPOSAL STRUCTURE The proposed outline of the dissertation is described in the next section. 6.LITERATURE REVIEW To date, in the United Kingdom the National Health Service has recommended that the effects of a 10 microgram dose of vitamin D is essential to ensure that unborn children develop healthy bones. This is also supported by evidence in the existing academic literature (see as an example: Dror, 2013; Kovacs, 2008; Stephenson, 2006). Therefore, medical practitioners have advised all pregnant women that this is how what they should take during pregnancy (Bui Christin-Maitre, 2011; NHS, 2013). However, recent research, which was published in March 2013, has contradicted this information (ALSPAC, 2013: Lawlor, Wills and Fraser, 2013).These findings need to be explored further as many other research studies have not reached these conclusions. Therefore, to seek to ensure that the correct advice is given to women who are pregnant, it is important that this study is undertaken. 6.1. RESEARCH QUESTIONS In line with the findings from the literature review above, provisionally, the following research questions have been developed. How does a dosage of 10 micrograms of Vitamin D benefits pregnant women How does changing the dosage of Vitamin D benefit pregnant women What is the appropriate dosage of Vitamin D, which should be taken by pregnant women 6.2. METHODOLOGY This study shall be based on a number of patient records, which shall be chosen at random. In examining the records, it is hoped that a comparison between these pregnant women that took a 10-microgram dosage, those that took other amounts and those that took nothing may be compared. Form here it will be possible to seek to understand how much Vitamin D pregnant women should be taking during their pregnancy so that new recommendations may be made if necessary. 6.3. RESEARCH PHILOSOPHY The research philosophy, which has been adopted for this study is positivism. This will allow the empirical investigation to be undertaken and it will be derived from a critical and objective based method (Sundars, 2003). 6.4. RESEARCH APPROACH The research approach, which has chosen for this study is quantitative in nature, as it will be based on a review of existing patient records and undertaking statistical analyses. This will allow the researcher to explore the problem, which was outlined above and to see if any new recommendations should be made to pregnant women. 6.5. RESEARCH STRATEGY The research strategy, which has been chosen for this study is a review of existing patient records. Therefore, a documentation review shall be undertaken. 6.6. DATA COLLECTION The review of patient records shall be undertaken by contacting medical practitioners and patients to seek to attain permission to their records, once this has been achieved, a number of records shall be chosen at random these shall be used to collect information to investigate the research problem. 6.7. DATA ANALYSIS All analyses shall be based on the patient records, which are used during the data collection phase of this study. Statistical tools such as, SPSS shall be utilised to undertake analyses of the results from these patient records. 6.8. ACCESS Access to this these records shall be established by contacting medical practitioners and patients, to identify patients who have been pregnant who are willing to take part in tis research. 6.9. RELIABILITY, VALIDITY, AND GENERALISABILITY The findings from this study should be reliable and repeatable, as patient records shall be chosen at random and empirically analysed. This will ensure that the parameters of the study are net and that the results can be generalised to wider populaces. 6.10. ETHICAL ISSUES Issues such as, patient confidentiality and privacy shall be considered during the design and implementation of this research to seek to ensure that all participants’ details remain confidential and that they are all fully aware of the nature of the research and why it is being conducted. 6.11. RESEARCH LIMITATIONS As this research is based on secondary sources, the data, which is available, may limit the findings. However, if this is the case then the parameters of the study shall be re-examined to seek to ensure that these limitations are minimised where possible. 7 CONCLUSION In conclusion, this study shall be undertaken by seeking to identify and critically evaluate a number of patient records. This will enable the researcher to understand how much vitamin D pregnant women should take to help to ensure that their unborn child has healthy bones. Then a number of recommendations may be made where this is appropriate. 8 TIME CHART TasksTask LeadStartEnd Literature ReviewResearcher01/08/201329/01/2013 Write Up ResultsResearcher29/08/201330/09/2013 Write MethodologyResearcher21/09/201321/10/2013 Contact SubjectsResearcher21/10/201321/01/2014 Collate DataResearcher21/01/201421/10/2014 Examine DataResearcher21/10/201421/12/2014 Write up resultsResearcher21/12/201421/02/2015 Write discussionResearcher21/02/201521/04/2015 Write conclusionsResearcher21/04/201521/08/2015 REFERENCES ALSPAC (2013). Avon Longitudinal Study of Parents and Children. Available from http://www.bristol.ac.uk/alspac/ (Accessed 01/08/2013) Bui, T., Christin-Maitre, S. (2011, October). Vitamin D and pregnancy]. In Annales d’endocrinologie (Vol. 72, p. S23). Dror, D. (2013). Vitamin D in pregnancy. In Handbook of vitamin D in human health (pp. 670-691). Wageningen Academic Publishers. Kovacs, C. S. (2008). Vitamin D in pregnancy and lactation: maternal, fetal, and neonatal outcomes from human and animal studies. The American journal of clinical nutrition, 88(2), 520S-528S. Lawlor DA, Wills AK, Fraser A, (2013) Association of maternal vitamin D status during pregnancy with bone-mineral content in offspring: a prospective cohort study. The Lancet. Published online March 19 2013. NHS (2013) Doubt cast on the benefit of Vitamin D during Pregnancy. Available from http://www.nhs.uk/news/2013/03March/Pages/doubt-cast-on-benefit-of-vitamin-D-in-pregnancy.aspx Accessed (01/08/2013) NICE (2013) Vitamin D and pregnancy. Available from http://www.nice.org.uk Accessed 01/08/2013 Saunders, M. (2003) Research Methods for Business Students. South Africa: Pearson Education. Stephenson, J. (2006). Vitamin D and Pregnancy. JAMA: The Journal of the American Medical Association, 295(7), 748-748. How to cite The effects of Vitamin D deficiency in pregnant women, Essay examples

Continuing professional development (CPD) refers to the means

Question: Why This Continuing Professional Development ? Answer: Introduction Continuing professional development (CPD) refers to the means by which an individual belonging to a certain profession maintains a track or a documentary of his skills, knowledge, and experience. The relevance of this is to improve and widen their scope of knowledge, expertise and competence standards (Barr, Kay, John, 2013). It is important in every profession as it helps in developing the personal values and attributes as well as professional qualities which are essential in ones professional life. It can also be evaluated as a portfolio showcasing an individual development as a professional. The Australian Nursing and Midwifery Council (ANMC) require that all registered nurses should develop themselves through CPD, to achieve and improve on their competence standards of the nursing and midwifery profession (Lawson, 2011). It has therefore set specific requirements for professional development among nursing practitioners and the registered nurses. These include at least 20 hours CPD, for one to be registered as a nurse or a midwife. If an individual is practicing as both a nurse and midwife, he or she is required to complete at least 20 hours for both registers and further 20 hours for endorsements. One is also required to fill in a record sheet or create a portfolio of his or her development activities, which provides an evidence of CPD attendance in relation to the number of hours attended and other certificates of participation (Ali, 2012). Lastly, the individual are required to take other accredited courses which are usually offered by professional associations in ord er to enhance his or her professional development. Research has also shown that portfolio can be used as evidence of CPD (Lawson, 2011). His research is based on the regulations of the Nursing and Midwifery Council (NMC, 2008a and 2008b). Ali (2008) talks of enhancing or promoting mentor competency. All qualified nurses and midwives are therefore given the responsibility of facilitating learning within the clinical settings and that those taking formal mentoring must complete a course approved by NMC. The second regulation provided in (NMC, 2008b) requires all registered nurses to map their acquired skills and knowledge against the domains of their development framework (Gordon Campbell, 2013). The mentors will, therefore, develop a portfolio for those taking formal mentoring which serves as evidence of CPD and help them in fulfilling their roles of been stage 1 and stage two mentors. The nurses after receiving such mentorship, they will evaluate themselves against the NMC requirements or domains for mentors and identify any knowled ge gaps which may enable them to meet their personal and professional domains. Conclusion The mentors are able to keep a portfolio evidence and information of the students whom they have mentored and can photocopy their details upon the receipt of the consent of the student. They are also able to examine themselves through the use of the SWOT analysis, whereby they analyze their strengths, weaknesses, opportunities and potential threats in their mentoring process. Such analysis can, therefore, be used during the annual appraisals with their managers. Upon the completion of an approved mentorship preparation program by the NMC, the nurses become qualified and can be engaged in support services such as teaching and assessment as well as conducting pre- registration of students during practice placements. References Ali, P. A. (2012). Professional development and the role of mentorship. Nursing Standard, 22(42), 35-39 Barr, J., Kay, R John, S (2013). Mandatory continuing professional development requirements: What does this mean for Australian Nurses, 12(9). 1472-6955, doi:10.1186. Gordon, J. A., Campbell, C. M. (2013).The role of ePortfolios in supporting continuing professional development in practice. Medical Teacher, 35(4), 287-294. doi:10.3109/0142159X.2013.773395. Lawson, L (2011). Continuing Professional Development for mentors: Creating a portfolio. Nursing times; 107:21, 15-18.