Free Will and Religion: A Nietzsche Perspective Essay

Free will has been studied for many centuries and has still puzzled ordinary people, many thinkers, scholars, theories, literary figures, and theologians worldwide. It has been confused with so many factors such as necessity or determinism from which the individual wonder whether his actions are based on self will or driven by conditions he cannot control. Other scholars linked it with moral responsibility and faith in God claiming that there is really no free will since it is influenced and manipulated by many factors (Kane 2). For many essentialists, free will is not recognized as an independent concept but rather a dynamic and essential context (Sack 79). Over the decades, ancient doctrines had been made recognizing the existence of free will; however many philosophers questioned it such as Friedrich Nietzsche who was one of the known philosophers to criticize free will. In the ancient and medieval studies of free will, a theological dimension has been recognized by many philosophers as a connection to ‘free will’. St. Thomas Aquinas and St. Augustine, whom Nietzsche share similar conclusions, considered free will as a gift from God and by possessing it means that we are beyond animals. More thinkers were intrigued by free will such as Descartes, Hume, and Kant who offered several solutions, a metaphysical framework, and a dichotomy of passion and reason to explain its dynamics. Free will becomes even more problematic as more ideas and concepts were linked to it such as ‘determinism’ and ‘causality’ offered by Schopenhauer and Freud (Dilman 2). These studies seemed to accept that many factors influence free will yet free will still exists. However, for Nietzsche free will is not affected by the course of events, fate, and it has no law (Dworkin 178). Nietzsche criticized â€Å"free will† by differentiating Christian free will and aristocratic free will. He believed that it is just an idea used to make an individual feel guilty particularly as a Christian religion control mechanism over the people. He argued that the â€Å"will† is not free because it is commanded within by the â€Å"I† and that the â€Å"I† and the power within the will is not the same. Additionally, he argued that the actions expressing the will are incorrectly connected to the human will; the power behind willing is separable from external events. Hence, free will is just a matter of â€Å"strong† and â€Å"weak† will (Dworkin 178). In Beyond Good and Evil: Prelude to a Philosophy of the Future published in 1886, Nietzsche continued to explore about his previous work—Thus Spoke Zarathustra. His arguments attacked on moral consciousness which led to the human presuppositions of â€Å"self-consciousness†, â€Å"truth†, including â€Å"free will†. Instead, he offered the idea of will to power as a concept to explain human behavior and concluding that there is no universal morality. He criticized philosophers and suggested qualities for new philosophers: creation of values, originality, imagination, self-assertion, and danger. He arrived at a concept of the perspective of life which he called â€Å"beyond good and evil† (Nietzsche, Faber, and Holub). The assumptions in Beyond Good and Evil are disturbing and unsympathetic to the traditional moral and philosophical assumptions. Nietzsche strongly suggested an â€Å"aristocratic† perspective of life as he probed on the history of moral values and the demise of strong cultures. These made his work attractive especially the chapters On the Prejudices of Philosophers, The Free Spirit, The Religious Essence, On the Natural History of Morals, and What is Noble (Spinks 167). Nietzsche disagreed with free will but he did not explicitly approve that the will is â€Å"unfree† either. Some wills are strong and some are weak. Given a tautology â€Å"the light shines†, there will be no light unless it shines and that the light does not have a free choice whether to shine or not to shine at all. Hence, the power in will is manifested only through the action or on how it is manifested. Nietzsche further argued that will cannot be free or unfree such that a power has no free choice whether to materialize itself in mild or severe fashion. However, this kind of perspective was not perceived by a common consciousness among people and the notion of strong and weak will is not accepted (Kazantakis and Makridis 28). According to Nietzsche, free will is an idea created by the weak so that they could elevate themselves as an equal to their masters. If the status or worth of an individual is not measured according to the quantity of power he possessed, the weak who use his power mildly becomes better or greater to an individual who is able to manifest a deed in a mild or harsh manner. The strong accept this theory of free will but this indicates pride. One will consider that his actions have undivided responsibility, either â€Å"good† or â€Å"evil,† and come up to a conclusion that his actions is independent and free from regulation of other wills (Kazantakis and Makridis 29). The metaphysics of â€Å"weakness† is explained by Nietzsche by referring to the soul, God, and free will which he described as words that refer to nothing. Will, on the other hand, is a complicated idea that is represented only by a word and commanded by a superior being within a man he assumes is able to obey. The soul, on the other hand, becomes a subject that is eternal, stable, and represents morality and emotions. The notion of stable entity proves the instability of reality and of the world. It cannot be avoided and experience through suffering particularly of the weak. Hence, there is weakness and the weak in return tries to invent an alternative to this kind of reality (Dudley 152). In Beyond Good and Evil, it is impossible to explain free will in relation to morality without the religious framework or a philosophy with God. During the time that famous scholars (including Nietzsche) dealt with free will, Christianity has been the prevailing religion all over Europe and its influence greatly manifested on numerous publications. God is hailed as the source of all morality and its meanings through holy writings such as the Bible, divine interventions, and intermediations. However, Nietzsche presented an overman that is beyond â€Å"good and evil†. The overman is independent, creates his own values, and disregards good and evil. Nietzsche reversed the reality instead by saying that God is created by people, they associated him with values, and followed its doctrines â€Å"as if these values had been decreed by divine will† (Earnshaw 51) As an essentialist, Nietzsche shared the same belief that people create and live by their own values. Hence, the definition of ‘good’ and ‘evil’ is relative to the people and their respective societies. Despite man’s lack of ability to discriminate between what is truth and imaginary, the â€Å"will to truth† is probably the highest â€Å"good†. The unfolding of will, which he described as neither free nor unfree, is perhaps an action of the will to what is true. Nietzsche presented another assumption that can be considered logical. He said that even though searching or willing for the truth is the highest, there are more fundamental matters behind this: affirmation of life, preservation of species, and so on. Therefore, â€Å"untruth† becomes a part of the will as â€Å"truth† is. If this is the case, then conventional philosophers are not seekers of the universal truth but simply rationalizing their prejudices (Earnshaw 52). Since Nietzsche did not accept either free or unfree will, his idea of will is reflected on his concepts of ‘will to truth’ and ‘will to power’. He found out that philosophers like him have an incredible role and impact in creating directing what to will for. Philosophers have great and creative minds and most of them are commanders and legislators. Through their knowledge, they can create; their creation leads to legislation; and their legislation push for will to truth. However, the meaning for will to truth is will to power. Hence, his idea of an overman who is beyond good and evil is externalized since philosophers can extend and reach visions that are not good or God oriented (Allen 71). Religion not only signifies an important role to explain Nietzsche’s â€Å"good and evil† and to describe what to will but also it can also be an instrument for the philosopher-legislator. As Nietzsche described human beings as â€Å"free spirits† or individuals having the â€Å"most comprehensive responsibility who has the conscience for the overall development of mankind†, he argued that a philosopher will use religion for his knowledge to be cultivated. Through religion, the philosopher’s creations can influence human beings and dictate their wills. However, the religion that Nietzsche is referring is a religion that is linked with philosophy and used merely for education and cultivation, a means among other means, but not the ultimate end. Otherwise, if religion is used separated from philosophy and as a legislator on its own, the effects are unexpected and dangerous (Allen 72). Fate, consequences, or course of events do not play significant roles in Nietzsche’s will. The act of willing is not similar to the power behind willing or the causal relationship brought by the natural science. No necessity can influence willing and unfree will is just a mythology. No law is bound to change will other than the power in other wills. The belief on the â€Å"unfreedom of the will,† or the idea that an individual might decide or act upon dictation or influence, is just a mere excuse used by individuals to prevent them from responsibilities and point the blame to other matters. Nietzsche’s argument on â€Å"unfree will† was similar to St. Augustine’s who argued that God indeed has ‘foreknowledge of events’ but gave man a ‘power to will’. If a man’s will is not successful in doing what it wills, fate is not the cause but a more powerful will. However, the weak often blame fate as the root of suffering instead hence Augustine said that â€Å"fate belongs to the weaker of two parties, will to the stronger. † (Dworkin 178). At first glance, Nietzsche argument on will can be vague, confusing, and challenging but given the mass of ideas presented in Beyond Good and Evil, readers and thinkers can get plenty of advice from a seemingly manual type for philosophers publication. In defining his analysis on will, Nietzsche began by attacking the conventional philosophers and philosophical assumptions. The assumptions can be pretty confusing and devastating to other philosophers and his views on God can be described as anti-Christ. Undeniably, he made a strong conclusion by saying that the â€Å"will to power†Ã¢â‚¬â€the strongest will of all that is driven by emotions and things that man is passionate of, can change numerous things in the world. In order to correct this kind of prejudice, Nietzsche offered a solution he called the â€Å"free spirit† which can be achieved through isolation and independence or living a different live, the difficult one. In order to grasps what he meant about â€Å"free spirit†, he further described morality and truth which can be confusing and might unacceptable to others. He said that the only real things in this world are man’s emotions, passions, and motivations. Nietzsche provided a doctrine that is simplified and meant to be understood by ordinary people. The shift is observable since his previous works were mostly misunderstood and used for destructive purposes. Nietzsche attack on Christianity and/or religion intrigued numerous scholars. He described religion as the cause of the distortion of people’s values, pushed many to become non-believers, and offer self-sacrifice. On the other hand, some found his assertions contradictory such as man’s inability to know the truth yet in his book he seemed to declare a lot of truths. He said that philosophers must avoid justifying their own opinions yet Nietzsche sounded like a dictator of his self-declared truths. Nevertheless, he is able to point out that truth is relative among people, that there is no universal truth, and that man should will for his own truth. Works Cited Allen, Douglas. Comparative Philosophy and Religion in Times of Terror. Lexington Books, 2006 Dilman, Ilham. Free Will: A Historical and Philosophical Introduction. Routledge, 1999. Dudley, Will. Hegel, Nietzsche, and Philosophy: Thinking Freedom. Cambridge University Press, 2002. Dworkin, Ronald William. The Rise of the Imperial Self. Rowman & Littlefield, 1996. Earnshaw, Steven. Existentialism: A Guide for the Perplexed. Continuum Publishing Group, 2007. Kane, Robert. Free Will. Wiley-Blackwell, 2002. Kazantakis, Nikos & Makridis, Odysseus. Friedrich Nietzsche on the Philosophy of Right and the State. SUNY Press, 2006. Nietzsche, Friedrich Wilhem, Faber, Marion, & Holub, Robert. Beyond Good and Evil. Oxford University Press, 1998. Sack, Robert David. A Geographical Guide to the Real and the Good. Routledge, 2003 Spinks, Lee. Friedrich Nietzsche. Routledge, 2003.

Desegragation of Schools

President Lincoln’s Emancipation Proclamation freed the black people from the bondage of slavery. Shortly after Lincoln issued the Emancipation Proclamation, Congress passed three Constitutional amendments and four Civil Rights acts securing Negro rights. In 1896, Plessy v. Ferguson, the Supreme Court ruled that it was not wrong for a state to use discriminatory seating practices on public transportation and that each state may require segregation on public transportation. It sustained the transportation law that ordered separate but equal transportation facilities for blacks and whites.The Supreme Court went on to make several other significant decisions sanctioning racial segregation in other circumstances and in other places. The Supreme Court subsequently ruled to authorize racially segregated schools. Prior to the Brown decision, there were significant Supreme Court decisions in this country in the 1930’s and the 1940’s through which blacks gained important civil rights. Blacks were admitted to white Law Schools. White Primaries were outlawed. Racially restrictive covenants in real estate sales were voided. In 1954, the renowned case, Brown v. Board of Education was decided.The Supreme Court declared segregated schools were inherently unequal and therefore unconstitutional. It called for the elimination of discrimination in all public schools. Because the Supreme Court focused on the race issue in public schools, so did the nation. In 1955, Brown v. Board of Education II was decided. The court ruled that blacks need not be immediately admitted to pubic schools on a racially nondiscriminatory basis, but that school boards should eliminate segregation â€Å"with all deliberate speed. † In the South, there was massive resistance to the desegregation of schools.For the next ten years after the Brown I and II decisions the Supreme Court took an inconspicuous position. In 1965-1966 Judge John Minor Wisdom from the 5th Circuit Court of Appeals made three decisions that transformed the face of school desegregation law. The three cases were Singleton v. Jackson I and II and U. S. v. Jefferson County Board of Education. The critical premise set forth in these decisions was that school boards had a positive duty to integrate, not merely to stop segregating. U. S. v. Jefferson County Board of Education was one of the most important school desegregation decisions.It was a remedial decree which outlined in detail specifically how school districts were to equalize educational opportunity. This decision foretold of a level of judicial involvement in local education that would have been unimaginable at the time of the Brown decisions. In 1968, the U. S. Supreme Court decided in Green v. County School Board that the school board had the responsibility of affirmative action integration and that it must assume that responsibility immediately. The Court said that school boards would be judged on performance, not on promises or paper.The performance of school boards was to rely on statistical evidence. In 1969, the issue of faculty assignments was addressed in the Supreme Court in U. S. v. Montgomery County (Alabama) Board of Education. The Court set forth a racial ratio of teachers in the school district using quantitative standards. This decision marked the first time the Supreme Court sanctioned the inclusion of affirmative numerical goals in a school desegregation remedy. It was an overdue attempt to give the lower courts and school boards positive guidance as to what faculty desegregation required.Also in 1969, Alexander v. Holmes (Mississippi) Board of Education ordered school systems to integrate no later than February 1970. Eventually, this deadline was extended for years. In that same year the Court, in Carter v. West Feliciana Parish School Board, scolded the school board for delaying student desegregation. In 1970, the Supreme Court decided Swann v. Charlotte-Mecklenburg (Virginia) Board of Edu cation. This was the first decision made by the Supreme Court during the Nixon administration with the two new Chief Justices who were Nixon appointees.In this first decision, written by Chief Justice Warren E. Burger, one of President Nixon’s nominees, the court found Charlotte-Mecklenburg out of compliance with Green. The Court adopted the Finger Plan, a plan proposed by Dr. John Finger, an expert witness in the case selected by the Court. The Finger Plan was to result in schools throughout the system ranging, ideally, between nine and thirty eight percent black enrollment. These percentages were not an absolute, but a goal. It involved busing an additional thirteen thousand students and buying over one hundred new school buses.Start up costs to implement this plan were over one million dollars, with annual operating expenses of over one half of a million dollars. Swann v. Charlotte-Mecklenburg laid the framework for all future court decisions involving busing. It also impl emented the Green decision. Basically, it said that if a school district is found to be in constitutional violation, an appropriate remedy must be implemented. In 1974, the Swann case was closed, leaving the constitutional operation of the schools to the Board of Education.In 1970, Senator John Stennis of Mississippi and other Southern Senators proposed that new federal desegregation guidelines be enforced uniformly across the country. The Stennis amendment was adopted by the Senate. During the 1960’s, urban schools in the North and the South were untouched by the Courts. The Courts had been concentrating on the rural South. The 1960’s had seen a great migration of rural Southern blacks to Northern cities. In the early 1960’s, three fourths of all blacks in the United States lived in urban areas. The north had its own way of distancing blacks, ghettos.In the South, there was de jure segregation of schools, which is segregation of schools required by law. In the North, there was defacto segregation of schools, which is segregation of schools due to residential segregation. In 1972, the Supreme Court heard its first northern and western case, Keyes v. School District No. 1 (Denver, Colorado). The court found the school district guilty of subtle racism. The remedy that the Court implemented was the busing of six thousand more students. Many elementary school students went one half day to a segregated school and one half day to an integrated school.In 1974, Federal District Court Judge Garrity found that the Boston, Massachusetts School Committee was implementing a systematic program of segregation affecting all students, teachers and schools. The Court imposed the remedy of mandatory busing. This order created chaos and social upheaval in the city of Boston. In 1974, Milliken v. Bradley posed a question of remedy to the Supreme Court. The Federal District Court had found that the city of Detroit, Michigan was obstructing integration. The ques tion before the Court was could the Court use suburban students to desegregate inner city schools.The Court’s decision was that suburban students could not be used to desegregate inner city schools. It was a decision that gave priority to educational democracy over school integration. This decision upheld the right of the middle and upper classes, which are predominantly white, to flee the inner city to the suburbs and to educate their children in suburban schools. The segregation that occurred in Detroit’s urban school system was the result of segregated housing practices. This was the first major defeat of the pro-integrationist forces in the Supreme Court.It was the beginning of a continuing trend in the Supreme Court. School desegregation is unfinished business. The desegregation of schools has not significantly improved black students’ achievements, nor has it eliminated segregation in American society as a whole. Racism and prejudice continue to be a major problem in our country. Many problems with our current methods of desegregation of schools have become apparent. However, the United States is relatively inexperienced at the business of racial equality, since the desegregation of schools began just thirty four years ago with the Supreme Court’s decision in Brown v.Board of Education. There are many points that need to be refined. Desegregated schools send a message of victory to the black community, that of equal protection under the law. However, community support of school desegregation as well as the attitudinal makeup of the individual and the influence of his family and peers are important factors that influence whether or not a child feels a sense of power. A child’s self esteem can be affected either positively or adversely by attendance at a desegregated school.A child’s self esteem depends on his social interactions and reflects others perceptions of him and of the organizations with which he is affil iated. A child’s self esteem is not effectively raised by attendance at a racially mixed school with a poor reputation, nor is it raised by attendance at a high status school where the child is looked down upon. Schools that are racially mixed and are located in naturally desegregated neighborhoods foster and heighten a child’s self esteem. A person’s sense of powerlessness is closely related to their comparison of their own deprivation as compared to others.A segregated black child has less awareness of his family’s low status in the mainstream of society than in a desegregated school where the student will become aware of how deprived he is in comparison to other students. The expectations of parents, teachers and friends also motivate the child. A child sees his performance through their eyes. He is also motivated by their expectations for him. In the ghetto school expectations are low. In a desegregated school, expectations are much higher, but not ne cessarily for the black, or bused, students.Higher teacher expectations can motivate students in any school. Assimilation of middle class ideas and values depends on how much a child is exposed to them. This is more an integration of the social classes than of race. The climate of the integrated group is an important factor in the assimilation of new values. A desegregated school does provide for exposure to different value systems. Attendance at a desegregated school not only exposes a child to different value systems but also changes his attitudes towards other races and classes. This is a process that takes time.Contact with other social classes of people and races of people and the knowledge of and familiarity with one another is the basis for overcoming prejudice. Prejudice is the pre-judgement, positive or negative, of another person on the basis of that person’s appearance, sex, race, ethnic background or any particular belief. As well as acquainting students with the history of school desegregation, I also wish to educate students as to the extreme prejudice and discrimination that blacks in the United States have been subjected to throughout our history. I want the students to have a knowledge of the segregation laws, also called Jim Crow Laws.This is a very painful part of our heritage that is omitted from history textbooks. I feel our inner city students should be educated about the history of their ancestors and about the continuing journey of blacks from slavery to equality. Segregation is the method of physically separating people by race. It was developed by whites after slavery was abolished with the purpose of confining and controlling blacks. In the North, slavery was abolished by the 1830’s. The free northern blacks could not be bought or sold. They could not be separated from their families. They couldn’t be legally made to work without compensation.However, the blacks were by no means equal to the whites. The doctrine of White Supremacy was universally accepted. Northerners made sure blacks understood their status. One of the major ways the blacks were confined was through segregation laws. In the South, the first place segregation emerged was in the cities. The institution of slavery in Southern cities found blacks and whites living in the same house, divided only by a wall. This was unlike the rural South, where slaves lived in separate houses from their masters. The purpose of segregation was the convenience of the masters and the control of the slaves.After the Civil War, Lincoln declared in his Emancipation Proclamation that all slaves were freed. Immediately afterwards, blacks and whites established physical and social distance between themselves. After the Emancipation, the states instituted the Black Codes, which imposed restrictive conditions on blacks that virtually reinslaved them. The Jim Crow Laws were instituted on the railroads. These Black Codes remained in effect until the First Reconstruction, a period of black Civil Rights. The First Reconstruction was ushered in by the Civil Rights Act of 1866, the Fourteenth Amendment to the Constitution and the Reconstruction Act of 1867.By the mid-1870’s public attitude had undergone a gradual change. There was a resumption of the policies of White Supremacy. The Redemption was the return of old Southern attitudes. The black peoples’ stigma from slavery stopped them from fighting for their civil rights, if they were not given to them. During this period, the platform of the Southern upper class white conservatives was that blacks were inferior but that they should not be subject to segregation or humiliation. Squeamishness about contact with blacks was thought to be a lower class white, or â€Å"cracker†, attitude.During this period, racism was expressed in the United States Supreme Court decisions. Between 1873 and 1898, three cases drastically limited black privileges and immunities. These cases were the Slaughterhouse Cases of 1873, U. S. v. Reese and U. S. v. Cruikshank. The Civil Rights Cases of 1883 held that the Fourteenth Amendment to the Constitution gave Congress the power to restrain states but not individuals from acts of racial discrimination and segregation. In 1896, in Plessy v. Ferguson, the court decided that the separate but equal doctrine was justification for segregation.The turn of the century was a new era of racism, spurred on by recent Supreme Court decisions. There was a renewal of the White Supremacy doctrine. When the United States acquired the Phillipines, Cuba and Hawaii we had under our jurisdiction eight million people of a dark race. Attitudes of racism against these dark-skinned people included American blacks. This period of history was marked by severe segregation laws and discriminatory practices. One such practice was the disfranchisement of the Negro. The standard procedure for disfranchisement of blacks was to set up barriers for voting through which only white men could squeeze.A voter was required to meet property and literacy qualifications. There were loopholes for underprivileged whites, such as the understanding clause, the grandfather clause and the good character clause. Before a citizen could vote, he was also required to pay a poll tax, which was a very reliable means of defranchising blacks and objectionable whites. At this time, the White Primary democratized nominations and party control. The White Primary excluded minorities and became a white man’s club. At this time, propaganda about negro crimes, such as arrogance, surly manners and impertinence was spread. Race relations deteriorated.White mobs committed ruthless acts of aggression against blacks. They set fires, wounded, lynched and murdered blacks. Many Jim Crow Laws were enacted in the years between 1900 and 1920. Up until 1900, the only Jim Crow Law on the books in most Southern states was the law segregating first class railroad cars. This law was expanded to include street cars, steamboats and second class railroad cars. In Southern states , signs were erected that read â€Å"Whites Only† and â€Å"Colored Only†. These signs were at the entrances and exits to public buildings, theaters, boarding houses, toilets, drinking fountains, waiting rooms and ticket windows.The South Carolina Code of 1915 prohibited textile factories from permitting laborers of different races to work in the same room, or use the same entrance, pay windows, exits, doors, lavatories, drinking water, pails, cups or glasses. There was Jim Crow Unionism which excluded blacks from jobs. State institutions, such as hospitals, had segregation laws. Only negro nurses were allowed to care for negro patients. Prisons were also segregated, as were homes for the aged, the indigent and the blind. Blacks were prohibited from public parks by the Separate Park Laws of Georgia, 1905.In Louisiana,a law was passed in 1914 segregating blacks a nd whites at circus and tent shows. In Birmingham, Alabama a law was passed decreeing that the races must be distinctly separated and must be at least twenty five feet apart from one another in any room, hall, theater, picture house, auditorium, yard, crowd, ballpark or any other outdoor place. In 1910, five patterns of residential segregation had emerged in the South. The first was in Baltimore, Maryland. It designated all white and all negro blocks. This pattern was copied in Atlanta, Georgia.The second pattern of residential segregation was in the Chesapeake Bay area cities of Roanoke and Portsmouth, Virginia. The city council was authorized to divide territories into segregated districts and to prohibit either race from living in the other’s district. A third pattern emerged in Richmond, Virginia. Blocks throughout the city were designated black or white, according to the majority of residents. Persons were forbidden to live in any block where residents are occupied by th ose with whom the person is forbidden to intermarry. The fourth pattern, in Norfolk, Virginia applied to both mixed and unmixed blocks.It fixed the color status by ownership as well as occupancy. The fifth pattern of residential segregation emerged in New Orleans, Louisiana. The law required persons of either race to secure consent of the majority of persons living in an area before establishing residence there. In 1917, these patterns of residential segregation were declared unlawful by the Supreme Court. The most successful attempt to circumvent the Court’s decision was the policy of Restrictive Covenant which was a private contract limiting the sale of property in an area to purchasers of the favored race.The most prevalent and widespread segregation was the consequence of the blacks’ economic status. This was the black ghetto, or slum in every Southern city. Smaller towns excluded black residents completely by making it known that their presence would not be tolera ted. On the other hand, thirty towns in the South were inhabited exclusively by blacks. Other Jim Crow Laws regulating a variety of negro activities were enacted during this period in history. In 1909 in Mobile, Alabama, a curfew law required blacks to be off the streets by 10 p. m.In 1915, the Oklahoma State Legislature required the telephone company to maintain separate booths for blacks and whites. In North Carolina and Florida, public schools were required to keep the textbooks of one race separate from those used by the other. Florida specified separation even while school books were in storage. South Carolina segregated schools into a third caste, with separate schools for mulatto children. In Atlanta, Georgia Jim Crow bibles were provided for negro witnesses in court. There were also Jim Crow elevators for negroes in buildings.The prevalent belief in our country at this time, during this Redemption, was that segregation was inflexible and innate. It was also believed that leg islation could not change mores. The Jim Crow Laws of this period didn’t assign blacks a fixed status. They were aggressive and destructive laws that pushed the negro further down. With World War 1, the blacks had new hope for a restoration of their rights. Many blacks joined the armed forces. Many blacks moved North where high wages were being paid in the war industry. The blacks’ participation in the war for democracy raised the demand for mor democracy for them on the home front.However, the post-War Era saw the racial policies of the South imitated in the North. White laborers did not like competition from blacks. They excluded blacks from unions and pushed blacks from the more desirable jobs in industry, federal employment and crafts. In the gid-1920’s the membership of the Ku Klux Klan reached five million. In the 1920’s and the 1930’s, more Jim Crow Laws were passed. In 1926 in Atlanta, Georgia, a law was passed that forbade barbers to serve women or children under age fourteen. At that time, All barbers were black.Four states, Mississippi, Florida, Alabama and Georgia had laws requiring Jim Crow taxis. White passengers were only driven by white taxi drivers. Black passengers were only to be driven by black taxi drivers. In 1944, the Virginia Legislature passed a law requiring separate waiting rooms and other facilities at airports. In 1932, a law was passed in Atlanta, Georgia prohibiting amateur baseball clubs of different races from playing within two blocks of each other. In 1933, Texas prohibited blacks and whites from boxing with each other. In 1937, the state of Arkansas segregated race tracks and gaming establishments.In 1935, Oklahoma segregated both races while fishing and boating. In 1930, a law in Birmingham, Alabama made it unlawful for black and whites to play together or keep company with one another. In the 1930’s, racial tensions lessened. A new liberal administration was making a sincere attemp t to improve the lot of blacks and whites. In the early 1940’s, the North was exerting pressure on the South to abolish segregation. The Supreme Court became a leader in reversing the trends of segregation that it had endorsed during the First Reconstruction.The most monumental Supreme Court decision of this century in civil rights was Brown v. Board of Education. It reversed a constitutional trend that began in the late 1800’s. It marked the beginning of the end of Jim Crow. Presently, blacks are enjoying equal civil rights under the law. All kinds of segregation and discrimination have been declared unconstitutional. The underlying prejudices and subtle racism are slower to die. It is these prejudices that make it difficult for true integration to occur presently in our society.

According to material Coursework Example | Topics and Well Written Essays - 750 words

According to material - Coursework Example That it was written at a time when the Catholic doctrines were still held in high esteem (during the Middle Age) clearly portrays this. Perhaps the death of Ackermann’s wife is symbolic of the fall of the Roman Empire and Roman Catholic Church that paved way for transformation of the church in England (Parker 145). According to Luther, God, and not the church or its agents could only offer salvation. He opposed the selling of indulges (pieces of paper) that supposedly got people to heaven. His open disagreement with the Roman Catholic Church saw him write the 95 theses, where he explained his dissatisfaction with the church, and his eventual championing for the Protestant Church (Parker 91). Tears of the Fatherhood talks about the toll the thirty years of war had on Germany. It hurt the economy. Property was destroyed, lives lost, and cities ruined. Major roads were closed and for a long time Germany felt the effects of the war. Social amenities such as schools, hospitals and recreation centers were reduced to rubble. The war had excesses such as raping of young women and girls by the enemy soldiers (Parker p182). The poem uses poetic devices such as symbolism. Nature is used such as the blocked river; the river is blocked with corpses. The reader gets the picture and one is therefore able to understand how grave the effects of the war were. The title Tears of the Fatherhood depicts the mourning by the German citizens who start all over to revive the economy. However, the memories of the war will live with them, just as a father mourns the death of a child. In summary, the Communist Manifesto argued that capitalism lead to classification in the society that creates social conflicts. As such, they asserted that capitalism was unstable. The communists intended to stage a revolution and see equitable distribution of resources in the society.

Please read the cases and answer the questions by using the relevant Essay - 1

Please read the cases and answer the questions by using the relevant legal basis - Essay Example , the company must leave room for competition and must not subdue other smaller companies in the region for encouraging technological development, thus conforms to the law (Geneva, 2008). Price fixation in a market prohibits competition and leads to the development of a monopoly market structure. Inferring to the case of Ilovemoneyalot Telecommunications Company, the action by the CEO of the company to influence fixation of the prices of smartphones through a decrease of prices by 35% would disadvantage other smaller companies who are not part of the agreement to decrease the price. The decrease in prices of the smartphones by 35% would result in concerted practice towards other smaller players with a total share of 20% of the overall market share. In the reduction of the prices, Ilovemoneyalot Company should involve all the players in the market in the decision-making to avoid disadvantaging other market players. The patency law helps in the protection of the original work of an individual against production or reproduction by another party. This law majorly applies in artistical, and literature works like songs, work of literature or an innovation. Relating the patency law to the case of Arthur, the pianist who wrote a song â€Å"Beautiful Maria of my life,† after the production of the song by another party, the original composer can take legal action against the neo- composer if he/she can prove patency to the work. This is because the law protects from the production of another’s work, which is presumably still under modification (Geneva,

Paul and homosexuality Essay Example | Topics and Well Written Essays - 1250 words

Paul and homosexuality - Essay Example While Hays' approach is more direct under which he establishes whether or not the Bible is speaking against homosexual behavior in Romans I and its significance in the modern context, Martin is more concerned with the question of whether the scholars dealing with this particular aspect are as objective as they claim, or are in fact looking at it from a firmly heterosexist perspective. In order to fulfill his object, Martin has chosen to analyze the above-mentioned article by Hays. For the purposes of our comparison between the articles therefore, we would note the stated issues that Martin finds with Hays' article. We would then scrutinize how effectively Martin is able to present his counter-arguments to determine whether he has the more convincing interpretation of Romans, or whether Hays' interpretation is better argued and supported by evidence. The issues which Martin lays out against Hays' article are : â€Å"1) the claim that the etiology of homosexuality, according to Paul, lies in the corruption of universal human nature that occurred in the fall; 2) the assumption that Paul is differentiating homosexual desire from heterosexual desire in Romans I ascribing the former to the fall and the latter to pristine creation; and 3) the importation of a modern concept of acts â€Å"contrary to nature† when explaining Paul's term para physin†. Dealing with the first point of the etiology of homosexuality, we scrutinize the argument presented by each scholar. Hays asserts that â€Å"depravities follow from the radical rebellion of the creature against the creator†, that is, all of humankind has fallen in God's eyes by refusing to recognize Him as the Creator and thus arousing His wrath. Hays also contends that God's wrath "takes the ironic form of allowing them the freedom to have their own way", and that "idolatry debases both the worshiper and the idol". Thus, Hays says that homosexuality is the symptom of mankind's fall, their refusal to accept God as their true creator and that " Paul's choice of homosexuality as an illustration of human depravity is not merely random: it serves his rhetorical purposes by providing a vivid image of humanity's primal rejection of the sovereignty of God the creator". To support his claim, Hays brings in the references of Genesis, where "the complementarity of male and female is given theological grounding in God's creative activity". The Gen 2:18-24 is quoted, where man and woman are intended to "become one flesh". 1)b. Etiology of Homosexuality: Martin Martin interprets the origins of homosexuality in much more specific terms, and takes the references of homosexuality in the Jewish tradition of Paul's time, and relates homosexuality to the origin of idolatry and polytheism "at some point after the time of Adam: rabbinic sources variously ascribe the invention of idolatry to Kenan, Enosh(son of Seth) or the people of Enosh's generation", especially amongst the Gentiles and he supports his interpretation by using the example of the book of Jubilees. He contends that : "the scenario Paul sketches in Romans I has to do with the invention of idolatry and its consequences, and not with the fall of Adam. In Romans I, Paul refers not to Adam or "he", a single person, but to "they"." Both scholars recognize that Paul has, through the clever use of rhetoric in 2:1, chastised both the Jews and the Gentiles where they are "equally condemned under the judgment of a righteous God"(Hays). In the same spirit, Martin says, "He condemns first the Gentiles, and then turns his attention to Jews". But Martin and Hays use this argument to

Understanding the International Economy Essay Example | Topics and Well Written Essays - 4000 words

Understanding the International Economy - Essay Example The essay "Understanding the International Economy" represents an overview of the book â€Å"Globalization in Question† by Pole Hirst in the context of the international economy. It was brought forth in the book that it is an often-used word, globalization, used in social science to explain, describe and refer to a broad range of international, business, management and other disciplines. At the heart of their argument is the recent spread of interlinked economic ties between countries as heightened by a loosening of border restrictions as well as the Internet that has brought accessibility in terms of product availability and knowledge to consumers that did not exist in the early 1990s for the public at large. The increased sales and offering of services across national boundaries has intensified activity in the banking arena in terms of business to business transactions brought forth by the flow of funds in importation, export, direct sales and other exchanges that have called for increased banking interaction to finance these types of activities. As a result of heightened banking activities and risk the increased financial flows between countries from all quarters has seen the International Bank for Settlements out of Geneva, Switzerland make adaptations to the Basel Accords via Basel II that has set forth new capital adequacy standards for European as well as large banks in the United States and Asia. The implications of the foregoing are found in the central word of the subject of this study ‘economics’.

Assignment Example | Topics and Well Written Essays - 250 words - 141

Assignment Example For instance, the country should develop road and railway networks in the country within the next ten years. Qatari leaders should also ensure that communication networks are developed with the latest advancements in technology. Qatar also aims at providing employment to the youths through government initiated projects. The next ten years would see an influx in the number of youths in well-paying jobs. Qatar is also a beautiful country with a pleasant climate. This makes it a destination point to several tourists from all over the world. If this continues, then the country will have a stable tourism industry in the next ten years. Qatar depends solely on oil as a source of its revenue. In as much as the oil reserves cannot be depleted any time soon; Qatar should stop its overdependence on oil imports. It should look for another avenue to invest. For instance, Qatar should pump in resources in the tourism sector to increase the revenues obtained from it. Qatar is also affected by food instability. This is because of the desert that occupies the large part of the region. The country would face lots of problems in the next ten years should better ways of practicing irrigation are not implemented. In conclusion, Qatar should make sure its political stability is maintained in the next ten years. This is because that is the only way it will keep up with the development projects it has initiated. Additionally, Qatari leaders should take caution and not let the wave of unrest affecting some of the Middle East countries crop into

Business strategy Assignment Example | Topics and Well Written Essays - 1000 words - 1

Business strategy - Assignment Example I strongly believe that Robin Hood and the Merrymen need a completely new plan. Considering the wake of the tremendous changes in the way of operation of the Sheriff’s men, who have adopted new ways of operating characterized by adequate money, apposite organization and efficient coordination of activities. To be at bar with the Sherriff’s men, the Merrymen have to abandon the old ways and forge new ways of performing their activities. This is immensely attributed by the fact that, there a continuous increase of the band men and this has caused depletion of the scarce resources such as food. The band has to move to an expanded place and work towards ways of having an organized band. The new methods of operation should ensure that, all the men are known and their roles defined. For instance, the band men can be grouped into a group of 20 men with their leader. Such strategies will enable their commander, Robin Hood to know all his men by name. This is a fundamental move because it will make it easy to identify the spies who might move into the band without being recognized. Think about your SWOT analysis, and answer the next 4 questions. Think about how each of the 4 opportunities would help (or not help) to solve Robin Hood’s problems. A plan that does not solve our problems or achieve our goals is useless. Also a plan that we cannot execute is also useless. This is a good idea because; a large space will enable the large number of men who have joined the group to be identified. In addition, in a larger space, it is easy for the band men to mark their territory and any oncoming enemy. Moreover, the larger space will offer humble time for proper organization and execution of the band’s activities. A fixed transit tax is a sensible thing because it will save time for negotiating. This is uniform rate for every merchant involved in transportation. This implies that

Emerson and Transcendentalism Essay Example for Free

Emerson and Transcendentalism Essay Transcendentalism was a literary movement that began in the beginning of the 1800s and lasted up until the Civil War. Ralph Waldo Emerson was a man whose views on life and the universe were intriguing and influential. Emerson, along with other great men, helped to mold what Transcendentalism was and what it was to become. Without these men, Transcendentalism would not have been anything. Nor would these men have been anything without this concept. So what is Transcendentalism anyway and how have mens thoughts and outlooks been able make it what it is remembered as? Transcendentalism was prominent in the cultural life of the U. S. , especially in New England from 1836 to until just before the Civil War. The Revolutionary war had ended shortly before the time of Transcendentalism; therefore, Emerson had been influenced by its affects and had shared his thoughts about war in his writings. At the age of twelve, Emerson wrote Fair Peace and Triumph blooms on golden wings, and War no more pf all his victories sings (Way to Peace 2). He viewed war as being unnecessary and in his eyes, the soul has no enemies and rises above all conflicts. He thought soldiers to be ridiculous and war to Abhorrent to all reason (Way to Peace 2), and against human progress. Basically he was against all war and his views on war were apparent in his writings. Even though he thought that the Civil War was good because it was trying to stop the evils of slavery, he detested the lack of freedom during the war, and he vowed that if martial law came to Concord, that he would disobey it or move away. These events developed Transcendentalism though Emersons views and writings on war (Way to Peace 1-2). Transcendentalism in America centered in Concord and Boston. The philosophy came from many different beliefs and peoples thoughts and outlooks. Emerson was a huge person whose beliefs greatly influenced how transcendentalism evolved. Around the year 0f 1836, a discussion group was formed in New England called the Transcendental Club. It met at various members houses and it included Emerson, Bronson Alcott, Frederick Henry Hedge, W. E. Channing and W. H. Channing, Theodore Parker, Margaret Fuller, Elizabeth Peabody, George Ripley, Nathaniel Hawthorne, Henry Thoreau, and Jones Very. From 1840 to 1844, a quarterly newspaper printed their early essays, poems, and reviews (Abrams, 215-216). Emersons transcendentalism is an idealist philosophy that was derived from Kants concept of the Tran scendental. According to his understanding of Kant, transcendentalism becomes a union of solipsism under which the only verifiable reality is thought to be self. It also comes from materialism in which the only verifiable reality is thought to be quantifiable outside world of objects, and sense data. Through this fusion, transcendentalism was transported to America as a philosophy. Through his source of most of its poetry and mysticism, Emerson fostered the growth of transcendentalism of the New England variant. His ideas, which came from Kant, were taken from the German philosopher Immanuel Kant whose ideas of the universe and soul were very intriguing. He believed in transcendental knowledge but confined it to things such as time, space, quantity and casualty, which in his views were imposed by the perception of human minds. He regarded these aspects as the universal sense experience. Emerson, however, extended this concept of transcendental knowledge to include moral and other truths that go beyond the limits of the human sense experience, which Kant had specifically denied. Besides Kant, other intellectual predecessors of American Transcendentalism are very diverse and few, but include post-Kantian German Idealists, the English thinkers Samuel Taylor Coleridge and Thomas Carlyle (who were also exponents of German Idealism), Plato, Neoplatonists, the occult Swedish theologian Emmanuel Swedenborg, and some varieties of Oriental philosophies (Abrams 216). Basically, Transcendentalism was about promoting peace and developing the mind and soul. Also, it was about sharing your views on what was wrong with the world and how it could be fixed. William Ellery Channing was a forerunner of the Transcendentalists and preached against war and was active in the peace movement that began in 1815 when Noah Worcester founded the Massachusetts Peace Society, the first influential peace society in the world. Channing wrote about the miseries and crimes of war, their causes and some possible remedies. In addition to the suffering and destruction he points out that war corrupts the morals of society and gives the government dangerous powers. Channing preached in Boston from 1803 until his death and was praised by Emerson above all other ministers. The sources of war which Channing wrote of are the human propensity for excitement, the lust for power, admiration for warlike deeds, false patriotism, and the upbringing and education which glamorizes military exploits. He also sees the remedies as well as the causes to be of a moral nature. He believes we must honor our rulers and nations fro their justice, goodwill, and educational institutions not for their foreign conquests. He thought that we must also admire heroes for their conscience, human rights, and the ones who bring peace and freedom. He believed that the peace teachings of Christians ought to be emphasized. He warned that the attitude of rulers and nations of foreign states, which is usually partial and unjust, should show us that war is rarely just or unnecessary. He advised Christians to refuse war and if necessary, submit to prison or execution in an attempt for peace (Way to Peace 1-2). James Freeman Clarke once dubbed the transcendentalists the club of the likeminded; I suppose because no two of us think alike (American Literary Movements 1). But despite the disagreement among transcendentalists themselves, the overall movement shared similar philosophies. These philosophies rested on the Slockean concept of Idealism and Kants belief in intuition. In other words, transcendentalism opposed empiricism, which is gaining knowledge from experience. Physical world observations were only appearances of reflections of the spirit. One should learn of the spiritual world through reason alone, thus guiding them towards the ultimate goal, Absolute Truth (American Transcendentalism1 1). All of the Transcendentalists had more in common with what they reacted against rather than what they proposed. They were opposed to rigid rationalism; to the eighteenth-century empirical philosophy of the school of John Locke which derived all of its knowledge by sense impressions; by highly formalized religions, and especially the Calvinist orthodoxy of New England; and to the social conformity, materialism, and commercialism that they found increasingly prominent in American life. The counter-views that were affirmed by Transcendentalists, especially Emerson include confidence in the validity of knowledge which is tied in with feeling and intuition, and an ethics of individualism that stressed self trust, self-reliance, and self sufficiency (Abrams 216). Transcendentalism cannot be properly understood outside the context of Unitarianism, the dominant religion in Boston during the early nineteenth century. Unitarianism had developed during the late eighteenth century as a branch of the liberal wing of Christianity during the First Great Awakening of the 1740s. That awakening revolved around the questions of divine election and original sin, and it saw a brief period of revivalism. The Liberals tended to reject both the Orthodox belief in natural evil and the emotionalism of the revivalists. In a sort of incorporation of Enlightenment principles with American Christianity, they began to stress the value of intellectual reason as the path to divine wisdom. This is how transcendentalism began to emerge; the Liberalists began to make their own unique theological contribution in rejecting the doctrine of the divine trinity. Transcendentalism is a belief in a higher reality than that found in sense experience, or belief in a higher kind of knowledge than achieved by human reason. Transcendentalism revolves around the existence of absolute goodness, something beyond description and knowable, ultimately only through intuition. In its most specific usage; Transcendentalism refers to a literary and philosophical movement that developed in the United States. Emerson separated the universe into two categories, nature and soul. He sought to explain the interrelation of them. He called analogies mans key to these relations (American Transcendentalism2 1-2). The term Transcendentalism became applied almost exclusively to doctrines of metaphysical idealism. Transcendentalism opposed the strict ritualism and rigid theology of established religious institutions. Transcendentalist writers expressed semi-religious feelings toward nature, as well as the creative process believing that divinity permeated all objects. Intuition rather than reason, were regarded as the highest human faculty. It was believed in order to comprehend the divine, God, and the universe one must transcend or go beyond the physical and emotional description of normal human thought. That you must go to the level of the soul and once there it is believed that all people have access to divine inspiration and sought and loved freedom and knowledge and truth (American Transcendentalism2 3-5) The Transcendentalist adopts the whole connection of spiritual doctrine. He believes in miracle, in the perpetual openness of the human mind to new influx of light and power; he believes in inspiration and in ecstasy. He wishes that the spiritual principle should be suffered to demonstrate itself to the end, in all possible applications to the state of man, without the admission of anything unspiritual; that is, anything positive, dogmatic, personal. Thus, the spiritual measure of inspiration is the depth of the thought, and never, who said it? And so he resists all attempts to palm other rules and measures on the spirit than its own (American Transcendentalism2 6-7). ? Transcendentalism was a literary movement on the mid 1800s in which Ralph Waldo Emerson took a great part. He contributed many fabulous ideas into the philosophy and influenced many people to put some remarkable ideas and writings in to Transcendentalism. He was the source of most of its poetry and mysticism, and fostered growth of the New England variant. Ralph Waldo Emerson, the son of a Unitarian Minister, was born on May 25, in Boston, Massachusetts. In 1821, he graduated from Harvard College. He got married in 1829, but his wife died less than a year and a half later. At this time in his life, Emerson doubted his beliefs and profession as a minister. He decided to resign, stating that it was because of the Eucharist (Biography of Emerson 1-2). In 1832, he went to Europe where he met some noteworthy people such as Wordsworth, Coleridge, and Carle. He began giving public lectures, and in 1836, he published Nature. He had become the sage of Concord and his literary colleagues became known as the Transcendental Club. Ralph Waldo Emerson believed in order to comprehend the divine, God, and the universe, one must transcend or go beyond the physical and emotional descriptions of normal human thought (American Literary Movements 1). With these strong thoughts, Emerson became the leader of many philosophers and writers termed transcendentalists. He ignited a literary movement influencing Herman Melville, Nathaniel Hawthorne, and Henry David Thoreau (American Literary Movements 2). Emerson had many great writings, which influenced many and shared his thoughts with the world. His great thinking influenced many and made people realize that peace is important to a high society. Some of his thoughts include: A peaceful nation is protected by its spiritual power, because everyone is its friend. In individual cases it is extremely rare that a person of peace ever attracts violence. Courage must be transferred from war to the cause of peace; cowards can attain nothing great. The search for the sublime laws of morals and the sources of hope and trust, in man, and not in books, in the present, and not the past, and hopes that these will bring war to an end. (The Way to Peace 3-4) Emerson was also a great writer. His first publication Nature showed his idea of Transcendentalism. He applied this type of thinking to most of his works. In 1841, his first volume of essays, including the majority of his most popular work such as Self-Reliance, Prudence, Heroism, and Art. In 1847 to 1848, he went back to England and lectured. He made a collaborative volume called Representative Men (1850). This collection is one of his best works and contains fantastic essays on famous philosophers and writers such as Plato. He once described war as An epidemic of insanity, breaking out here and there like cholera or influenza, infecting mens brains instead of their bowels (Way to Peace 2). Besides being a great speaker revolutionist and writer, Emerson was also a very recognizable poet. His last collection of poetry was called May Day and Other Pieces, written in 1867. After this, he stopped writing for duration of time. His mental capabilities went downhill, and a few years later wrote Society and Solitude (1870) and Parnassus (1874), both poetic works. Sadly, Ralph Waldo Emerson died in 1882, remembered as a great philosopher, writer, and a leader of mankind (Biography of Emerson 1-2). Transcendentalism was a great literary movement. In fact it was more than just a literary movement, it was a liberator of mankind. Without the influences of Transcendentalism, many of the great writers in American History would not have been as great, and there would be less hope for the future. The important issues that the Transcendentalists addressed were important for the people of that time to pay attention to, and end the corruption of war. Unfortunately, the transcendental movement, with its optimism about the indwelling divinity, self-sufficiency, and high potentialities of human nature, did not survive the crisis of the Civil War and its aftermath. The end of a great literary movement had arrived, but was the beginning of more to come (Abrams 217)? ? Emersons Concord home and a picture of him. Works Cited Page Abrams, M. H. A Glossary of Literary Terms. Fort Worth: Harcourt Brau Jovanovich College Publishers, 1985. American Literary Movements: Transcendentalism. Oct. 1999 (10/5/99). American Transcendentalism. (1). Oct. 1999 (10/6/99). American Transcendentalism. (2). May 2000 ~rlenat/amertran. html (5/29/00). Biography of Emerson. http:/members. xoom. com/_XMCM/RWEmerson/ whoisheohtm. The Way to Peace. Oct. 1999 (10/5/99).

Review the Laws Related to Security and Privacy of Data Essay Example for Free

Review the Laws Related to Security and Privacy of Data Essay Computer Misuse Act 1990  This act was introduced to prevent users hacking. This also stops them entering a computer, programs or files without authorisation, this act is in place to prevent users to use the internet without permission to cause an act of crime and also prevents unauthorised modifications to a computer. This act does not allow any attacks on a server as this is illegal. Hacking into a computer is not allowed as it can disrupt the business as personal information can be stolen and also be used in crime, this can cause a problem in the businesses finance sector. Anyone who knowingly hacks into a computer with intent to steal information is going against this act. Anyone who misuses the computer in this way is going against the law as they are using it for criminal acts. This act also does not allow anyone to use a fraudulent credit card or any other card to make a purchase via the internet. Hackers who overload networks with data to intently disable them can face a prison sentence for up to 10 years. This act makes it illegal for users to upload pornography of someone and children as people will find the offensive, having possession or viewing these types of materials could get the user in to trouble by the law. Users must not use the computer to harass or stalk a particular person, it is also the same when making telephone conversations as the user can not use offensive or threatening language they can face a sixth month imprisonment. This allows the organisation to take action and take back whats rightfully there and also punish the hacker as they are covered by this law, this bring a sense of security as this law ould put the hackers from obtaining information wrongly. Copyright Designs and Patents Act 1988 This is the current UK copyright law which has been created since 1988, it gives artist and creators of, musical and dramatic or any other artist have the right to control their work, this allows them to have control over how their material is used, this right covers broadcast and public performance, copying, adapting, issuing, renting and lending copies to the public. It is not what has been created it’s the details within what has been created to be protected, for example if you have a idea for a book that would not be protected however the information and content within the book that is written will be protected. So someone else can write a book around your idea but they cannot copy your book or adapt your book to do so. This helps to protect security and privacy of data as it protects the effort money and time someone has put in to create their content, if this content is being copied the organisation will lose potential customers as someone is using their content to sell another product. Privacy and compensation requirements of Data Protection Act 1984 1998 2000 This legislation first was written in 1984 there are updated version of this data protection act and the one that is used and most updated is the 2000 version, the 1998 version was a broadened and replaced the data protection act 1984, the main purpose for this law is that it gives rights and privacy of individuals, this ensure that their data is not processed without the creators knowledge and is only process with the consent of the artist. This act covers personal data relating to living individuals and protects sensitive personal data of that individual. This act covers data held in electronic formats. This has been changed as over time new technology and items are able to store data this is now updated so that it can cover these items as they will contain sensitive and personal data to an individual. The 2000 version of this act contains added laws and have been updated. This protects the security of the individual as no one should be allowed to take private and sensitive data without the individual being aware of this. Copyrights This exclusive legal right that is given to the original artist to print, perform film, publish or record literary and authorize others to do so for heir material. This protects a physical expression of ideas , for example someone has an idea to write a book the content that is written in that book is covered by the copyright act as it will be unique to the creator. You do not need to register or claim copyright, this protection is automatic as soon as it is created. If someone steals information or wrongly sells other work or creation for their own financial benefit then this copy right act will protect the original creator and he can claim back the money that has been gained by the person who has taken the material without permission. This protects security and the use of private data as it does not allow anyone to take data or material without the author permission, if this does happen the user who has taken this material can be fined and prosecuted as the products does not belong to them, the author can also decide how his material has been used and if someone breaks his restriction they can also be prosecuted. Open Source  This is software or material that is available with the source, this allows users to copy the material and modify the material, the reason for this is because the creators would believe that if someone can edit the material for themselves it will be more useful to another persona and will also allow less problems to occur if the source is available, so organisation believe that it should not be given and source should not be shown, they usually give the compiled version this is so others cannot copy their material and modify this. Open source means that it is available to any one and they can modify it however they want, doing this will improve the security for a material such as software as this source code has been given to the users it will be less likely that someone would want to hack it and modify the code as it is already available. This does have some restrictions as it would like to preserve the name and authors of the material. Freeware  This is software that is offered free of charge and is downloadable off the internet, freeware is different to shareware as shareware would require payment. Even though freeware is available it does have a license this would have restriction as some freeware would not want the user to alter the program, repackage it or sell the freeware, redistribution is allowed of freeware but cannot be distributed for money purposes. The creators want to ive something to the community but want to retain control of any future development of the software, this allows users to have the material without making changes and is free to the users, this makes there coding private and cannot be used however as it is free hackers would not bother to steal or resell this type of material as anyone can get it online for free, this makes the software more secure as there is no risk as it does not hold any value. Shareware  This usually is software that is distributed, this allows users to use the product and then pay for the product after the trial version has finished, you can then only continue to use the full version if you feel like the product is good to use but will have to pay to get the full version, the user will then be covered for registration and then support for the software if they purchase, once purchased additional features are usually given as only who pay can have these. This is been protected under copyright, even though you are able to use this software without payment you are still restricted to what you are allowed to do with it which is selling this software or adding it to another. This allows users to use expensive and powerful software for free and a short period of time however will later need to pay as the trial reaches to its end. This relates to security and privacy as the creators do not mind users having a full version for a short period as they may see as an advantage to sell their product later, copyright protects shareware as users cannot manipulate or sell their product. Commercial Software This is a software that is designed for sale to meet a commercial need for a user, this type of software is only allowed to be used for commercial purposes, this is software that you would usually see in the retailers in a physical box and requires payment before it can be used, commercial software usually contain a registration key and when you purchase this you will acquire a licence to use it. You are still able to download commercial software and this can be often seen in sharewares. These are usually made available directly from the organisation website. This relates to security and privacy of data as the user has to purchase the software before they can use it as they will not receive a registration key not allowing them to use the software, this does make it a security risk as hackers will try to steal a registration key but the copyright act protects the organisation and can prosecute the hacker for stealing data from the organisation.

Construction of Investment Portfolio

Construction of Investment Portfolio To: Mr Bernard Riemann From: Investment Manager Date: 28 November 2007 Subject: Construction of Investment Portfolio Overview: The investment portfolio recommended is based on the discussion with you. The key points that emerged from our discussions are as follows: Total investment required to be made is  £1,000,000 The portfolio should include at least 5 equity securities and at least 3 debt securities. Besides these some other investment products may also be included. The portfolio break up should be at a minimum: Equity investments:  £400,000 Investment in Debt securities:  £200,000 Investment in other products:  £350,000 Cash:  £50,000 You do not want to invest in ‘very risky’ investments, but are willing to accept some additional risk if there is adequate compensation in the form of increased returns Investment will be made for a medium to long term. Two months are considered as medium to long term. Investment in the recommended portfolio will be made on 28th November 2007 Your total wealth is approximately  £500,000. This includes: Business:  £3,000,000 Residential Property:  £800,000 Loans to Relatives:  £200,000 Amounts proposed to invest:  £1,000,000 Suggested Portfolio You are advised to adopt a lower risk and a more diversified institutional approach. This will require you to have a portfolio of assets. In general, riskier investments, such as equities provide the best returns over the long term, but they are also most volatile. However, because you are only planning to invest in short to medium term, you will not be much affected by the volatility. Nevertheless, combining different types of investment in a portfolio can help you minimise and variations especially if the securities in your portfolio are non-correlated (i.e. their prices move independently). On the basis of above information and the investing assumptions (Refer appendix A), the most appropriate asset model for you appears to be: Medium Risk Individual securities and investment products You are therefore advised to make your investments in the securities given in the table below: Asset Class Investment Sector Amount ( £) Percentage of Total Equity Securities (FTSE 100) British Airways Airlines 76,260 7.6% Land Sec (R.E.I.T.) Real Estate 94,250 9.4% Barclays Banking 78,600 7.9% Sage Group Technology 77,480 7.7% Morrison Supermarkets Retail 73,255 7.3% Debt Securities and Funds 9% Treasury Loan Bond 2008 Bond 100,000 10% SWIP Defensive Gilt Securities 100,000 10% HSBC Gilt Fixed Interest Inc 150,000 15% New Star UK Property A Acc Property Funds 150,000 15% Cash 100,155 10% Total 1,000,000 100% (Source: Yahoo finance) Rationale for the selection of each security/product (Refer Appendix B) Equity Securities The equity securities are all FTSE 100 securities. These securities belong to five diverse sectors, namely, Airlines, Real Estate, Banking, Retail and a sunrise sector of Technology. These sectors are not correlated thus reduce the portfolio risk. The rationale for selection of these and not other FTSE 100 securities are: British Airways Plc. is the leading airline in the United Kingdom and is one of the biggest in the world. It also has holdings in other airlines, such as the Australian, Qantas, and the Spanish Iberia. In addition the airline has recently signed a partnership with the American Airlines and companies such as Cathay Pacific Airways and Finnair. Therefore, it has bright prospects. Though the price trend in the medium term is bearish volatility has been increasing during last month. The Property sector is represented by Land Securities. Land Securities has a huge amount of real estate all over the UK. It manages a series of properties. The company has played a major role in transforming cities such as Birmingham, Canterbury, Bristol and York by working closely with the city authorities, and with the support of the government. The market is bearish but volatility is increasing. One may make massive profits in the short term. The banking or financial sector is represented in the portfolio by Barclays. Barclays began its operations in the 17th century in London. It is an international bank with 800 global branches. It is a strong entity in 60 international countries, in Europe, the United States, Africa, and Asia. The group remains a very important member of the UK banking community. Even though the Banking sector may have not performed very well in the past, its prospects are good. An investment portfolio should have at least one category of securities from this sector. Though medium term price trend for Barclays is bearish the boom conditions may benefit the portfolio as its volatility has been increasing. Sage group represents the sunrise sector in the portfolio. It is a British company that is considered a leader in management software sector. It has its presence in all major European countries and India, South Africa, Australia, the Middle East, and North America. Sunrise industry presents extremely good prospects. The Morrison Supermarkets Group represents the retail sector in the portfolio. The group specializes in supermarket distribution, offering quality products and increasing diversity. It has purchased Safeway, an owner of more than 500 supermarkets in Great-Britain. Medium term price trend is bullish. This market keeps a relative behaviour greater 16.232 than FTSE 100 INDEX. Volatility has been increasing during last month. It is a good time to make profit in the short term. Debt Securities/Funds 9% Treasury Loan Bond 2008 are Gilt edged bonds issued by the UK Government that will mature in 2008. These bonds offer the investor a fixed interest rate of 9% for a predetermined, set time. These bonds are especially recommended as you require a fixed, predictable income. These bonds also ensure a guaranteed return of capital. Though these securities like shares are prone to fluctuation, they are much more secure. Though the bond has a redemption date (July 2008), it can be sold at any time for the present market price. Investors are not tied down and there are no penalties for selling the stock. Gilts prove to be the best option in times such as the current times when interest rates are high and look likely to fall. Due to a decline in the interest rates the value of the stock will rise and can be sold profitably. SWIP Defensive Gilt Securities and also HSBC Gilt Fixed Interest securities have been included in the portfolio as they will provide a regular income. The investments do not have a minimum or maximum investment period. New Star UK Property is another place where investment should be made. Though in recent times a few large fund holders have got out of UK commercial property funds, for the next one year the fund is expected to give more or less stable returns. As you want a return of  £500 per month, the portfolio requires that  £100,155 should be deposited in the bank. This will carry an interest of 5.75% (at the current rate) and will meet your requirement for  £500 per month for the tuition fee of his niece. Expected returns of the portfolio over the two month investment period The portfolio is expected to give a return of 1.26% in the two months (Refer xls in Appendix C and E). Each month the portfolio will give  £500 per month from the cash deposited in the bank. Risk attached to the portfolio The risk percentage is 0.98% for the entire portfolio (Refer xls in Appendix C). Thus at no point of time investment portfolio will fall below the acceptable value over a two-month period. Total risk of 0.98% indicates how much risk your portfolio will bear over the two month period. This risk is primarily due to high level of expected variance in the share prices of British airways shares and also shares of Morrison Supermarkets. The debt securities and funds have an almost negligible variance and standard deviation. Therefore, this evens out the excessive risk in equity securities. Since, debt securities do not have much risk, the individual equity securities need to be closely monitored for risk. The easiest way is to monitor their beta levels. A beta measures a stocks volatility relative to the market. Stocks with betas of 1 move up or down more or less in along with the market. Stocks with betas of less than 1 tend to be less volatile than the market as a whole. Volatile stocks have betas higher than 1. However, betas too should be examined with care as if the market itself is volatile, then a stock with a beta of 1 or less still could be very risky. In conclusion, you should take the above portfolio as a recommendation. The market may change very fast and therefore needs to be closely monitored. APPENDICES Appendix A: Assumptions for the Report Mr. Riemann does not have any industry preferences It should be 10 asset portfolio The customer would be unhappy if the investment portfolio were to fall more than 10% in value over a two-month period. The customer would expect a monthly return of around 1%. The customer expects at least  £50,000 of the total  £1,000,000 to be retained as cash The economic conditions are defined as: Boom 0.6 normal 0.3 and recession 0.1 For equity securities only use FTSE 100 and 250 and for debt use popular markets. UK Bonds have been preferred. Appendix B: Movement of Equity Securities (Source: Yahoo finance) Appendix C Appendix D: Other Documentary Evidence British Airways Land Securities Barclays (Source: Yahoo finance) Morrison Supermarkets (Source: Yahoo finance) Sage Group (Source: Yahoo finance) Std Lf UK Gilt Rtl Inc SWIP Defensive Gilt A Inc HSBC Gilt Fixed Int Inc (Source: Yahoo finance) New Star UK Property A Acc (Source: Yahoo finance) Appendix E: Calculation of the Return under Boom, Normal Conditions and Recession Return on equity securities Return under normal conditions has been calculated. This is based on the movement of the stock prices. The return on the equity stock will arise from sale of shares at a higher price over the near future. On the basis of the past data the share prices under normal conditions have been estimated two months from November 2007. The % increase in the share prices is taken as the return during normal times. Variance in share prices are thereafter taken into account and the boom and recession values are calculated. Return on debt securities and funds This is based on the three year total return percentage. Two months percentage is worked out and then adjustments are made for variance. Return on 9% Treasury Loan Bond 2008 The bond pays a 9% coupon (divided into two semi-annual payments) and matures in July 2008. The bond has been bought at par. The income 9% per annum on the investment will be there until maturity. Return for 2 months = (9% / 12)*2 =1.5% If an amount less than par were paid for the return would be=Par/purchase price * coupon = running yield References The Financial Times, Markets Equities, accessed from http://www.ft.com/markets/equities Yahoo! Finance, FTSE 100 Companies, accessed from http://uk.finance.yahoo.com/q/bc?s=%5eftset=c= Barclays Financial Planning, Investment Planning, accessed from http://www.barclays.co.uk/financialplanning/investment-planning.html Investment Planning, accessed from http://www.bestinvest.co.uk/planning/portplan/index.htm

The Rape of Africa in Heart of Darkness Essay -- Heart Darkness essays

The Rape of Africa in Heart of Darkness At the threshold of the twentieth century, when exploitation of colonies was still widely spread and the problem of abuse of natural resources and native inhabitants was largely ignored, Joseph Conrad’s Heart of Darkness invites us to reflect on and ask ourselves when does progress and expansion become rape. Joseph Conrad presents us with this, unfortunately, ageless book. It sheds a bright light onto the inherit darkness of our human inclinations, stripped of pretense, in the middle of the jungle where those savage tendencies are provided with a fertile ground. The combination of greed, climate and the demoralizing effect of frontier life brought out the worst in people. They were raping the land, practically stealing the ivory from the natives, whom they were treating like slaves, or even worse than slaves, for slaves in America were an expensive commodity and therefore it was in the best interest of slave-owners to keep them well fed and healthy; these poor chaps, however, were allowed to starve to death once they fell ill. ...

Free Essays - An Impression of An Essay on Man :: Alexander Pope Essay on Man

An Impression of An Essay on Man  Ã‚   The beautiful poetry of Alexander Pope in "An Essay on Man," has many deep meanings in it, but they are almost always hard to find if you only read through it once. Only by reading it several times and taking it apart, line by line, can you truly understand everything that pope is trying to get you to understand. Separated into ten stanzas, each one stating a clear part of his argument, and all relating to his main purpose of showing mankind that God is superior to all, and everything is for reason. I have paraphrased the first stanza as follows: First of all, we can only understand what we already know about God and man. For man, we see only his place on earth, and that isn’t much to reason with or refer to when compared to God’s knowledge. While God knows of infinite amounts of worlds, he is the only God that we know of. God, who can see everything, who can create a universe with many other worlds, who knows how our solar system works, who knows what other suns with planets there are, who knows what types of people live on those planets around every sun, He knows why we are made the way we are. But in this frame of mind, with all of the ways we are connected to God, or ties, strong connections, dependencies and gradations, have you really looked through your soul, or is only part of the truth enough for you? Is the Great Chain of Being, which everybody agrees on and many people support, something that God planned, or was it created by man? This first stanza is showing mankind that, while we claim to know the way everything works, we really don’t know anything in comparison to God. The first line in the second epistle, "On the Nature and State of Man With Respect to Himself, as an Individual," is, "Know then thyself, presume not God to scan; The proper study of mankind is Man." This line is saying that we have to know ourselves, we can’t just assume that God will tell us, and that the only way we can know about mankind is to first know about ourselves. Free Essays - An Impression of An Essay on Man :: Alexander Pope Essay on Man An Impression of An Essay on Man  Ã‚   The beautiful poetry of Alexander Pope in "An Essay on Man," has many deep meanings in it, but they are almost always hard to find if you only read through it once. Only by reading it several times and taking it apart, line by line, can you truly understand everything that pope is trying to get you to understand. Separated into ten stanzas, each one stating a clear part of his argument, and all relating to his main purpose of showing mankind that God is superior to all, and everything is for reason. I have paraphrased the first stanza as follows: First of all, we can only understand what we already know about God and man. For man, we see only his place on earth, and that isn’t much to reason with or refer to when compared to God’s knowledge. While God knows of infinite amounts of worlds, he is the only God that we know of. God, who can see everything, who can create a universe with many other worlds, who knows how our solar system works, who knows what other suns with planets there are, who knows what types of people live on those planets around every sun, He knows why we are made the way we are. But in this frame of mind, with all of the ways we are connected to God, or ties, strong connections, dependencies and gradations, have you really looked through your soul, or is only part of the truth enough for you? Is the Great Chain of Being, which everybody agrees on and many people support, something that God planned, or was it created by man? This first stanza is showing mankind that, while we claim to know the way everything works, we really don’t know anything in comparison to God. The first line in the second epistle, "On the Nature and State of Man With Respect to Himself, as an Individual," is, "Know then thyself, presume not God to scan; The proper study of mankind is Man." This line is saying that we have to know ourselves, we can’t just assume that God will tell us, and that the only way we can know about mankind is to first know about ourselves.

Ap Dbq List

A. P. United States History 2. Name___________________________Date________ ? Chapter 26. The Great West and the Agricultural Revolution, 1865-1896. Theme 1: After the Civil War, whites overcame the Plains Indians’ fierce resistance and settled the Great West, bringing to a close the long frontier phase of American history. Theme 2: The farmers who populated the West found themselves the victims of an economic revolution in agriculture. Trapped in a permanent debtor dependency, in the 1880s they finally turned to political action to protest their condition. Their efforts culminated in the Populist Party’s attempt to create an interracial farmer/labor coalition in the 1890s, but William Jennings Bryan’s defeat in the pivotal election of 1896 signaled the triumph of urbanism and the middle class. I. Summary for Chapter. Read this section as you are reading the text, as these are the main ideas and concepts of the reading. It is also very important to look over all text inserts, cartoons, pictures, maps, charts etc. that are in the reading. (33 pgs) 1. At the close of the Civil War, the Great Plains and Mountain West were still occupied by Indians who hunted buffalo on horseback and fiercely resisted white encroachment on their land and way of life. But as the whites’ livestock grazed the prairies and diseases undercut Indian strength and numbers, a cycle of environmental destruction and intertribal warfare soon threatened Native Americans’ existence. The federal government combined a misconceived â€Å"treaty† program with intermittent warfare to force the Indians into largely barren reservations. 2. Attempting to coerce Indians into adopting white ways, the government passed the Dawes Act, which eliminated tribal ownership of land while often insensitive â€Å"humanitarians† created a network of Indian boarding schools that further assaulted traditional Native American culture. 3. The mining and cattle frontiers created colorful chapters in western history. Farmers carried out the final phase of settlement, lured by free homesteads, railroads, and irrigation. The census declared the end of the frontier in 1890, concluding a formative phase of American history. The frontier was less a â€Å"safety valve† than many believed, but the growth of cities actually made the West the most urbanized region of the United States by the 1890s. 4. Beginning in the 1870s, farmers began pushing into the treeless prairies beyond the 100th meridian, using the techniques of dry farming that gradually contributed to soil loss. Irrigation projects, later financed by the federal government, allowed specialized farming in many areas of the arid West, including California. The â€Å"closing† of the frontier in 1890 signified the end of traditional westward expansion, but the Great West remained a unique social and environmental region. 5. As the farmers opened vast new lands, agriculture was becoming a mechanized business dependent on specialized production and international markets. Once declining prices and other woes doomed the farmers to permanent debt and dependency, they began to protest their lot, first through the Grange and then through Farmers’ Alliances, the prelude to the People’s (Populist) party. 6. The major depression of the 1890s accelerated farmer and labor strikes and unrest, leading to a growing sense of class conflict. In 1896 pro-silverite William Jennings Bryan captured the Democratic Party’s nomination, and led a fervent campaign against the â€Å"goldbug† Republicans and their candidate William McKinley. McKinley’s success in winning urban workers away from Bryan proved a turning point in American politics, signaling the triumph of the city, the middle class, and a new party system that turned away from monetary issues and put the Republicans in the political driver’s seat for two generations. II. Major questions & concepts for consideration. Write these out on a separate sheet of paper. These will be the topics of discussion and class participation. Look above in the summary of the chapter, as you answer the following conceptual questions: 1. Discuss the causes and results of the warfare between whites and Native Americans in the great West. 2. Explain the development of federal policy toward Native Americans in the late nineteenth century. 3. Analyze the brief flowering and decline of the cattle and mining frontiers. 4. Explain the impact of the closing of the frontier and the long-term significance of the frontier for American history. 5. Describe the revolutionary changes in farming on the Great Plains. 6. Describe the economic forces that drove farmers into debt, and describe how the Grange, the Farmers’ Alliances and the Populist Party organized to protest their oppression. 7. Explain the major issues in the critical campaign of 1896 and describe the long term effects of McKinley’s victory. III. Significant names, terms, and topics: Know these terms etc. A. P. Jeopardy: The Clash of Cultures on the Plains (Page 594) Before reading this section read the quotation of Frederick Jackson Turner on page 594. This is a quote from his famous essay The significance of the Frontier in American History (1920) Also read the analysis of the essay in Varying Viewpoints on page 622. Also see 48 below. Please also see the picture and caption on page 595 this certainly â€Å"talks† to the do cument from the Coronado expedition of 1541. †¢ Overview Cause: The encroachment of white settlement and the violation of treaties. Effect: Led to nearly constant warfare with Planes Indians from 1868 to about 1890. . Significance of intertribal warfare, and forced migration of tribes. †¢ Cheyenne and Sioux transformation from foot travel, crop villages to nomadic buffalo hunters. 2. Effects of European diseases, and white introduced livestock had devastating results. 3. Pacification Treaties marked the beginning of the reservation system in the West. †¢ Treaty of Fort Laramie, 1851 †¢ †¢ Treaty of Fort Atkinson, 1853 †¢ †¢ These treaties established boundaries for each: †¢ †¢ Attempted to separate Indians into two great colonies North and South of intended: 4. White misunderstanding of Indian culture and the results: †¢ Study the picture and caption Pawnee Indians in Front of their Lodge 1868 and the document One Dishearten Indian complained on page 592. 5. (1860) Great Sioux reservation (Dakota Territory) and Indian Territory in Oklahoma. †¢ Continued dishonesty of federal Indian agents. †¢ †¢ Immigrant and Buffalo Soldiers were involved in fierce warfare on the plains. See picture on page 597. Receding Native Population (Page 597) †¢ Study the map Indian Wars, 1860-1890 on page 598. As you read below locate the major Indian battles on the map. . Sand Creek Massacre (1864) Colorado, Killing of over 400 Indians. †¢ Colonel J. M. Chivington. See Chivington document on page 598. 7. Fetterman Massacre (1866) The Sioux led by Chief Red Cloud attempted to stop the Bozeman Trail, which was to go from Fort Laramie, Wyoming, straight through the heart of the Sioux hunting ground in Montana. Captain William Fetterman a nd his command of 81 were killed in Wyoming. †¢ The cycle of vicious warfare followed. 8. Treaty of Fort Laramie, (1868) The U. S. government abandoned building the Bozeman Trail. 9. Black Hills gold† (1864) Colonel George Armstrong Custer’s scientific expedition into the South Dakota. †¢ Gold Rush 10. Little Big Horn Massacre (1876) Col. Custer’s Seventh Cavalry of 264 officers and men killed. †¢ Indian leaders were Sitting Bull and Crazy Horse. †¢ †¢ Indian resistance was gradually worn down, and by the end of the 1870s, most Sioux were on reservations. †¢ 11. Nez Perce (1977) †¢ In 1877 the U. S. government ordered the Nez Perce of eastern Oregon to move to a smaller reservation in Idaho. When they were given the orders to move the young braves staged a series of raids. Fearing reprisals, the Nez Perce attempted to escape to Canada, led by Chief Joseph. This group of 800 Indians evaded capture for 75 days before surrendering to the U. S. troops just 40 miles from the Canadian border. In advising his people to give up, Chief Joseph made a moving speech. †¢ â€Å"I am tired of fighting. Our chiefs are killed†¦The old men are all dead. It is the young men who say yes or no. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills, have no blankets, no food. No one knows where they are—perhaps freezing to death. I want time to have to look for my children and see how many I can find. Hear me, my chiefs. I am tired. My heat is sick and sad. From where the sun now stands, I will fight no more forever†. 12. Apache tribes of Arizona and New Mexico †¢ Geronimo (c1823-1909 See the picture and caption on page 599. 13. The fate of the Plains Indian culture 14. Name the factors that† tamed the Indian† Note that the author has prioritized the factors, often this is what you are asked to do in historical essays. Can you see the type of question that could be asked here, and how you would set up your thesis? Within your thesis one would include what major factors? †¢ Railroad †¢ †¢ Diseases †¢ †¢ Alcohol †¢ †¢ Extermination of the Buffalo †¢ †¢ Note that you have a classic cause and effect: Railroad building, disease, and the destruction of the buffalo, decimated Indian and hastened their defeat at the hands of advancing whites. Bellowing Herds of Bison (Page 599) 15. Bison as the staff of life for the Plains Indians. †¢ 16. Railroad construction and the food supplies f or the workers. †¢ William Cody -hero or villain? The End of the Trail (Page 602) Study the map, caption and text Vanishing Lands on page 602. Study the text on The Indian Removal Act of 1830 and The Dawes Act of 1887. 17. Helen Hunt Jackson A Century of Dishonor (1881) †¢ Ramona (1884) †¢ What was the significance of these books? †¢ †¢ What other books in your study of history had significant influence on public opinion? †¢ †¢ Study the photograph and caption Lakotas Receiving Rations at Standing Rock Reservation, ca. 1881. On page 603. Also study the document Plenty Coups speaks 18. Why did do-gooders want to make Indians white folks? 19. Outlaw of the Sun Dance in 1884. †¢ â€Å"Ghost Dance† cult spread among the Sioux †¢ 20. The Massacre at Wounded Knee (1890) on the Pine Ridge reservation in South Dakota resulted in the deaths of 200 Indians, many of them women and children. The incident at Wounded Knee marked the end of armed conflict between the United States government and the Indians. †¢ Read the documents Civil War veteran General Sheridan reflected on page 602. 21. Dawes Severalty Act of 1887. This dissolved many tribes as legal entities. Forced-assimilation †¢ No tribal ownership †¢ †¢ Individual family heads with †¢ Severalty: The condition, as of land being held or owned by separate or individual right. †¢ Reservation land not given to the Indians was sold, money going to help â€Å"civilize† and educate the Indians. †¢ Why do the authors call this a misbegotten offspring of the Indian reform policy? 22. Carlisle Indian School (1879) Pennsylvania. Kill the Indian and save the man. †¢ By 1900 Indians had lost; 23. Indian Reorganization Act, (1934) †¢ (The Indian New Deal did what? ) †¢ 24. By 1887 â€Å"Bullets, bottles, and bacteria† resulted in? †¢ †¢ What did the census of 2000 indicate? †¢ Mining: From Dishpan to Ore Breaker (Page 604) 5. â€Å"fifty-niners† (1858) Colorado gold rush †¢ Pike’s Peak many stayed on to mine or farm grain. 26. Nevada, 1859 †¢ Comstock Lode (1860-1890) both gold and silver. †¢ Significance to Lincoln in 1864? †¢ Smaller mining strikes drew population into Montana, Idaho and other western states 27. Boomtowns †¢ Vigilante justice 28. What replaced the individual miner? †¢ Why was this significant? †¢ Why was the mining frontier important to women? †¢ Why are the dates given and states given important to women? 29. The great abundance of precious metals mined in the West had a profound affect on the nation. Thesis) †¢ Note the factors of importance given by the author and how they prioritize these factors. †¢ Quickly list those factors under: †¢ economic: †¢ †¢ political: †¢ †¢ social: †¢ Beef Bonanzas and the Long Drive (Page 605) †¢ Study the map Cattle Trails on page 605 and note the photograph and caption Dressed to Kill. †¢ 30. Solution of the marketing problem for the Long Horn 31. â€Å"Beef barons† Swift and Armour Giant meat packers at Kansas City and Chicago 32. The â€Å"long drive† Texas cowboys to the Railroad terminal †¢ Cow towns: Dodge City, Abilene, Kansas, Ogallala, Nebraska, and Cheyenne Wyoming. See the map on page 605 and locate the rail heads 33. Frontier justice †¢ The cattle drive continued fro 1866-1888 34. The Railroad and what other factors killed the Long Drive? †¢ †¢ Winter of 1886-1887 †¢ 35. As a result the stockmen did what to save his livelihood? †¢ Wyoming Stock Growers Association †¢ †¢ The cowboy folklore lives on. †¢ †¢ Study the map and caption Myth and reality on page 603. The Farming Frontier (Page 606) Note the DBQ The Farmers’ Movement, 1870-1900 on page A118. 36. Sodbuster 37. The Homestead Act of 1862 allowed a settler to acquire: †¢ †¢ How was this Act different from previous policy? Why did the Homestead Act often turn out to be a â€Å"Cruel Hoax†? †¢ †¢ 38. How did railways play a major role in the development of the agricultural West? †¢ Marketing of crops †¢ RR induced people to buy cheap land (Propaganda) †¢ 39. The myth of the great American Desert Wh at does the author mean? †¢ †¢ 40. 100th meridian and its significance? †¢ John Wesley Powell director of the U. S. Geological Survey warned in 1874: †¢ †¢ See Average Annual Precipitation map on page 610. Locate the 100th meridian line. †¢ Drought 1887-1892 41. â€Å"Dry farming† and its future consequences? †¢ †¢ Winter wheat from: †¢ 42. Joseph F. Glidden (1874) and his contribution: 43. Irrigation systems. One should note the consequences of this damming of the rivers in Marc Reisner†s classic book: Cadillac Desert. The American West and its Disappearing Water. The Far West Comes of Age (Page 608) 44. What was the motive of the Republican Congress of 1888-90? †¢ 45. What held up Utah from becoming a state until 1896? †¢ 46. â€Å"Sooners† â€Å"Boomers† â€Å"Sooner State† (1889) †¢ The Fading Frontier (Page 610) 47. What was the significance of the watershed date-1890? †¢ 48. Frederick Jackson Turner â€Å"The Significance of the Frontier in American History† (1920) †¢ 9. National Parks, Yellowstone (1872) Yosemite, Sequoia (1890) 50. â€Å"Safety-valve theory† You should be able to restate this in your own words, and give reasons for its validity. The author suggests that the safety valve of the late 19th century was: †¢ †¢ †¢ †¢ Some vali dity? †¢ †¢ †¢ Study the chart Homestead from Public Lands on page 611. †¢ Real safety valve in late 19th century was in western cities: †¢ †¢ Study the chart 51. In this last section the author’s sets in motion a thesis based upon the trans-Mississippi West as a unique area. †¢ Note how they bring in diversity and a blend of cultures. †¢ †¢ Native American †¢ Anglo culture †¢ †¢ Hispanic culture †¢ †¢ Asian-American What other factors do they bring to his position? †¢ Environment molds †¢ Social †¢ Political †¢ American imagination †¢ Federal government role in the West Do you agree? †¢ Look at VI. Below: Expanding Viewpoints and see how historians Turner and White disagree. These thoughts are expanded also on page 622 â€Å"Was the West Really Won†? Do you recognize their thesis? †¢ The Farm become a Factory (Page 612) 52. The situation American farmers, once the jacks-and- jills-of- all-trades, were rapidly changing. (A thesis) †¢ Note the support for this thesis below: Can you identify the causes and the effects? Place a (C) for causes and a (E) for effects and be able to defend your position. †¢ â€Å"Cash crops† wheat or corn †¢ †¢ Cogs-tied to: †¢ †¢ Had to buy expensive machinery †¢ †¢ Placement of blame †¢ †¢ â€Å"mechanization of agriculture† †¢ †¢ (farm as factory) †¢ 53. The reformer Henry George Progress and Poverty (See pages 579) description of agricultural California. Deflation Dooms the Debtor (Page 609) 54. One crop economy has a written in danger, to understand what follows is to understand this danger. †¢ World Market and its influences †¢ 55. Know how low prices and a deflated currency caused trouble for the farmer North, South and West. †¢ †¢ †¢ If you’re not sure ask in class. 56. What is a static money supply? †¢ †¢ What results? †¢ 57. What was the vicious cycle the farmers were caught in? †¢ farm machinery increased production †¢ Increase of grain lowered the price †¢ Farmers thus became deeper in debt 58. What were the effects on the farmers? †¢ Mortgage default †¢ Farm tenancy rather than ownership †¢ Sharecropping in the South †¢ New industrial feudalism Unhappy Farmers (Page 613) †¢ Farmers faced many problems and grievances See the poster and caption The Farmer’s Grievances on page 615. 59. Effects of nature on the farmers: †¢ Insects †¢ Floods, erosion †¢ drought †¢ Expensive fertilizers †¢ 60. Effects of government on the farmers: †¢ Local, state, national gouged the farmers †¢ Land overassess ed †¢ taxes †¢ High protective tariffs †¢ 61. Effects of corporations on farmers: †¢ At the mercy of Trusts †¢ Harvester, barbed wire, fertilizer trusts †¢ Middleman cut †¢ Mercy of the grain warehouses, elevators and railroads. †¢ 62. Effects of the railroad on farmers: †¢ Freight rates †¢ Difficulty to protest, RR operators revenge. †¢ 63. Why were the farmers unorganized? †¢ Independent †¢ Individualistic †¢ 64. Restriction of production was forced by the Federal government during the Great depression under Franklin Roosevelt’s New Deal. See Paying Farmers Not to Farm, pages 783. The Farmers Take Their Stand (Page 615) For an overview of this movement see Fast Track To A 5, pages 219-222 The Growth of Discontent: Farmers Organize 65. Greenback movement in 1868 demanded: †¢ †¢ 66. National Grange (1867) organized by Oliver H. Kelley. 67. First objective of the Grange: †¢ Social †¢ Economic †¢ Fraternal activities 68. Next goal of the Grange: †¢ Economic Coop. stores, grain elevators and warehouses †¢ Manufacture of harvesters 69. Grange political goals: †¢ State legislation of RR rates, Grain storage fees †¢ Granger laws defeated †¢ †¢ Wabash decision, 1886. See page 538. The Supreme Court ruled that individual states had no power to regulate interstate commerce. Later (1887) the congress passed the Interstate Commerce Act that created the Interstate Commerce Commission which forbade railroads from some of their wrongdoings. 70. Greenback Labor party (goals) †¢ †¢ James B. Weaver (Greenback Labor Party) ran in the Presidential election of 1880, against (James A. Garfield (Rep) and Winfield S Hancock (Dem) he polled only 3% of the popular vote. See page A59. †¢ Note that Weaver again run for President with the Populist (People’s) Party in 1892 and won over a million popular votes and 22 electoral votes. See pages 523-24. Prelude to Populism (Page 613) Also see Fast Track To A 5, pages 221-24. The Populist Party. Also see Mr. Soward’s handout Pictotext 34 The Farmers Seek a New political Party Read the text and turn to the pictures Highlights of the Populist Platform. 71. Farmers’ Alliance goals: †¢ †¢ †¢ What weakened the Alliance? †¢ Ignored: †¢ †¢ 72. Colored Farmers’ National alliance (1880) History of racial division and divide and rule. 73. The emergence of the People’s Party (Populists) †¢ What were their goals? It is very important to know these goals as they set you up to understand the great reforms that were to follow. †¢ Nationalize the †¢ †¢ Graduated: †¢ †¢ Create federal Subtreasury †¢ †¢ Free and unlimited coinage †¢ 74. William Hope Harvey and his pamphlet Coin’s Financial School (1894) †¢ His goal was for what? 75. Ignatius Donnelly of Minnesota a Populist Congressman. †¢ Mary Elizabeth Lease (1853-1933) Raise â€Å"Less Corn and more Hell. See the picture and caption on page 616. †¢ Standing almost six feet tall, she spoke passionately on behalf of the downtrodden farmers and challenged them to unite to improve their condition. Her legendary speeches could mesmerize an audience for two or three hours. â€Å"You may call me an anarchi st, a socialist, or a communist, I care not, but I hold to the theory that if one man has not enough to eat three times a day and another has $25 million, that last man has something that belongs to the first. † By 1890 she backed the Populist Party and traveled West and South, stirring up support for the third party. Let the old political parties know that the raid is over,† she exhorted, â€Å"and that monopolies, trusts, and combines shall be relegated t Hades. † The Gilded Age, Janette T. Greewood,Oxford U. Press, page 140 †¢ The other major political parties began to pay attention to Populist issues. See James B. Weaver in the election of 1892. . Coxey’s Army and the Pullman Strike (Page 614) †¢ Before your study of Coxey’s Army and its significance, one might want to make the connection with other rebellions in American history and see what their origins were and note any similarities. See: Andros Rebellion (1689) page 53. Baconâ€⠄¢s Rebellion (1676) page 68. †¢ Leisler’s Rebellion (1689-91) page 82. Salem Witch Trials (1692-3) page 79-80. †¢ Paxton Boys (1764) page 88. (Also see Benjamin Franklin, Walter Isaacson, pp. 210-14. ) †¢ Shays’s Rebellion (1786) page 176. Whiskey Rebellion (1794) page 196. Bonus Army (1932) page 766. 76. The Panic of 1893 (This lasted from 1893-1894), followed by the Silver Campaign Depression 1895-98 77. The goals of General Jacob S. Coxey (1894) †¢ †¢ †¢ Study the photograph and caption Coxey’s Army Enters the District of Columbia, 1894 on page 617. Coxey’s achievement: †¢ 78. Pullman Strike of 1894. †¢ See the picture and caption on page 618. †¢ Eugene V. Debs, American Railway Union †¢ Union Grievances †¢ 79. Governor Peter Altgeld †¢ †¢ Vs. Att. Gen. Richard Olney. †¢ President Cleveland’s stance. †¢ 80. What is a Federal Court Injunction? †¢ †¢ 81. What was the unholy alliance between business and the courts? †¢ †¢ What was the significance of this belief? †¢ Golden McKinley and Silver Bryant (Page 618) 82. Election of 1896. †¢ Conservatives feared class upheaval. †¢ †¢ Discontented farmers and workers looked for political salvation. †¢ 83. Marcus Alonzo Hanna of Ohio a â€Å"President Maker. † †¢ Hanna’s ideology: †¢ Prime function of government: †¢ Prosperity trickled down to labor †¢ 84. Republican Platform favored: †¢ Gold †¢ Democratic incapacity and the economic hard times of the Panic of 1896 †¢ Continued protective tariff †¢ Study cartoon and caption Crying for Protection, 1898 on page 619). 85. Democratic Convention July 1896. †¢ Refusal to endorse President Cleveland. †¢ 86. William Jennings Bryant of Nebraska gave the stirring speech Cross of Gold speech. †¢ See the picture and caption on page 621 and the cartoon and caption The Sacrilegious Candidate. Having behind us the producing masses of this nation and the world, supported by the commercial interests, the laboring interests and the toilers everywhere, we will answer their demand for a gold standard by saying to them: You shall not press down upon the brow of labor this crown of thorns, you shall not crucify mankind upon a cross of gold†. †¢ Bryan was nominated by the Democratic party. †¢ 87. Democratic Platform favored: †¢ Inflation (unlimited coinage of silver 16 oz to 1 88. A number of Democratic Gold Bugs left the Party 89. The Populist Party dilemma: †¢ The Populist Party endorsed Bryan for president, the so called Demo-Pop party. Class Conflict: Plowholders versus Bondholders (Page 620) 90. Why were some people fearful of the Free Silver issue? †¢ †¢ 91. How did the â€Å"dirty tricks† (â€Å"Stop Bryan, Save America† crusade)work in favor of the big industrialists? †¢ †¢ †¢ 92. McKinley triumphed 93. The authors make the point the† the free-silver election of 1896† was †¦ the most significant political turning point since Lincoln’s victories in 1860 and 1864. † †¢ What evidence do they give? †¢ †¢ Eastern wage earners voted for jobs †¢ †¢ Wage earners had no reason to favor inflation †¢ Outcome of the election was a victory for big business, big cities, middle class values and financial conservatives. †¢ Last real effort to win the Presidency with mostly agrarian votes. †¢ 94. Republicans held on to the White House from 1896 to 1912 when Democrat Woodrow Wilson was elected. 95. Republican dominance in 1896 gave the death knell of the Gilded Age political party system. †¢ See map and caption Presidential Election of 1896 on page 623. †¢ Diminishing voter participation †¢ Weakening of political organizations †¢ Fading of money,and civil service reform issues Replaced by Issues of industrial regulation and welfare for labor (The 4th Party system) †¢ Read carefully the footnote at the bottom of page 623 dealing with the 5 party systems, it is important to understand these party systems, as it will make more sense as we move ahead to the study of F. D. Roosevelt’s New Deal (5 th party system) and R. M. Nixon’s election of 1968-the 6th party system? Did we enter a 7th party system with George W. Bush? Republican Stand-pattism Enthroned (Page 623) 96. Republican conservative approach: †¢ Shy away from issues of reform †¢ Business and trusts given free reign †¢ †¢ Dingley Tariff Bill (1897) It is important to look at the Tariff Chart in the Appendix (A55) †¢ †¢ Look at the Tariff of 1828 and then up to the Dingley Tariff (1897) †¢ Note the North American Free Trade Agreement (N. A. F. T. A. ) (1993). As we continue our studies and explore other tariffs please refer to this chart. 97. Gold Standard Act of 1900 provided: †¢ 98. How did nature and science provide for inflation? †¢ †¢ Cause and effect: The return of prosperity after 1897 and new discoveries in Alaska and elsewhere effectively ended the free silver agitation and the domination of the money problem in American politics. Study the chronology on page 624. IV. Thought Provokers: (Or for class discussion) 1. Why has the Plains Indians’ resistance to white encroachment played such a large part in the popular American view of the West? How is that mythical past related to the Indians’ actual history? 2. What was â€Å"romantic† about the final phases of frontier settlement, and what was not? 3. Why was the â€Å"passing of the frontier† in 1890 a disturbing development for many Americans? Was the frontier more important as a particular place or as an idea? 4. Was the federal government biased against farmers and workers in the late ninetieth century? Why or why not? . Was McKinley’s election really a â€Å"conservative† one, or was it Bryan and the Populists who represented the agrarian past resisting a progressive urban American future? V. Makers of America: The Plains Indians (Questions for class discussion): 1. Compare the Plains Indians’ history and culture, especially before the coming of the whites, to that of the Iroquois (Chapter 2). How does this comparison prove the assertion that the cultures of various Indian peoples differ greatly? 2. In what ways did the Plains Indians benefit by the transformation of their way of life brought about by the horse? In what ways were they harmed? VI. Expanding the â€Å"Varying Viewpoints† ~ Frederick Jackson Turner, â€Å"Significance of the Frontier in American History† (1893) †¢ A view of the West as a place permanently shaping the formerly â€Å"European† American character: (His thesis) â€Å"The existence of an area of free land, its continuous recession, and the advance of American settlement westward explain American development†¦. This perennial rebirth, this fluidity of American life, this expansion westward with its opportunities, its continuous touch with the simplicity of primitive society, furnish the forces dominating American character†¦. In this advance, the frontier is the outer edge of the wave–the meeting point between savagery and civilization†¦. † ~Richard White, The Middle Ground (1991) †¢ A view of the West as the product of the interaction of whites and Indians: (His thesis) â€Å"(The West) is not a traditional world either seeking to maintain itself unchanged or eroding under the pressure of whites. It is a joint Indian-white creation†¦. The real crisis came†¦ when Indians ceased to have power to force whites onto the middle ground. Then the desire of whites to dictate the terms of the accommodation could be given its head†¦. Americans invented Indians and forced Indians to live with the consequences. † VII. Questions about the â€Å"Varying Viewpoints† 1. What does each of these historians understand to be the essential characteristics of the West? 2. How does White’s assessment differ from Turner’s view of the frontier as a â€Å"meeting point between savagery and civilization†? 3. How would each of there historians interpret the Plains Indian wars and the confinement of Indians on reservations? VIII. Past A. P. Essay Questions from this area of study. 1. Ironically, popular belief in the ‘self-sufficient farmer’ and the ‘self-made man’ increased during the nineteenth century as the reality behind these beliefs faded. (1978) Assess the validity of this statement. 2. In what ways were the late nineteenth-century Populists the heirs of the Jacksonian Democrats with respect to overall objectives AND specific proposals for reform? (1989) 3. Although the economic development of the Trans-Mississippi West is popularly associated with hard individualism, it was in fact largely dependent on the federal government. Assess the validity of this statement with specific reference to western economic activities in the nineteenth century. (1991) 4. To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? how important were other factors? DBQ (1992) Use BOTH evidence from the documents AND your knowledge of the period from the 1840s through the 1890s to compose your answer. 5. Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880. (1997) Agriculture Labor Industrialization Transportation (See Free Response Question 1997 booklet Rubric-Question # 4, pages 53-62. ) 6. How were the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions? (1999) 7. Ironically, popular belief in the ‘self-sufficient farmer’ and the ‘self-made man’ increased during the ninetieth century as the reality behind these beliefs faded (1978) Assess the validity of this statement. 8. Documents A-H reveal some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent and (b) evaluate the validity of the farmers’ complaints. The Populists. (1983 DBQ) Doing the DBQ pages # 130-138 (A-H = 8 Docs. ) 9. Analyze the reasons for the emergence of the Populist movement in the late nineteenth century. (1995) 10. Analyze the ways in which technology, government policy, and economic conditions changed agriculture in the period 1865 – 1900. DBQ (2007) In your answer be sure to evaluate farmers’ responses to these changes.