Manifest Destiny Persuasive Essay Example For Students

Manifest Destiny Persuasive Essay By: John Doe During the late eighteenth and early nineteenth centuries the United States saw many problems come and go. Some problems were more important than others, however all led to further division of American politics. The most divisive issue in American politics during this time frame was the idea of Manifest Destiny, or territorial expansion. Manifest Destiny was the idea that it was the United States destiny to take over all of North America from the Atlantic to the Pacific. Most of the public was in favor of territorial expansion, though some politicians felt it contradicted the constitution. Strict constructionists were against territorial expansion, while loose constructionists felt expansion was the United States destiny. Strict constructionists centered their platform around the fact that the constitution never directly states that the federal government has the right to acquire land. Those that view the constitution liberally, or loose constructionists, counter that stand by claiming the right of expansion falls under the governments implied powers. Loose constructionists and strict constructionists are the main divisive factor for the United States political parties: the democrats and the whigs. One of the supporters of Manifest Destiny was, democrat, James Polk who served as president from 1844 to 1848. Polk was strongly in favor of expanding the United States to the Pacific. This opinion won him the election of 1844. That year Henry Clay, a well known and loved figure in American politics, ran and was expected to blow, little known, Polk of the charts. The only problem was Clay was nervous about territorial expansion. He did not want was with Mexico and was unsure of the constitutionality of expanding. Polk won because the majority of the public believed in Manifest Destiny. Along with influencing presidential elections, Manifest Destiny played a role in the slavery issue. Entering the mid eighteen hundreds slavery was a very sensitive subject, and some of the bad feelings that caused this sensitivity were caused by territorial expansion. With more lands being acquired the number of slave state and free state representatives in Congress became unbalanced. This caused great distress among the senators and representatives. For instance, free state members of Congress began accusing the slave state members of conspiracies. One such accusation was made by Charles Sumner. He proposed the idea that southerners wanted to acquire more land so they could implant slavery in the territories. With more slave oriented territories that would eventually became slave states, the South would have control of Congress. This is what Sumner called the Slave Power Conspiracy. Slavery stirred up a lot of hard feelings though the slavery issue was not the hottest of the problems associated with territorial expansion. War with Mexico and Great Britain worried many of the people who were against expansion. James Polk had been elected when the wars were on the verge of breaking out. The potential war with Britain was resolved early in Polk presidency. He obviously wanted nothing to do with Britains powerful navy, for he agreed to a compromise that gave the United States far less of Oregon than the public wanted. The Mexico situation was different in that Polk did not have the fear of Mexico that he had of Great Britain. Polk felt a war with Mexico would only prove profitable for the United States, so he inticed the Mexicans to attack. Once Mexico attacked, Polk claimed he had to defend the United States, for Mexico had invaded American territory. Polk claimed, The cup of forbearance had been exhausted. .. Mexico had passed the boundary of the United States, has invaded our territory, and shed American blood upon the American soil. (Tindall 587) Polks unexpected election, slavery conflicts, and the Mexican war were all issues in American politics during the late eighteenth and early nineteenth centuries. .u2879c93dcedbacf3a200b24d9dcbd33b , .u2879c93dcedbacf3a200b24d9dcbd33b .postImageUrl , .u2879c93dcedbacf3a200b24d9dcbd33b .centered-text-area { min-height: 80px; position: relative; } .u2879c93dcedbacf3a200b24d9dcbd33b , .u2879c93dcedbacf3a200b24d9dcbd33b:hover , .u2879c93dcedbacf3a200b24d9dcbd33b:visited , .u2879c93dcedbacf3a200b24d9dcbd33b:active { border:0!important; } .u2879c93dcedbacf3a200b24d9dcbd33b .clearfix:after { content: ""; display: table; clear: both; } .u2879c93dcedbacf3a200b24d9dcbd33b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2879c93dcedbacf3a200b24d9dcbd33b:active , .u2879c93dcedbacf3a200b24d9dcbd33b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2879c93dcedbacf3a200b24d9dcbd33b .centered-text-area { width: 100%; position: relative ; } .u2879c93dcedbacf3a200b24d9dcbd33b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2879c93dcedbacf3a200b24d9dcbd33b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2879c93dcedbacf3a200b24d9dcbd33b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2879c93dcedbacf3a200b24d9dcbd33b:hover .ctaButton { background-color: #34495E!important; } .u2879c93dcedbacf3a200b24d9dcbd33b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2879c93dcedbacf3a200b24d9dcbd33b .u2879c93dcedbacf3a200b24d9dcbd33b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2879c93dcedbacf3a200b24d9dcbd33b:after { content: ""; display: block; clear: both; } READ: The Myth of Consumerism Essay Of all the possible explanations for these problems, territorial expansion is the number one reason. The idea of Manifest Destiny split American politics more than any other factor up to the eighteen fifties. Word Count: 660

The Internet of Things- Free-Samples for Students-Myassignment

Questions: 1.What does the statement "the best interface for a system is no User Interface"? 2.Compare the bandwidth, distance, interference rating, cost and security of a) twisted pair cable, b) coaxial cable and 3) fibre optic cable. 3.The three common ways to obtain information from IoT devices are sensors, RFID and Video tracking. Compare the three technologies by addressing the advantages, disadvantages, key requirements for the things. 4.Discuss the Issues associated with security and privacy in the context of the Internet of Things. 5.An IoT Water level monitoring application requires updates from a sensor periodically, using the command/response paradigm. 3.Describe Nielson's Law. How does it relate to Moore's Law? What are the implications for the Internet of Thing? Answers: 1This is considered to the smarter and the simple system which is able to handle the useful setups that makes the life easy. Along with this, there is an easy elimination of the interface to embrace the different natural processes and work for the proper betterment of the messaging for the better user experience. The UI is set with the constant stream of new interface which is filled with the different menus and the buttons. This explains about the conversational apps and how the UI interaction is able to work with the advancement in the technology with the increased invisible apps that are set with the UI for the computer input. The designer need to manage the applications of the bank and then work towards the better brain computer interaction. (Cui, 2016). The examples related to this are the driving approaching the car, the taking of the smartphone out of the wallet, turning the mobile phone on, sliding the phone to unlock, switch off and sits in the car. The other example of the same is the shopper enters the shop, use his mobile phone and then checks it, buy grocery and get billing. There are different possibility where a person can reach to her destination. Hence, the no user interface is best. 2. Twisted coaxial Fibre Bandwidth 0-3.5 KHz 0 to 500 MHz 186 to 370 Thz Cost Medium More than twisted High Security Low Low High Interference rating Medium Medium Low distance 2km 1 to 9 km 40km 3.Sensors: Advantages This comes with the network benefits which are for the individual, society and the other business applications. The sensors are for the home security and for the controlling which could be through the remote manner or through the easy usage of the applications. The sensors are for the monitoring where there is a use of the wireless monitoring for the network. Disadvantages It is managed by the different technology where there are different vendors who are in it. The implementation of IoT is considered to be a major loss of the job for the people with everything on the applications. (Rifkin, 2014). The issues of the multiple technologies which leads to the consumption of time in the complex systems. with this, there is a possibility that IoT service provider have to pay hre for the hiring and for retention of employees. Key requirements The requirements are based on working over the IoT systems which includes the costs for the testing of device manufacturers and the network service providers. Applications This is needed in the cameras, security alarm or the door locks. RFID Advantages The RFID makes use of the electromagnetic fields to identify and track the tags which are attached to the objects. The passive tags are contained with the collect energy with interrogating the radio waves. The active tags are handling the local power source with the RFID reader to interrogate and handle the operations at the hundreds of meters. The barcodes are for the embedded subject with the tracked object. (Atzori et al., 2014). Disadvantages The issues are related to the fact that RFID could be used by the multiple people for the receiving and the transmission of the data which could lead to the interference and the radiation exposure as well. Key requirements The RFID is set for the cash, clothing and the possession with the implantations in animal and people. The concern is about the privacy and security set for handling the RFID cards, labels and the other form factors. Applications RFID tags include the automobile during production which could be used to track with the progress set under the assembly line. Video Tracking Advantages It is for the tracking of the objects with the use of camera. The variety of uses which includes eh security and surveillance, interaction, video communication and compression, augmented reality and traffic control. Disadvantages The disadvantage is about the objects that are relative to the frame rate with the tracking of the object change orientation over the time. Key requirements The requirements are for the checking of the target representation and the localization, using the blob tracking which is for the identification of the human movement. (Patton et al., 2014). Applications For the 3D objects and for the affined transformation. The video compression is also for the macroblocks. 4.The issues are related to the security problems where the focus is on the communication and the working over the users to handle the quality of the peoples live. The storage, processing phase with the processing is based on the different activities where the future behavior of the people is mapped to handle the data encryption or the access control mechanism. The privacy and security issues are set with the widespread usage with the wireless sensors that involve the access and the availability, accuracy and confidentiality problems. The issues are also related with the transmission, storage and the processing phase. The tracking of the lifestyle, activities, with the accessibility of the third and the unauthorized person. The issue is related to the threat and the attacker models 5.Request Trigger time = 1s Round trip propagation delay = 12 ms Request processing time = 3ms Application transportation time = 2ms Total time: 1s+12ms+3ms+2m+2ms = 1.019 s If the publish/subscribe communication model will be used, the request time of 1 sec will be removed, request processing time will be removed and the round-trip time will become half due to only one way transportation of data and hence, the total time will be: Time = 6ms+2ms = 8ms 6.Nielsen law of internet bandwidth includes the higher end connection speed which growth with the year. Hence, for this, there is a connection of the constant dot which works for the telecom companies. The users are found to be reluctant to spend the money on the bandwidth where the user base is tending to get broad. Here, there are low end users with the high end working for the average shift that is low. The designing applications are important for the computation with the web designs set for the optimized usability and for the availability of the speeds. (Patton et al., 2014). With this, there has been observation on Moores law about the computer processing which doubles every 18 months. There are high end users for the bandwidth growth in 50% with the 10% less than the Moore law. For the IoT, there is a need for the telecom companies to work with the time to update and handle the reluctance to spend the money on the bandwidth. References Atzori, L., Iera, A., Morabito, G. (2014). From" smart objects" to" social objects": The next evolutionary step of the internet of things.IEEE Communications Magazine,52(1), 97-105. Cui, X. (2016). The internet of things. InEthical Ripples of Creativity and Innovation(pp. 61-68). Palgrave Macmillan, London. Patton, M., Gross, E., Chinn, R., Forbis, S., Walker, L., Chen, H. (2014, September). Uninvited connections: a study of vulnerable devices on the internet of things (IoT). InIntelligence and Security Informatics Conference (JISIC), 2014 IEEE Joint(pp. 232-235). IEEE. Rifkin, J. (2014).The zero marginal cost society: The internet of things, the collaborative commons, and the eclipse of capitalism. St. Martin's Press.

My Caucasian Students Disappointed When I Told Them That The Greatest Challenge Of A Chinese Education Was To Write An Essay

My Caucasian Students Disappointed When I Told Them That The Greatest Challenge Of A Chinese Education Was To Write An EssayMy students were frustrated when I told them that the greatest challenge of a Chinese education was to write an essay. Some students agreed with me, but the rest of them thought I was ridiculous and considered it to be impossible for them to do.In reality, the greatest challenge for any student of Chinese history is to be able to write an essay, or two or three. After all, the greatest challenges facing the Chinese were written works by Confucius, Confucianism, and Sung Dynasty era writings that inspired much of the Chinese civilization. The greatest challenge of learning Chinese and writing an essay is to be able to apply the principles of writing Chinese history essays to an academic composition.To give you an example, my Caucasian woman Chinese teacher used to say that he thought there was no limit to what can be accomplished in China. If that was true, then he should have been the greatest challenge of Chinese education. My Caucasian female teacher failed to realize that her school's student body comprised not just students from Europe, but people from all over the world, including Asian and African countries, as well as those from other countries who could never speak Chinese.A few of my Caucasian students were able to get an essay sample together, but most did not. Why? This is a common question that I get asked by people who are trying to write an essay. Here are some ideas for students that want to write an essay and want to learn how to write an essay, no matter what their race or nationality.I've seen American women, such as Oprah Winfrey, educated at a university in China. She is no white woman, but her school was also called 'Wondolonghua'Chinese University'. If her school was the greatest challenge of Chinese education, what does that make Oprah Winfrey? She wrote an essay on her experiences in China and became famous because of it.Another example is a Chinese person who visited America, wrote about his experiences, and became famous on the Internet. What does that make him? It is quite possible that he is the greatest challenge of Chinese education.My Caucasian students will need to find out more about the greatest challenge of Chinese education. They will also need to understand why the greatest challenge is not to get an essay written, but rather to get one submitted. This is a big topic, so my students should learn more about it.

Bill Bradey Essays (519 words) - New York Knicks, Bill Bradley

Bill Bradey Bill Bradley 7/28/43 ~ Bill Bradley College: Princeton and Oxford Height: 6-5 Weight: 205 lbs. Average Points Per Game is 12.4 Rebounds in his Career 2354 Assists in Career 2533 Points in Career 9217 Bill Bradley started off his life in Crystal City, Missouri. He was born on July 28, 1943. He took his first shot with a basketball when he was 9 at the Crystal City's YMCA. He started playing basketball for his local high school as a freshman. He became captain of his high school team his second year. He often went to the gym when he didn't have a team practice. He would ask his coach if he could use the gym on the off days of practice. Bill then moved on from high school and made up his mind to go to Princeton University. He was an all American is college and was also asked to play on the Olympic team. That team went on to be gold medallists. He later broke the record for most points in a single NCAA tournament. He also became the first basketball player to get the Sullivan Award for the nations best amateur athlete. Aside from all his basketball he was a good student getting strait B's. Bill was one of the thirty-two people of the U.S. chosen to go to Oxford University in England. Bill then came back after two years of little basketball to be drafted by the knicks. He signed a three year contract for 500,000. That was unusual for a basketball player to get. Most of them got 50,00 to 100,00. He then had to spend six months in the air force. After the six months he started playing for the knicks. But he wasn't as good as he was in college because, he didn't have as much practice. But managed to start on the knicks great team the second year of his career. Bill won the rookie of the year award. In 1971 he was thinking about dropping out of basketball and going for politics but then he hit his career high 38 and stayed. He also got three hundred rebounds and assists. Bill was then chosen for the all-star game which he thought were only for the young starts not the old but he thought wrong. He played twelve minutes and scored four points. Bill brought his team to 4 championships. Bill had his high games and his low games. He played good games will more then ten assists, points, rebounds and even blocks. In 1972-1973 he was averaging 16 points. In 1976 he decided to retire. He averaged four points and twelve minutes per game. His scoring average of his career was 12.4. After he retired he wanted to join in politics. Bradley won his democratic election. He didn't just stop playing basketball he stop watching basketball in 1977. He did this all for his daughter. He was then elected for the Basketball Hall of Fame. He later became an educator at Stanford, Maryland, and Notre Dame. That is my report on Bill Bradley. Human Sexuality

The Historical Progression of African Americans Essay Example

The Historical Progression of African Americans Essay Example The Historical Progression of African Americans Essay The Historical Progression of African Americans Essay The Historical Progression of African Americans Jeff Brown HIS 204: American History Since 1865 Prof Carl Garrigus May 16, 2010 The Historical Progression of African Americans America in 1857 was a â€Å"Nation on the Brink. † Relationships between the Northern and Southern states had been strained for decades. During the 1850s, the situation exploded. The Compromise of 1850 served as a clear warning that the slavery issue- relatively dormant since the Missouri Compromise of 1820- had returned. African Americans existence in America has been a disaster ever since they have been here. Every avenue of their cultural, economic, literary, political, religious, and social values has been violated to no avail, and then only until the early 60s were there noticeable changes. Between 1865 and 1876, life for African Americans was nothing but sadness and hardships. Two social issues they faced were discrimination and slavery. The Emancipation Proclamation in 1863 freed African Americans in rebel states, and after the Civil War, the Thirteenth Amendment emancipated all U. S. slaves wherever they were. As a result, the mass of Southern blacks now faced the difficulty Northern blacks had confrontedthat of a free people surrounded by many hostile whites. Even after the Emancipation Proclamation, two more years of war, service by African American troops, and the defeat of the Confederacy, the nation was still unprepared to deal with the question of full citizenship for its newly freed black population. The Reconstruction implemented by Congress, which lasted from 1866 to 1877, was aimed at reorganizing the Southern states after the Civil War, providing the means for readmitting them into the Union, and defining the means by which whites and blacks could live together in a non-slave society. The South, however, saw Reconstruction as a humiliating, even vengeful imposition and did not welcome it. After the Civil War, with the protection of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and the Civil Rights Act of 1866, African Americans enjoyed a period when they were allowed to vote, actively participate in the political process, acquire the land of former owners, seek their own employment, and use public accommodations. Opponents of this progress, however, soon rallied against the former slaves freedom and began to find means for eroding the gains for which many had shed their blood (Edwards, 2007). The U. S. presidency is a meaningful domain in which to explore perceptions of discrimination for at least three reasons. The first reason for exploring children’s views about the presidency concerns the centrality of work to gender and racial differences in American society. There are significant gender and racial differences in workforce participation, occupational roles, job status, and income. Research indicates that children are aware of many of these differences from an early age. The presidency is an especially compelling example of gender and racial stratification within the workforce because all 43 of the individuals who have held the position have been European American males. Because children understand the presidency and other political roles to be occupations, their views about the role that gender and race/ethnicity play in the presidency may be indicative of their broader patterns of thinking about the role of gender and racial discrimination in the workforce. Furthermore, the presidency is important to examine because it is arguably the most prestigious occupation in the world and is unique in its scope. In contrast, children are aware that all adult American citizens are eligible to vote and that election outcome, therefore, represent the judgments of large, representative segments of society. The second reason for exploring children’s views about the presidency concerns the importance of democracy and civic engagement. The presidency represents the pinnacle of American government, arguably the most important institution in the United States. Perceptions of discrimination within the presidency could have serious repercussions for individuals’ political engagement. Indeed, gender and racial differences in participation in U. S. democracy have long been noted. For example, African Americans report feeling disengaged from the political process and frequently believe that their civic activities make little to no difference to their communities. Perceptions of discrimination that arise in childhood may shape individuals’ later civic behavior. A third and final reason for studying children’s perceptions of the presidency is that knowledge of the domain emerges early in the life course. Most children in U. S. lementary schools are introduced to lessons about U. S. presidents in kindergarten. Although children’s understanding of the methods, purpose, and effects of government increases over time, even young children have a rudimentary understanding of the role of the president as a leader of government. The research questions concerned children’s knowledge of the links among gender, race, and the presidency. And the conclus ions were, that it is unlikely that children are explicitly taught that only European American men have been presidents of the United States. Nonetheless, children might acquire such knowledge through observation and constructive processes (Bigler et al. , 2008). Still between 1865 and 1876, there was a culture identity crisis for African Americans. We cannot explain the roots of African American culture without reference to Africa because African values, beliefs, and practices played a crucial role in the formation of African American cultures. It is basically these historical foundations, that many scholars fail to take into account in their treatment of the origins of African American cultures in the New World. Small wonder we have been saddled with accounts that maintain that African captives, in the dehumanizing experience of the Middle Passage, lost their cultural heritage and simply became acculturated to Euro-American customs and beliefs. According to some authors, African captives were a heterogeneous crowd made up of disparate cultures and unintelligible languages with no prior contact. African captives began to create an entirely new social structure and organization in the form of the dyad of two slaves sharing one space on the slave ship. Various shreds of evidence suggest that some of the earliest social bonds to develop in the coffles, in the factories, and especially during the long Middle Passage were of a dyadic (two person) nature. The bond between shipmates, those who shared passage on the same slaver, can be found in widely scattered parts of Afro-America; the shipmate relationship became a major principle for social organization and continued for decades or even centurie s to shape ongoing relations. Through an examination of African languages, patterns of slave importation, slave uprisings during the Middle Passage, baptismal rites, music, dance, and funeral rites, shared much in common culturally. Despite the horrors of enslavement, common African cultural practices among the various African ethnic groups served as an organizing and unifying principle which armed African captives with some sense of solidarity and cultural continuity in their new environment. Neither cultural diversity nor linguistic multiplicity served as major obstacles to the development of African American cultures in the New World. West and Central African cultural practices provide a suitable reference point for understanding the origins of African American cultures in the New World. More importantly, it should be clear that African captives relied upon organizing and unifying principles of African culture- like language, dance, baptismal practices, funeral rites- to enable them to cope with the horrors of slavery and to create a social and spiritual environment in the New World. Their cultural background sustained them as they adopted and created new practices and institutions that allowed them to survive the oppressive conditions of American slavery (Ntloedibe, 2006). Also during this same time frame, African American’s religion was a tale of variety and creative fusion. Preserving African religions in North America proved to be very difficult. The harsh circumstances under which most slaves lived- high death rates, the separation of families and tribal groups, and the concerted effort of white owners to eradicate heathen (or non-Christian) customs- rendered the preservation of religious traditions difficult and often unsuccessful. Isolated songs, rhythms, movements, and beliefs in the curative powers of roots and the efficacy of a world of spirits and ancestors did survive well into the nineteenth century. But these increasingly were combined in creative ways with the various forms of Christianity to which Europeans and Americans introduced African slaves. In Latin America, where Catholicism was most prevalent, slaves mixed African beliefs and practices with Catholic rituals and theology, resulting in the formation of entirely new religions such as vaudou in Haiti (later referred to as voodoo), Santeria in Cuba, and Candomble in Brazil. But in North America, slaves came into contact with the growing number of Protestant evangelical preachers, many of whom actively sought the conversion of African Americans. By 1810 the slave trade to the United States also came to an end and the slave population began to increase naturally, making way for the preservation and transmission of religious practices that were, by this time, truly African-American. This transition coincided with the period of intense religious revivalism known as awakenings. In the southern states increasing numbers of slaves converted to evangelical religions such as the Methodist and Baptist faiths. Many clergy within these denominations actively promoted the idea that all Christians were equal in the sight of god, a message that provided hope and sustenance to the slaves. They also encouraged worship in ways that many Africans found to be similar, or at least adaptable, to African worship patterns, with enthusiastic singing, clapping, dancing, and even spirit-possession. Still, many white owners insisted on slave attendance at white-controlled churches, since they were fearful that if slaves were allowed to worship independently they would ultimately plot rebellion against their owners. It is clear that many blacks saw these white churches, in which ministers promoted obedience to ones master as the highest religious ideal, as a mockery of the true Christian message of equality and liberation as they knew it. In the slave quarters, however, African Americans organized their own invisible institution. Through signals, passwords, and messages not discernible to whites, they called believers to hush harbors where they freely mixed African rhythms, singing, and beliefs with evangelical Christianity. It was here that the spirituals, with their double meanings of religious salvation and freedom from slavery, developed, and flourished; and here, too, that black preachers, those who believed that God had called them to speak his Word, polished their chanted sermons, or rhythmic, intoned style of extemporaneous preaching. In a massive missionary effort, northern black churches established missions to their southern counterparts, resulting in the dynamic growth of independent black churches in the southern states between 1865 and 1900. Predominantly white denominations, such as the Presbyterian, Congregational, and Episcopal churches, also sponsored missions, opened schools for freed slaves, and aided the general welfare of southern blacks, but the majority of African-Americans chose to join the independent black denominations founded in the northern states during the antebellum era. Within a decade the African Methodist Episcopal (AME) and the African Methodist Episcopal Zion (AMEZ) churches claimed southern membership in the hundreds of thousands, far outstripping that of any other organizations. They were quickly joined in 1870 by a new southern-based denomination, the Colored (now Christian) Methodist Episcopal Church, founded by indigenous southern black leaders. Finally, in 1894 black Baptists formed the National Baptist Convention, an organization that is currently the largest black religious organization in the United States (Paris, 2008). As slavery ended between 1877-1920, Blacks developed unique solutions to the many problems they faced in attaining literacy and other educational goals. With beginnings in Reconstruction-era legislation to the implementation of the first public schools for Blacks in 1871, Blacks have long struggled with a wide range of problems in their various efforts to develop primary, secondary, and post-secondary educational opportunities. In the midst of what historian Rayford Logan (1954) termed the Nadir (the suffocating combination of Jim Crow legislation, political disfranchisement, sharecropping, and racial violence). Blacks fought a series of battles to create educational institutions and to define the purposes of these schools. In the era between 1877 and 1901, Southern legislators, lynch mobs, the Ku Klux Klan, and even the U. S. Supreme Court rolled back years of progressive change which Black Southerners enjoyed during Reconstruction. With the election of Rutherford B. Hayes to the presidency in 1876, the Nadir- a low point in Black history- began and, in the eyes of some observers, was a decided move back towards slavery and Southern White supremacy. In the ensuing chaos, the definition and goals of education became an important set of battlegrounds- among many others- for Black communities throughout the American South. In the post-Reconstruction era, educators including Booker T. Washington emerged to stress vocational and industrial training. This would ultimately be viewed as a call for the acquiescence of Black labor to the dictates of paternalistic and racist Whites as a panacea for all of the ills facing Black Southerners. In this problematic view, if Black Southerners demonstrated their industriousness and work ethic. Whites would accept them into the mainstream, eventually granting Black Americans economic opportunities, social equality, and political rights. Washington unmistakably accepted a subordinate position for Southern Negroes. In the end, putting aside constitutionally guaranteed civil and political rights in the hopes that Whites would learn to appreciate the presence of Blacks in the South was a recipe for disaster. William Edward B. Du Bois and Anna Julia Cooper favored the establishment of college preparatory secondary schools and liberal arts colleges. Du Bois envisioned early in his long career, that this would produce classes of Black leaders rising from the ranks of liberal arts college graduates. Du Bois argued that without the presence of historically Black colleges and universities (HBCUs) emphasizing a liberal arts curriculum- the American Negro would scarcely have attained his present position (Rucker and Jubilee, 2007). Paul Laurence Dunbar presented a curious sight to the passengers who rode his elevator in the early 1890s. The clerks, craftswomen, and business managers of Dayton, Ohio, often saw the Century magazine in his hands. The occupants of that elevator were used to seeing elevator operators reading dime novels. But here was young Dunbar reading the Century, then the nations preeminent magazine of culture. The New York monthly held, as one contemporary observed, a position of undisputed primacy among American magazines. † The magazine could make an authors reputation instantly. For a poet of Dunbars day, there was no surer way of forging a literary career than to publish in the Century. Against seemingly impossible odds, Dunbar not only broke into the Century, he also became one of the few poets enshrined in the magazines literary pantheon. The Century had the distinction of publishing three of Dunbars poems in the year before Howells wrote his infamous 1896 review of Majors and Minors. Thereafter, the Century championed Dunbars career. The magazine published more Dunbar poems than it did any other poet during the decade of his productive career. For Dunbar, the magazine was his most important literary outlet. He published more of his poems in the Century than in any other periodical. ^ The influence of the Century on Dunbars career was immense. Yet, surprisingly little is known about the relationship between Dunbar and the Century editors who promoted his work. This relationship is vital not only for comprehending Dunbars literary career, but also for understanding the racialization of US society around 1900. The defining dilemma of Dunbars literary life was having been born and raised in urban black and in the western part of the state of Ohio. Dunbars westemness complicated his blackness. It put him in close contact with numerous whites and allowed him to develop intimate contacts across the color line. In his youth, for example, he was friends with the Wright brothers, Orville and Wilber. This unique background led Dunbar constantly to confront the question of the source of his identity. What defined him more: his race or his region, his blackness or his westemness? Dunbars marginal status would cause him to struggle with the question of identity throughout his short life, both personally and professionally. It forced him simultaneously to employ and reject the regionalism of Cultural Reconstruction. In the years following 1898 until his death in 1906, Dunbar published upwards of 200 original poems in magazines and newspapers across the country. The great majority were in Negro dialect. None was in Hoosier or any other white dialects. A handful was in standard English. Virtually all were on themes of black history or black culture. Dunbar had come to lose all hope of being a regional voice in the national chorus envisioned in the early formulation of Cultural Reconstruction. By 1901, Dunbar was widely hailed, not as an American poet, or a western poet, or even a southern poet. For those searching to establish black culture, he was the laureate of his race, the expression of a racial genius, the historian of his race, the voice of a race (Dunbars Poems; Nelson; The New Slavery). For those who clung to the darkey stereotype, Dunbar was a black threat: I used to read Dunbar quite a lot, W. E. B. DuBois heard a white Texas woman say, until I found out he was a nigger. † Dunbar had become trapped in a prison-house of literary. Dunbars dialect poetry performed a vital if aesthetically suicidal task in the era of Jim Crows caustic ascendancy. By revealing that black authors could write Negro, Dunbar unmasked the racist stereotype of the African American perpetrated by white authors such as Thomas Nelson Page. But Dunbar could only legitimate this act of unmasking by adopting for himself the metastasizing conception of race as an identity prior to all others. Dunbar, Samson-like, brought the regionalist pretensions of Cultural Reconstruction crashing down on himself. His dialect poetry was the sign that US national identity by 1900 was no longer constructed through the production of regional unity, but through the production of racial difference (Scott-Childress, 2007). Between 1921 and 1945 the Great Depression years, hard times were nothing new to African Americans. When the depression struck, black unemployment surged. Even the skilled black workers who had retained their jobs saw their wages cut in half. Migration out of the rural South dropped. In 1934, the average income for blacks cotton farm workers was under $200 a year. Much of the white population that had left the cities for the suburbs was replaced by African Americans and Hispanics. They were part of a larger migration especially of millions of blacks families leaving the South to search for work in urban cities. Most headed for the Middle Atlanta, Northeast, and Upper Midwest regions. While central cities lost millions of white residents, they gained millions of African Americans instead. By the late 50s, half of all black Americans were living in central cities (Davidson et al. , 2008). During 1946 up until 1976, the roots of the civil rights movement lie deep in the history of this nation. The civil rights movement began with the presence of enslaved blacks in the New World, with the first slave mutiny on the ships bringing them here. The black Odyssey includes some of the bleakest examples of repression and terrorism in the history of this or any nation. Through the first three decades of the twentieth century, the mechanisms that circumscribed black lives remained in place. Individual blacks made breakthroughs into the middle class; the New Deal, grassroots protests, and the stirrings in organized labor in the 1930s, culminating in the March on Washington movement in 1941, encouraged a politics of hope and raised the stakes in the struggle for economic justice. For many blacks, World War II was the turning point in the relationship of African Americans to American society. Not only did blacks lose respect for whites, but those who fought in the war also lost another quality that had been instilled in them over several centuries- fear of whites- and that change would have far-reaching implications as the soldiers returned to their homes. With the end of World War II, the conviction grew that the way it used to be did not have to be, and African Americans, many of them veterans, gave voice to that feeling in ways white America could no longer ignore. Long before Martin Luther King Jr. nd Rosa Parks took center stage, black men, and women, acting mostly as individuals but numbering in the thousands, waged guerrilla warfare on the infrastructure of Jim Crow. During World War II, they violated law and custom, sitting where they pleased in buses, trains, stations, restaurants, and movie houses, waiting to be dragged off by conductors, drivers, owners, and police officers. Capitalizing on the gains made earlier in the 1930s, 1940s, and 1950s, the civil rights movement revolutionized black consciousness and mobilized the black community in ways that captured the imagination of much of the world. Extraordinary changes- some of them symbolic, some of them substantive- transformed the South. The civil rights movement struck down the legal barriers of segregation and disenfranchisement, dismantling a racial caste system that had been evolving, sometimes fitfully, over some four centuries. The achievements were impressive and far-reaching, with striking gains in educational achievement, in clerical and professional positions, in skilled labor, in political representation, and in the entertainment and sports industries. Affirmative action opened positions hitherto reserved for whites, significantly expanding the black middle class. Politically, from 1960 to 1980 the number of black registered voters in the South more than tripled. Even as the civil rights movement struck down legal barriers and transformed the face of southern politics, it failed to diminish economic inequalities. Even as the Supreme Court ended school segregation by law, the justices failed to end segregation by income and residence. With the urban uprisings, the Vietnam war, and the heightened rhetoric and new directions of the civil rights movement, the battles over racial change became too much for many whites to absorb. What compounded the problem was the conviction shared by many white Americans that, in general, blacks had made it. Laws had been passed; Jim Crow had been eliminated. Blacks had been elected to public office. Opportunities were available for blacks if they only seized the initiative. If the failures of blacks persisted, the fault had to lie with the victims, not in deeply rooted economic and social inequalities, not in their economic marginalization. The failure of blacks to succeed reflected inferior intelligence, the unfitness, incapacity, and moral, even genetic and cultural, shortcomings of a race; failure lay in their refusal to put their own house in order, to lessen their dependency on government programs and handouts. How free is free? This question persists. Enslaved labor was abolished more than a century ago, but only after 250 years of uncompensated labor. Jim Crow blocked black access to economic and political power for another century. But even with the dismantling of segregation some four decades ago, the images will not go away. Though expressed with more subtlety today, racism remains pervasive; its terrors and tensions are still with us, and it knows no regional boundaries (Litwack, 2009). After the election of President Barack Obama, millions of Americans rejoiced at the prospect of a changing America. Americans were hopeful that the election of President Obama marked a change in the political landscape, financial condition, and social mindset of the American people. For many in the African American community, his election represented how far America has come regarding race relations and provided new hope for future generations that all things were possible for African Americans in this nation. Unlike the civil rights movement of the 1960s, African Americans today are not fighting for basic civil rights such as the right to vote and attend non-segregated schools. This is not to say that overt and covert acts of racism do not still exist in America and do not continue to affect the African American community. However, with the passing of civil rights legislation over the years, individual minorities and minority groups have the right to file grievances against those who choose to discriminate against them based on race or ethnic background. In the media today, even the hint of racial injustice or discrimination draws automatic fire from the media and action from several groups eager to carry the mantel of equality and justice for all. Many of the challenges facing African Americans today are more subtle and involve a struggle that is more within the African American community than without. The struggle involves pushing against institutional barriers that have been strengthened by those in favor of maintaining a historical precedent or the status quo; it also involves a continued determination to resist an apathetic attitude toward the problems in the African American community. In many instances, it is not the opinionated few who determine the overall outcome, but the indifference of the majority who are usually directly affected by the decision that they fail to be a part of. The issues African Americans face are issues all Americans have to address. There is no sole African American solution to these issues because they are not issues that exclusively affect African Americans. Daily we lead or are led by Airmen who struggle with these issues. It is imperative that we all, as Americans, deliberately and effectively meet the challenges of these issues. In doing, so we become better leaders, followers, and citizens of this great nation.

Injustice of the justice system Essay Example | Topics and Well Written Essays - 500 words

Injustice of the justice system - Essay Example The first mode of injustice is evident among the Virginia Police department that was undertaking investigations in relation to this case. It is evident that their investigations were conducted in a manner that coerced the four men to confess that they had committed the crime. To begin with, during the process of interrogation, the police claimed that they had evidence and could prove that the four men were responsible for the rape and the murder. In the video, various ways that were used to coerce the four men to admit that they had committed the crime are elaborated. The first mode used by the police investigators is through application of high level pressure interrogation methods for instance: Yelling at suspects and continuously calling them lairs. Moreover, the police also kept the four men in custody and kept threatening them of death sentences as well as severe torture techniques like depriving them of sleep. In addition, the video explicit how the police interrogators used false accusations after undertaking polygraph tests insisting that the four accused persons were lying and had failed their polygraph tests. This made the suspects became emotionally and mentally worn-out thus leading to their false confessions. There is also information in the video in regard to the manner by, which police pressured interrogation confuses suspects and compels them to admit that they had committed crime and implicates other close friend for example: In the video, Dick one of the Norfolk four accepts that he was confused by the polices’ hypotheses and interrogations thus, was compelled to implicate his fellow sailor, Wilson, who confessed ultimately. Another form of injustice the justice system is depicted by the manner by, which the police apply coerce guilty persons to confess that they had committed crime together with other

Cuban Missile Crisis (Paper) Essay Example | Topics and Well Written Essays - 1250 words

Cuban Missile Crisis (Paper) - Essay Example Cuba and the Soviet settled at an agreement when they had an undisclosed meeting and the development of several nuclear sites earnestly began. The United States discovered the presence of ballistic missile facilities and instigated a blockade that prevented more missiles from entering Cuba. It made the announcement that they would prohibit weapons that were offensive to be delivered to Cuba and wanted the weapons that were in Cuba to be destroyed or returned to where they had come from. After a number of agreements with the Soviet Union as well as Cuba the blockade was ended and the consultations between the US and the Soviet identified a straight communication channel between the two capitals. This paper seeks to analyse the events that surrounded the missile crisis before and after it took place. In the summer of 1962, CIA analysts received several potentially alarming reports concerning Russians being spotted in Cuba but the reports were part of a stream of similar tales that involved African troops and other troops in the Island. Majority of the intelligences were eventually dismissed by specialists who were accustomed to bogus report of Soviet Union gear hidden away in caves. This demonstrates that the United States was a victim of determined efforts by the Soviet of denial and trickery that camouflaged the placement of Soviet forces as well as weapons missiles in Cuba. The trickery in some instances included information that was accurate concerning the deployment so that it could be able to mask the operation through thousands of reports in Cuba in the time leading up to the missiles being actually being brought into Cuba. In the confusion, the Soviets managed to deploy more than the offensive nuclear missiles that was the main focus of the consequent crisis with the United States. Even though analysts from the United States as well as policymakers had knowledge of the conventional weapons,