Wednesday, January 29, 2020

The American Civil War Essay Example for Free

The American Civil War Essay The American Civil War has also been called the War Between the States or the War of Rebellion or the War for Southern Independence. It was a clash between the United States of America or the Union and the Confederate States of America or the Confederacy. The Civil War was fought from 1861 to 1865. There were many reasons for the outbreak of this Civil War such as States’ rights and slavery. The principle cause for this War was purely economic. The Southern states had always tried to become independent because of the fact that the people and the state were becoming wealthier due to extensive use of slave labor. These states feared a drastic reduction in their wealth if slavery were to be abolished (Guisepi, 2002). Subsequent to the election of Abraham Lincoln as president of the United States, the South became apprehensive as they felt that slavery would be abolished, accordingly they started the civil war. On the 12th of April, 1861 the Confederate army in Charleston, S. C. , started firing on Fort Sumter, which was held by the Union forces. This marked the commencement of hostilities between the North and the South. The prima facie objective of the South was to gain independence and that of the North was to preserve the integrity of the Union. In the year 1862, Abraham Lincoln announced the Emancipation Proclamation and this constituted a major cause for the war. If the North emerged victorious then slavery would be abolished and if the South had won the war then slavery would have been protected in all the Confederate states (Guisepi, 2002). Economic disparities had been on the increase during the early nineteenth century. More than fifty seven per cent of cotton exports from the US had originated in the South and this was mainly due to the employment of slave labor. However, the North had acquired its wealth by establishing industries and as such the inhabitants of the North were opposed to slave labor. In order to cope with the demand for labor, the North encouraged immigration. Therefore, there were a large number of European immigrants who worked as laborers in industries and in the construction of railways in the North. The South was a laggard as far as industrialization was concerned and this forced them to import manufactured goods from the North. The southern states opposed the overwhelming taxes and tariffs on imported goods, which was the main source of revenue for the Federal government. The Federal government was unwilling to reduce the taxes since it had to support various welfare measures and provide infrastructure like roads. This led to a further disagreement between the North and the South (Gallagher, 2005 ). Initially, in the republic there were sectional differences between the regions, which were overlooked, owing to the fact that the vast distances rendered communication difficult if not impossible. The Northerners favored a central government in order to enable them to construct railroads, roads, and infrastructure, protect complex trade interests and thereby control the national currency. The Southerners, on the other hand, were not in favor of forming a central government since their dependence on the Federal government was much lesser. They also believed that a central government would prevent them from practicing slavery. The US Constitution prohibits the federal government from interfering with slavery within the states. Opponents of slavery in the Northern states were limited to restricting the use of slaves and the spreading of slavery to other regions. This is borne out by the fact that in 1820, Missouri was admitted to the Union as a slave state whereas Maine was admitted as a free state to maintain the balance in the Senate (Gallagher, 2005 ). In 1857, the Supreme Court of the United States added fuel to fire of mounting tensions by its judgment in the case of Dred Scott. In that case Scott a Missouri slave sought freedom on the basis that his master had taken him to live in a free state. The Court opined that Negroes were not citizens of the United States and that accordingly Scott could not approach the Court as he had no rights to do so. Moreover, the Supreme Court ruled that the US laws prohibiting slavery were unconstitutional. Subsequently, on the 16th of October 1859, John Brown a convict of the Pottawatomie massacre raided the Harpers Ferry, VA, in order to free the slaves and to encourage them to start a guerrilla war against the whites in the South. This incident shook the Southerners as they felt that it was the beginning of organized Northern efforts to abolish slavery (Guisepi, 2002). With the election of Abraham Lincoln as the President of the Union, the Southerners seriously contemplated secession from the Union and South Carolina was the first state to secede from the Union. Other Southern states quickly withdrew from the Union and these secessionists occupied many southern forts. The Artillery of the Confederates opened fire on Fort Sumter and this marked the beginning of the war (Guisepi, 2002). The Civil War had the dubious distinction of resolving the issue of secession permanently as has been borne out by the fact that since 1861, there have been no attempts by the states of the Union to secede. Another major change wrought by the Civil War was the abolition of slavery, subsequent to the Emancipation Proclamation announced by Lincoln. However, the Civil War was unable to make the blacks the equals of the whites and it was also unsuccessful in emotionally reuniting the North and the South, as had been hoped by Abraham Lincoln. References Gallagher, G. (2005 ). American Civil War. Microsoft ® Encarta ® 2006 [DVD] . Redmond, WA: Microsoft Corporation. Guisepi, R. (2002). American Civil War. Retrieved June 23, 2007, from http://history-world. org/american_civil_war. htm

Tuesday, January 21, 2020

the emperors new car :: essays research papers

The President's Old Cars Once upon a time in the very country you live in, there was a president who learned a lesson the hard way. See the president loved cars, new cars, fast cars, slow cars, rusted out cars, it didn't matter, if he saw a car he wanted, he bought it. Most other leaders were helping their countries to become stronger, while ours was off buying cars. Then there came that memorable day when our president learned his lesson.   Ã‚  Ã‚  Ã‚  Ã‚  While out shopping for new cars, the president came across one he didn't have. It was a 1986 Ford Escort. It was all rusty, missing hubcaps, and squeaked as he drove it down the road. But while talking to the car salesman, he never worried about what was wrong with it. The salesman (trying to get rid of this piece of junk) told the president that this car was in great shape and there would probably never be another car like this one. He also told the president that if anyone tried to tell him that this car was loud and smoked that they were just jealous and making it up. The president, happy to hear that someone might be jealous of him bought the car right away with his country's money.   Ã‚  Ã‚  Ã‚  Ã‚  On his way home people lined the streets to see his new purchase. Many laughed and pointed as his Escort smoked putted along the street. The president remembering what the car salesman had said thought these people were just jealous and pretending that his car was making all the smoke and noise. So he proudly drove around his 4-speed car through the streets ignoring everyone that laughed at him.   Ã‚  Ã‚  Ã‚  Ã‚  Now during the time the president was out buying new cars the American people more money because their jobs weren't paying enough. The president was giving less and less money every time he gave out money, so he would have money to buy a new car. The fact that his people were starting to starve didn't bother him at all.   Ã‚  Ã‚  Ã‚  Ã‚  A couple of weeks later he was out to buy another car. He went back to the salesman that had sold him the Escort earlier. The president told the salesman that people actually laughed at his previous purchase. Then the salesman and president laughed because they were sure that those people were just jealous and making that stuff up about the car.

Monday, January 13, 2020

He Loved Light, Freedom and Animals and Pneuomconiosis Essay

Both poems are about death and the acceptance of death although are written from different perspectives and are different for the fact that in â€Å"He loved light, freedom and animals† by Mike Jenkins the young boy’s death was quite a shock, but it could have been prevented whereas in â€Å"Pneumoconiosis† written by Duncan Bush the man’s death is inevitable, there is nothing he can do to change it. Both poems also have connection with coalmines. Pneumoconiosis is a disease caught from working down in the mines, and the background of â€Å"He loved light, freedom and animals† is about a mining disaster that happened in Aberfan where a slag heap on the side of a mountain collapsed and engulfed parts of the small town. The first poem I studied was Pneumoconiosis, and as the title suggests, the poem is about the killing lung disease that many coalminers suffered and died from. â€Å"Pneumoconiosis† was renames â€Å"The Dust† by the sufferers because it was mainly caused by inhalation of a lot of dust. The dust would get trapped in the lungs and made breathing difficult, and eventually killed after many years of effecting collier’s lives. Duncan Bush wrote in the form of an old retired coalminer who is slowly dying from the disease. The elderly man is now feeling the effects of the disease more than ever. He shows his feelings towards the disease and reflects to his past. The poor man worked down in the mines for thirty years without realising the fatality of his coughing and breathing difficulties but now he begins to see the truth, he’s now walking at a much slower pace and can not talk as fast and fluent. The constant repetition of the line â€Å"I try not to think about it† gives us the impression that in the back of his mind he cannot help the feeling of ominous foreboding that his life will soon be coming to an end. He is worried about when his death will come but doesn’t want the remainder of his life to be a misery. The opening line, â€Å"This is the Dust† is an introduction to the illness, it simply tells us what the whole poem and the title is about. The second line then describes it as â€Å"Black diamond dust†. It is a good way of describing the dust from the coal, as coal is similar to diamond in many ways. They are both valuable, and a fair amount of coal sparkles, as diamonds do. We understand that the man came from the South Wales valleys; the poet shows this by adding â€Å"boy† at the end of the line and uses informal English to punctuate his accent which symbolizes the location of the industry. It is a personal poem, Darren Bush is writing in the first person as though he is the old man telling his story â€Å"I had thirty years in it†. This is affective because we can relate with his character better by understanding what he is going through and feeling. The man was happy in his work back in the day; he didn’t have the slightest idea that one day working there would lead him to his death. â€Å"A laughing red mouth† He would be covered at work in black dirt, and his mouth would stand out, as it was the only clean part of him. We realize the first symptoms of his illness when he used to â€Å"spit smuts black† but obviously, he was unaware and didn’t realize the cause of his spluttering. The poet uses alliteration to describe the young collier suffering, the hard constant â€Å"s† conveys the way the sound the man made and it stands out. In the second verse, the man continues telling us about the disease he suffers from and points out the fact that he accepts it and he bravely admits he will die with it. The poet cleverly uses the line â€Å"it’s had forty years in me now† which follows the line â€Å"I had thirty years in it†. This shows that he is quite old, because he retired ten years ago. The disease isn’t only affecting his inside; his illness is visible – â€Å"like my blued scars†. The scars are a part of him that won’t go away, he can not erase them. The sufferer tells us how he gets by from day to day and how things have changed since he’s been ill in the third verse. There are a few pauses in the third stanza which conveys the shortness of breath the man has. â€Å"One step at a time; especially the stairs.† It is quite jerky, as I can imagine his breathing and talking would be like. He then goes on to talk about his past and his experiences. His own brother also died of Pneumoconiosis, so he knows what he is facing. He explains that he saw his brothers last moment, which I think is very emotional. Although he seems calm, he must be quite frightened that he will be going through the same thing. He doesn’t want to let the image of his brother that will always be with him scare him. The description the poet uses about the brother’s last moment are very good, and give us a vivid image of how much he struggled – â€Å"worse than a hooked carp drowning in the air†. The last three lines of the poem are very emotional and sad, he emphasises his slow walk and the occasional cough he lets out involuntary by telling people to know him as that man. This shows that the illness has effected him so much, he is different to a lot people when he used to be as healthy as the rest. After reading the poem, I admire the character in the poem because he can handle and accept his death, rather than complain and give up all hope. He is trying to lead his life as normal as possible and trying not to make the last of his life a misery which I respect. Another poem I studied was â€Å"He loved light, freedom and animals†. Mike Jenkins writes as if he is the father and he reminisces and remembers happy memories he shared with his son. He doesn’t believe that his son is dead and in his mind the boy is still as lively as ever. The disaster of Aberfan happened on the 21st of October in 1966. The slagheap was balancing on a mountain overlooking the small village. The flood of waste had slipped and rushed down the mountain shattering homes, farms and the village school, which killed 116 young villagers. Critics say that the disaster should never had happened and young, innocent people’s lives such as the character in the poems son shouldn’t have been lost. The poem contains many good descriptions that create strong images of both the child and the slag heap. This creates a good balance of positive and negative emotion in the poem. The images of the slagheap and the child are a complete contrast to one another; the descriptions of the boy are happy and beautiful foe example â€Å"his eyes gleamed as gorse-flowers do now† whereas the slagheap is described by the use of dark, depressing phrases such as â€Å"tumour on the hillside burst and the black blood coal†. The unpleasant phrase of the tumour growing on the top of the mountain reminds us of illness and gives us the thought people would want to stay as far away from it as possible. But tumours can be detected and defused, like the slagheap, it could have been manually moved but nobody had thought of the consequences until it was too late. The poet refers to the characters son throughout the poem, almost in every stanza which I believe makes the poem very interesting. It also shows that he will always think of his son, and will not give up the happy thoughts. He remembers the things he used to do when he was happiest. His son would be â€Å"in the classroom waving an answer like a greeting†. This emphasises how very enthusiastic and eager the boy was and obviously he was a pupil who enjoyed school, but it was there where he had died. When the poor boy was pulled out, the poet writes that his son must have been â€Å"like a child collier, dragged out of one of Bute’s mines.† A child collier would have been in a very dangerous job, and often lost their lives. They would come out of the mines hurt and covered in black dust but his son wasn’t a collier, he was at school. School is meant to be a safe place, but not for the pupils on the day of the disaster. A good example of a simile in the poem is the one about the son and his mother shown in the last stanza. â€Å"Ears attuned as a ewe’s in lambing.† The connection the boy had with his mother was like no other, his mother can still hear his laugh and like and ewe and a lamb, she was attuned to her son. This is a good way of showing that they were close, and his mother is lost without him. She will always recognize his laugh, and can still hear it clearly in her head. The parents of the boy will always remember him as they last seen him, young, healthy and happy. They will be hearing his â€Å"laughs springing down the slopes† for a long time. Mike Jenkins uses personification in his poem to make it more alive and colourful. An example of him using personification is shown in the fourth verse, he creates a character out of the slagheap when the poet describes it s if it has a â€Å"greedy belly† that ate up all the children and villagers. The tone of the poem is conversational, the father tells us as the reader about his son, and about his son’s death. It’s a dramatic poem, and is very emotional. Both negative and Positive feelings are shown in the poem. Although the theme of the poem is sad, the lines about the boy are happy; they are lines that bring a smile to the reader’s faces. In a way this makes us feel even sorrier for the father and makes it more emotional. The lines about the slag heap are bitter, expressing the father’s feelings towards it. In my opinion, the fact that the poem begins with a line about the grave â€Å"No grave can contain him† and then ends with a line about the grave â€Å"I try to foster the inscription, away from its stubborn stone† is clever. It emphasizes the fact that he is in his grave and will not do the things that were mentioned in the middle of the poem, he will not be â€Å"climbing a tree† again or â€Å"calling out names†. I personally enjoyed reading this poem because I felt I could relate to the father, as it was from a personal point of view and can relate to the loss of someone special. It was very emotional and made me sympathize for the mother and father. It was unfair for the innocent, fragile boy to die in such a horrific accident and it made me angry that people had not thought of the consequences they were facing by putting the slagheap on top of the mountain. Both poems are very successful in creating sad emotions, and also anger and frustration. In He loved Light, Freedom and Animals, anger is created because the boy and his classmates were so young when they died, and they didn’t deserve to have their lives taken away. In Pneumoconiosis, anger is created because the old man had been affected by the dust silently, and is expecting his death. This is very frustrating, as there is nothing we as the reader can do to change what has happened and what is going to happen. In my opinion, He love Light, Freedom, and Animals made the biggest impact to my emotions. As the child was only young, it is easy to relate to, and it makes the reader realize that life can be cut so short, although Pneumoconiosis is also very emotional, as the reader acknowledges the long term effects miners suffer. He has been, and is still fighting bravely but he knows he can’t hold on forever.

Sunday, January 5, 2020

Maternal Fetal Attachment Theory Essay - 659 Words

Attachment theory was developed by psychoanalyst John Bowlby in the 1950s to focus on the bond formed between a mother and child; this first relationship is critical in determining a child’s developmental outcome and it is indicative of the child’s future relationships (Brooks, 2013). A parent and child can develop a secure attachment or fall into one of three insecure attachment styles: anxious-avoidant attachments, anxious-resistant attachments, and disorganized/disoriented attachments. Children with secure attachments seem happy and secure around the parent, and become distressed when they leave often seeking out their parents. With anxious-avoidant attachments child finds parent over stimulating thus uninterested when the parent leaves†¦show more content†¦This stage was conducted while the women were between 24-28 weeks pregnant. The newborns intrauterine growth was then measured by calculating the baby’s birth weight to his gestational age. This le d them to receive a rating of 1 (one or more adverse outcomes) or 0 (no adverse outcome). Mothers for the next seven days completed an Edinburgh Postnatal Depression Scale (EPDS) that measures depressive symptoms after pregnancy. To measure the mothers’ attachment style a 40-item questionnaire was completed. Lastly, the Ages and Stages questionnaire was completed; these questionnaires were used to measure the developmental milestones of the children like gross and fine motor skills. Questionnaires were handed out at 1 month of age and ended at 5  ½ years old (Alhusen, Hayat Gross, 2013). The data collected was analyzed using IBM SPSS and SAS. From this Alhusen, Hayat and Gross (2013) hypothesis showed some significance; those mothers reporting lower MFA and higher post partum depressive symptomatology practiced either an avoidant or anxious maternal attachment style. 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