Economic and Social Factors that Affected the Slavery of the South Essay Example for Free

Economic and Social Factors that Affected the Slavery of the South Essay Slavery had been one of the most controversial and important issues in the history of the United States. The distinction between the whites and the African American slaves could be rooted way back in the past events of the country even when the United States was still under the British rule. Because of this, the turn of events in the country is also related with slavery. The changes in the social and economic factors of the country greatly influenced the situation of slavery in the south. The desire for independence by the Americans has been the primary motivating factor that droved the social changes in the country. However, slavery was regarded as the biggest irony in America’s battle for freedom because their existence is a clear proof that the idea of liberty is more of a privilege rather than an inherent and equal right for all. This is proven by the fact that during the revolution, slavery was already considered as part of the old institution in America. Slavery was present in every colony and became the basis for the economy and social structure from Maryland southward. At the very least, 40 percent of Virginia’s population and at even higher numbers in Georgia and South Carolina had been slaves (Foner 230). Being the case, slavery created a huge impact in the south because their source of living and there very lifestyle have been dependent upon the work that slaves give. This is also the reason that the initiatives to abolish slavery greatly threatened the south. In 1840s, the expansion to the west played an important role as it moved slavery in the center of American politics. The depression that started in 1837 paved the way for the large migration of settlers in further west. The years between 1840 and 1845, about 5,000 emigrants traveled the 2,000 mile journey by wagon train to Oregon. The settlement of some Americans in Oregon perpetuated the southern attitude of patronizing slaves since some of them brought their slaves with them. Nevertheless, the settlement in Oregon is not the main reason for the emergence of the issue of slavery; rather the nation’s acquisition of Mexico caused it. The primary part of Mexico that was settled by a substantial number of Americans was Texas. This could be attributed from the fact that the Mexican government allowed Moses Austin, a farmer born in Connecticut, to permit the Americans to colonize it. In 1820, Austin received a large land grant, which he sells in small portions to Americans settlers. The issue of slavery arises because Mexico already abolished slavery. In April 1836, Sam Houston and his forces defeated the army of Santa Anna, which brought about the independence of Texas. The interest of the South was triggered by this event because they believed that including Texas in the Union and even dividing it to several states could increase their power in the Congress (Foner 465-466). The Compromise of 1850 was created in order to maintain peace within the Union. This helped the south in the sense that the compromise still allows the slavery and only abolished slave trade. The Compromise also left the white inhabitants in the territories of Mexico to decide whether they will continue with slavery or not. In the same manner, the Fugitive Slave Act also aided the south in capturing run-away slaves without the interference of local authorities. Southern leaders support measures that sent federal agents to states in the north in order to capture fugitives. It is also regarded that the Fugitive Slave Act is an example of how the government abided by the interests of the south (Foner 477-479). However, the Fugitive Slave Act also made many people especially from the North realize that this kind of law infringes upon the rights of the citizens as well as of the state. Being the case, this started the changes in the concept of state’s right. The leadership of Stephen A. Douglas helped the states to resolve its dispute regarding the issue of slavery. He hoped to solve the dispute among the northerners and southerners in Congress by applying the principle of popular sovereignty. Sovereignty would allow the local settlers of every state to vote whether they are in favor of slavery or not instead of the Congress. Douglas deemed that popular sovereignty symbolizes the idea of local self-government and it also created a middle ground between the North and South (Foner 479-480). The discussions above show that the underlying concern of the southern sector is to protect their interests. They were very keen in acquiring the necessary power in Congress in order for them to prevent the abolition of slavery, wherein they are greatly dependent upon in terms of their means of income and the overall development of their agricultural sector. Because of this, they are very vigilant of the social and economic changes that are happening in the country in order to make sure that their stakes and interests are safeguarded. Work Cited Foner, Eric. Give Me Liberty: An American History. New York: W. W. Norton and Company, 2007.

Case Study The Millennium Development Goals Education Essay

Case Study The Millennium Development Goals Education Essay The Millennium Development Goals (MDGs) are eight international development goals that were established after the 2000 Millennium Summit in which United Nations Member States and International Organisations consented to achieve by the year 2015 (United Nations Millennium Development Goals, 2010). The MDGs set time bound targets in improving social and economic conditions in the worlds poorest countries, which progress towards reducing income poverty, hunger, disease, lack of adequate shelter and exclusion, while promoting gender equality, health, education and environmental sustainability. They also embody basic human rights so that each person on the planet has the right to health, education, shelter and security (Ki-Moon, 2010). Three major areas of Humanity are focused in the MDGs: Firstly, reinforcing human capital by improving infrastructure, and increasing social, economic and political rights, specifically focusing on increasing the basic standards of living (United Nations, 2006); Secondly, altering infrastructure by gaining safe drinking water, energy and modern information communications technology, intensifying farm productions through sustainable practices, bettering transportation infrastructure, and uphold the environment; and finally the social, economic and political rights, with regard to empowering women, reducing violence, increasing political voice, ensuring equal access to public services, and increasing security of property rights. The goals are intended to increase an individuals human capabilities and advance the means to a productive life (United Nations, 2006). As individuals acting together we have the power to take action and influence the process of reaching the MDGs by 2015 (End Poverty Millennium Campaign, 2010). Education is important in achieving these goals. A basic education of a good quality is necessary for developing an understanding of the world and the possibilities it provides, and for being able to function effectively within it. Without the knowledge and various skills developed through schooling and basic education programs, the opportunities for individuals and the ability to act independently are greatly reduced (UNESCO, 2010). Intensifying the movement towards education MDGs will lead directly to an acceleration of many of the other MDGs (2010 MDG SUMMIT, 2010). In this essay I will explain why education is important in order to achieve each of the eight millennium development goals. The first goal of the millennium development goals is to eradicate extreme poverty and hunger. Poverty forces children out of school displacing their education driving them into the low paid work force because parents cannot afford to educate them. Haines Cassels (2004) explain that one year of schooling can increase a persons earnings by 10% with each additional year of schooling lifting the average annual GDP by 0.37%. Accessible education can help feed an impeccable cycle of enhanced growth and an elevated reduction in poverty, aiding the poor and benefiting society as a whole. Education provides people with the skills and knowledge they require in order to increase income and develop employment opportunities. By educating the poor, women and vulnerable groups it opens doors to jobs and credit and has the potential for economic growth. With strict laws on compulsory education the millennium development goal to eradicate extreme poverty and hunger should be achievable in the future. The second MDG is to achieve universal primary education. Every child regardless of where they live deserve the right to an education. The Development Education online Depository (2010) state that universal primary education involves entering school at an appropriate age, progressing through the system and completing a full cycle of primary education. By eradicating primary school fees millions of children worldwide have the chance to gain literacy and numeracy skills increasing the percentage of educated people in the world, increases the opportunities for employment and a stable future for many children which in hand will help in achieving the MDG of achieving universal primary education. The third MDG focuses on promoting gender equality and empowering women. Attaran (2005) state that there are 759 million people in the world that cannot read or write, and of those people two-thirds are female. Females face many barriers to education in several countries around the world, ranging from negative attitudes to the burden of household work and distance to school. In order to redress the balance education needs to be made a priority, special efforts such as employing female teachers, supporting poor families and making the education system girl-friendly could help in promoting gender equality and in empowering women. Severine Shahani (2009) claim that there is a strong correlation between educating females and an increase in womens earnings, improved child and family health and nutrition, an increase in school enrolment, protection against HIV infection, higher maternal and child life expectancy, reduced fertility rates and delayed marriage. Equal schooling for both boys and girls is the foundation for development in achieving the MDG of promoting gender equality and empowering women. The fourth MDG aims to reduce child mortality. Providing education to girls provides a great chance of survival to her children in the future. Severine Shahani (2009) claim that a mother with secondary or higher education more than halves the risk of child mortality compared to a mother with little or no education. As mentioned above there is a strong connection between educating females and higher maternal and child life expectancy as well as improvements in child and family health and nutrition, they are also more probable to immunize their children. Educating women, with at least primary education, the MDG of reducing child mortality is more likely to be achieved. The fifth goal aims to improve maternal health. Maternal education is one of the strongest antidotes to childbearing-related risks (United Nations, 2010). By educating females it enables them to make improved health associated decisions, fewer mothers would die and the MDG of improving maternal health would have a greater chance of being achieved. The sixth MDG intends to combat HIV/AIDS, malaria and other diseases. Education is the key to combating HIV/AIDS, malaria and many other diseases. Education institutions take a central role in the prevention of HIV and other communicable diseases as they can reach out to a large number of people, encouraging positive attitudes and behaviours providing them with the knowledge and skills to reduce their chance of contracting HIV. School health programs are also ideal in providing awareness and hygiene practices to help fight malaria and other diseases. Haines Cassels (2004) state that women with an education higher than primary level are five times more likely than literate women to be aware of and know about HIV/AIDS. Education offers an important measure of protection against HIV and other diseases. The MDG for universal primary education is estimated to prevent 700, 000 new HIV infections each year (MDG Monitor, 2007). It is claimed that education reduces the vulnerability of girls, and each year of schooling offers greater protective benefits. Education is the best vaccine against HIV and Aids and other diseases it is also the most cost effective way to achieve the MDG of combating HIV/AIDS, malaria and other diseases. The seventh MDG is directed at ensuring environmental sustainability. Education for sustainable development (ESD) can help us to live sustainably. ESD is defined by UNESCO as the aims to help people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. By providing education for environmental sustainability it also educates students on key issues including poverty reduction, sustainable livelihoods, global warming and climate change, gender equality, corporate social responsibility and the protection of indigenous cultures (TeachMDGs, 2010) ESD will allow individuals to make decisions that meet the needs of the present without compromising those of future generations. Education is essential for ensuring environmental sustainability. The eighth and final millennium development goal is directed at developing global partnerships for development. Developing countries financially cannot provide universal primary education for free to their people. Therefore a global partnership is needed to fill the financial gap for education so that globally the education-related development goals can be achieved. And if developing countries make education a priority they can then in turn boost their economy, which can help to achieve all of the millennium development goals. Teaching and learning in schools should aim to enhance skills, knowledge and behaviour related to the millennium development goals. Schools should plan their curriculum so that content covered increases the impact that education has on the MDGs. Such as, in order to combat child mortality and to alter female empowerment, curricula on cleanliness, sanitation, and measures to minimize contagious diseases. In the case of environmental sustainability the school should include programs such as the need to conserve water and trees. To improve the nutritional status of the students the school can introduce meal programs to ensure the students have atleast one nutritional meal each day. Schools can also promote gender equality by the different roles that school leaders take. Positive behaviours aimed at achieving the MDGs can be learned and reinforced throughout education. By introducing adult education and literacy programs for both men and women can provide opportunities for employment, improving labour productivity and introducing programs such as water and sanitation. The impact of adult education for women can result in lower child mortality rates and higher levels of maternal health. With the completion of secondary education women are more likely to seek out antenatal care and better medical treatment, are more likely to send their children to school, and have greater economic opportunities that will alleviate poverty and hunger. All in all adult education in occupational and life skills will positively impact the millennium development goals. 2010 should not be the beginning of the new and uncertain journey towards the millennium development goals, rather it should be the refueling point on this voyage that has been going on for the past ten years. The next five years complete the journey in achieving the MDGs by 2015. With the implementation of the millennium development goals in school curriculums globally the plan to reach the destination should be achievable.

Comparing Hills Like White Elephans by Ernest Hemingway and Babylon Rev

Comparing Hills Like White Elephans by Ernest Hemingway and Babylon Revisited by F. Scott Fitzgerald At first glance it seems that the two short stories â€Å"Hills Like White Elephants† by Ernest Hemingway and â€Å"Babylon Revisited† by F. Scott Fitzgerald have absolutely nothing in common other than being written by two famous American authors in the 1920s. Although there is much contrast between the two works, when examined more closely, similarities seem to be extremely easy to pick out. Similarities are evident in the existence of superficiality and carelessness in the lives and past lives of the main characters in both stories. The two stories are most alike, though, when considering the central conflicts within them. In â€Å"Hills Like White Elephants† the central conflict has to do with a couple feeling that the idea of having a baby threatens the very existence and happiness of that relationship, so they contemplate having an abortion. In â€Å"Babylon Revisited† the conflict involves a man’s struggle to be reunited forever with his daughter, who he has been separated from due to mistakes he has made in the past. The relationship between the two conflicts is the how the male characters’ become powerless when attempting to regain happiness in life and how challenging it is for the female characters’ to make a drastic life-changing decision. Arguably the most striking similarity comes The couple in â€Å"Hills Life W... ...fore the end of the story. The central question of whether or not Charlie would be able to take responsibility for Honoria was left unresolved by the end of the story. Works Cited Cassill, R.V.. The Norton Anthology of Short Fiction. Toronto: George J. Macleod Limited, 1978. Fletcher, Mary Dell. "Hemingway's Hills Like White Elephants." Academic Search Premier Vol. 48 Issue 4. Summer 1980 16-18. 02 APR 2008. Kozikowski, Stanley. "Hemingway's Hills Like White Elephants." Academic Search Premier Vol. 52 Issue 2. Winter 1994 107-112. 02 APR 2008 Turner , Joan. "Fitzgerald's Babylon Revisited." Academic Search Premier Vol. 48 Issue 4. Summer 1990 282-283. 02 APR 2008

Thomas Hardys Use of Fallen Women in His Writings Essay -- Biography

Thomas Hardy's Use of Fallen Women in His Writings Thomas Hardy sheds new light on the idea of the fallen woman. Throughout several of his works, he portrays the fallen woman through her own eyes, and, in doing so, presents a different perspective. Three of his works which establish this new perspective are the poem, "The Ruined Maid," and the novels Far from the Madding Crowd and Tess of the d'Urbervilles. In "The Ruined Maid," which he wrote in 1866, Hardy focuses on one woman's recent loss of chastity and how she is perceived by a friend who is returning to town. Rather than feeling ashamed of her actions, she expresses a sense of pride. In the last line of each stanza, she points out how she is ruined; however, the tone of her various declarations is triumphant. For example, at the end of the third stanza she states, " 'A polish is gained with one's ruin' " (l.12). After Hardy portrayed the idea of the fallen woman in this manner through his poetry, he proceeded to explore this idea within his novels. In Far from the Madding Crowd, Hardy's portrayal of Fanny Robin re...

The Solar System Essay -- Astronomy

The universe was once a vast uncharted area; an area of the unknown. People looked up to the sky in wonder and awe, curious as to what was beyond Earth. What were those lights in the sky? Where did they come from? How did they get there? As time has passed, the universe made up of stars and planets has evolved. What we did not know before, we know now, our cosmos has changed immensely, transforming into what we now call our solar system. Before people had the knowledge and technology we have today, the heavenly skies were an area of endless speculation and inspiration. People from all around the world created their own myths and explanations about the cosmos and the celestial bodies within it. Roughly six thousand years in the past, the Sumerians had the belief that Earth lied in the center of the universe. The Babylonians and Greek civilizations further carried this same belief into their centuries, depicting the heavenly skies as a cosmos revolving around the earth. Looking back into history, the Greeks were the first to put forward the idea that planet Earth was a sphere (now known as an oblate ellipsoid). Then around 340 BC, a Greek philosopher named Aristotle made the discovery of a few of our most influential and fundamental theories that helped to further prove this idea. Aristotle first proposed that one always witnesses the sails of a ship approaching past the horizon first and then its framework. This suggested that the surface of the ocean must be curved and not flat as it was once thought to be. Secondly, Aristotle discovered that the eclipses of the moon were generated by the shadow that Earth casted on it. This further proved the point that if the Earth was flat, the shadow it casted upon the Moon would not app... ...years later that non-uniformity in the antediluvian commenced the formation of galaxies and ancient stars out of pouches of gas condensing due to gravity. Approximately five billion years ago, such pouches of gas that resided in a spiral channel of the MIlky Way Galaxy formed the Sun. An immense circle of gas and refuse that was whirling around the ancient Sun formed to the planets, Earth included, which is predictably 4.6 to 4.5 billion years old. Works Cited Adskin, Alaina. Humanities 242. Away we go!. N.p., 22 Feb. 2011. Web. 1 Dec. 2011. "Big Bang Theory - An Overview." All About Science. N.p., n.d. Web. 1 Dec. 2011. Cessna, Abby. "Heliocentric Model." Universe Today. N.p., 22 June 2009. Web. 1 Dec. 2011. "Isaac Newton." Scientists: Their Lives and Works. Gale, 2006. Gale Biography. Dec. 2011. "The Universe." The Big View. N.p., n.d. Web. 1 Dec. 2011.

Argumentative Essay on Cervical Cancer

Shelley Miller Dr. Ashli Dykes Composition 1 12 November 2012 Cervical Cancer Cervical cancer is a cancer that starts in the cervix, the lower part of the uterus, which opens at the top of the vagina. It occurs when abnormal cells on the cervix grow out of control. Cervical cancer can often be successfully treated when it is found early. It is usually fount at a very early stage through a pap-test. Cervical cancer is the third most common type of cancer in the world. Routine pap-smears, in the United States, have narrowed down the disease, unlike other countries.This disease starts in the cells on the surface of the cervix. Of the two types of cells, on the surface of the cervix, squamous and columnar, the majority of cervical cancers form on the squamous cells. It is a slow developing disease. It starts out as dysplasia, a pre-cancerous condition. Normally a pap-smear can detect the pre-cancerous condition. If left undetected, over years, a pre-cancerous condition can turn into cerv ical cancer. In most circumstances, women who have routine pap-smears normally do not get cervical cancer (PubMed Health).The most recent statistic numbers available are from the year 2008. There were 12,410 women in the United States diagnosed with cervical cancer. Out of all those women, 4,008 of them died from the disease. These incidents and death counts cover approximately 100% of the U. S. population in 2008. The famous Greek physician, Hippocrates, was the first to write about cervical cancer in 400BCE; although, he could identify the disease, he declared it incurable. In the following twenty-five centuries, many women died from this disease. Dr. Hinselmann invented the colposcope in 1925.The colposcope allowed doctors to examine the cervix more closely, which allowed them to check for abnormalities. The closer examinations meant that some cancers were found in time for surgery to be successful. The pap-smear was named after Georgios Papanikolaou, who in 1928, found that he c ould identify abnormal cells taken from the surface of the cervix. Since its invention in 1943, this procedure has saved many lives all around the world. It’s estimated that if a woman’s cervical cancer is diagnosed by a Pap smear, rather than before symptoms appear, she has a 92% chance of a full recovery.If she waits for signs of disease before going to the doctor, her chance of survival drops to 66%. More than 70% of women who die from cervical cancer have not had a Pap smear within the last five years. It’s recommended that all women between the ages of 21 and 60 have a smear test every three to five years, although if a woman has never been sexually active, the test is not necessary. Epidemiologists, in the early twentieth century, noticed that cervical cancer shared many characteristics of a STD (sexually transmitted disease) (Yukozimo).Although there are normally no signs of early stages in cervical cancer, the symptoms that may occur are similar to those of a STD. Symptoms of cervical cancer are abnormal vaginal bleeding, continuous vaginal discharge, and/or abnormal periods. Abnormal vaginal bleeding can or may include between periods, after intercourse, or after menopause. Periods may be abnormal if they become heavier or last longer than usual. Vaginal discharge may be â€Å"pale, watery, pink, brown, bloody, or foul-smelling. † Another easy to recognize symptom, of early stages, is pain during intercourse.Patients with cervical cancer generally start having problems when it advances and spreads to nearby tissue. It may spread to the bladder, lungs, intestines, and liver. If the cancer spreads, the symptoms become more noticeable and serious. The symptoms of advanced cervical cancer includes back pain, bone pain or fractures, fatigue, difficulty urinating, pain when urinating or blood in urine, as well as, leaking of urine or feces from vagina, leg pain, loss of weight and appetite, pelvic pain, single swollen leg, and/or weight loss (PubMed Health).Other symptoms of advanced cervical cancer are diarrhea, or pain or bleeding from the rectum upon defecation, fatigue, and general feeling of illness, and a swollen abdomen, nausea, vomiting, and constipation. (WebM. D. ) Most cervical cancer cases start out as HPV (Human papilloma virus), which is a common virus spread through sexual intercourse. There are many types of HPV; however, not all types lead to cervical cancer. Increased risks for cervical cancer can be determined by a woman’s sexual habits.Having sex at a young age, multiple sex partners, or having multiple partners who participate in high risk sexual activities are all examples of risky sexual habits. Other risk factors include poor economic statue, not getting the HPV vaccine, weakened immune system, and being born to a mother who took the DES drug (diethylstilbestrol, which prevented miscarriages), while pregnant. There are many different types of treatment for cervical cancer but it depends on several things like what stage the cancer is in, size and/or shape of the tumor, the age of a woman, her general health, and her desire of having more children later on.Destroying or removing the pancreas or cancerous tissue can cure cervical cancer in its early stages. There are other types of treatments, involving surgery, which can be done without destroying the uterus or damaging the cervix so that, in the future, a woman can have other children. LEEP (loop electrosurgical excision procedure), cryotherapy, or laser therapy, are the types of surgeries that can be done; however, they are only effective if the cancer is caught at an early stage. Leep uses electricity to remove abnormal tissue, cryotherapy freezes abnormal cells, and laser therapy uses light to burn abnormal cells.A hysterectomy is a more intense surgery used to cure cervical cancer. It works by removing the uterus but not the ovaries. This surgery is usually performed in result of multiple failed LEEP procedures. There are more advanced treatments for those whose cervical cancer is later detected. These procedures are radical hysterectomy and pelvic exenteration. A radical hysterectomy consists of removing the uterus as well as the surrounding tissues, which include the lymph nodes and the upper part of the vagina.The pelvic exenteration is an extreme type of surgery in which all of the organs of the pelvis, including the bladder and rectum, are removed. In some cases when the cancer has spread beyond the pelvis or has returned, forms of radiation therapy are used. There are two forms of radiation therapy used: internal and external. Internal radiation therapy uses a device filled with radioactive material, which is placed inside the woman's vagina next to the cervical cancer. The device is removed when she goes home. External radiation therapy beams radiation from a large machine onto the body where the cancer is located.It is similar to an x-ray (PubMed Health) In conclusion, cervical cancer is a serious condition in which the medical field has been experimenting with and developing cures for throughout the years. The advances made in this study, since it was discovered in 1943, are remarkable. Due to the developments of tests and treatments for this disease, the amount of women who die from it, has decreased greatly. Hopefully in the years to come, researchers will find a way to make cervical cancer extinct. Work Cited â€Å"Cervical Cancer. † PubMed Health. A. D. A. M. , Inc. 2012.Web. 10 November 2012. www. ncbi. nlm. nih. gov/pubmedhealth/PMH0001895/ â€Å"Cervical Cancer Health Center. † New York, NY. WebMD. WebMD, LLC. 2005-2012. Web. 07 November 2012. www. webmd. com/cancer/cervical-cancer/default. htm Division of Cancer Prevention and Control, National Center for Chronic Disease Prevention and Health Promotion. â€Å"Cervical Cancer Statistics. † CDC. Web. 08 November 2012. www. cdc. gov/cancer/cervical/statistics â€Å"Who Discovered Cervical Cancer? † Yukozimo. Web. 12 November 2012. www. discovery. yukozimo. com/who-discovered-cervical-cancer/

If society valued people ONLY Essay

This prep is exploring the Question: Who am I? If society valued people ONLY economically (i. e. by using money) Which type of people would be the most valuable – and why? The type of people that would be the most valuable would be the people with the most skills and knowledge. Doctors and Surgeons would be very valuable, to care and treat all of the sick and injured people. Children with great education and skills would be valuable because you will need new people to tack the roles of scientists and doctors when the old ones retire. Scientists would also be very valuable, to progress with technology and research. Good teachers would be quite valuable to teach children correctly. Even dustmen would be valuable because without them litter would pile up in the streets. Which type of people would be the least valuable – and why? The homeless would not be valuable because society would not benefit from them, they could even be a hindrance because people would have to pay for them and care for them. Popstars would have little value because they don’t help society in any good way. Children with poor education would not be very valuable, because they will have no skills to use in their work when they become adults. All illiterate people would have little value because writing and reading forms a very important part of society, in Britain, today. How would you be valued – and why? I would value myself as quite unimportant, seen as I am I child with no medical or scientific skills. I am, though, receiving a very good education and could go on to learn may different skills, or alternatively I could go on to work for the council as a dust bin man.