Harriet Tubman Essays (249 words) - Slavery In The United States

Harriet Tubman HARRIET TUBMAN Harriet Tubman was an escaped slave. She helped so many of her black people that she became known as Moses of Her People. During the civil war she served the union army as a nurse, spy, cook, and scout. She was also conductor on the Underground Railroad. She was a very heroic woman. Harriet Tubman was born on plantation near Bucktown about 1820. She was one of eleven children of a slave couple. At seven years old she was hired out to do housework and care for white children on nearby farms. Later she became a field hand. When she was a teenager she was struck on the head. As a result of the blow, she fell asleep a few times a day for the rest of her life. Hard work toughened her, and before she was 19 she was as strong as the men she worked with were. In Philadelphia, Pa, and later in Cape May, NJ, Harriet Tubman worked as a maid in hotels and clubs. By December 1850 she had saved up enough money to make the first of her nineteen daring journeys back into the south. She went back the lead other slaves out of bondage. In 1851 she returned for her husband to find that he had remarried. Bibliography Harriet Tubman: Comptons Encyclopedia (http://comptonsv3.web.aol.com) (2000) Harriet Tubman: Hutchinson Encyclopedia (http://ukab.web.aol.com) (2000) Harriet Tubman: Encarta Online Concise (http://www.encarta.msn.com) (2000)

Racial Stereotypes essays

Racial Stereotypes essays Black Men and Public Space is a short narrative written by Brent Staples. Staples begins by stating his first victim was a white woman in Chicago. As she avoids him hastily, Staples comes to realize that she is frightened by his appearance; large, black and intimidating. As a result, she perceives him to be some sort of mugger or rapist, much to his anxiety. Since he instills fear merely by his presence, he is in an awkward and potentially dangerous situation. Other incidents, which include people mistaking him for a burglar, only made Staples more weary of the hostilities. To curb his anxiety, he uses non-threatening behavior such as whistling to curb any uneasy encounter he might have with white people; especially women. Thus, in this essay Staples wants to convey how he was profiled by white strangers, how it evolved into a potentially dangerous situation, and how any uneasy situation that may arise can be avoided through docile and casual behavior. The main underlining issue a ddressed in this essay is racial stereotype, and what dangerous implications it has on black males. Now what is racial stereotype? All kinds of people produce racial stereotypes about themselves and others. That is, people simplify the intellectual images they maintain of specific ethnic groups, including their own, often in cruel or damaging ways. In Black Men and Public Space Staples often portrays his frustration over being a victim of racial stereotype. He begins on an effective note which sets the tone of the entire essay by stating, My first victim was a woman (1). He goes on to explain how she was intimidated by his overall appearance, black, tall and disheveled, obviously motivated by a pre-conceived notion that all black males were to be treated skeptically. Staples shows his frustration as being labeled by saying, as a softy who is scarcely ab ...

Malicious softwares Essay Example | Topics and Well Written Essays - 2750 words

Malicious softwares - Essay Example These malware programs tend to infect systems and bundle other programs by attaching themselves as macros to computer files. These malware programs are also installed through the exploitation of a vulnerable spot in an operating system, a network spot, or even a hole that is existent in a browser. For these programs to cause harm to the computer, they have to multiply; which is a basic characteristic for them. Worms and viruses have the ability to alter the normal operation of an operating system; inflicting various kernel-level items (Christodorescu et al. 2007). These kernel items carry specific information with them that act as an indicator to existence of malware programs in the computer. As these malwares attach themselves to the computer, they tend to interact with various programs and increase their level of sophistication in order to combat anti-malware solutions. Some types of viruses enter into the user computer systems through the email systems as well as the address books. These viruses present themselves in a manner to suggest their validity and objectivity from coming from a trusted host source. The execution of the host code supplements the execution of the viral code. The virus program is then able to destroy the host program and attach itself into the computer. However, not all viruses have the ability to overwrite other programs especially with their replicate copies (Gragido 2013). Some only infect the boot sector and move the data in the selected boot sector.

Animals Essay Example | Topics and Well Written Essays - 3250 words

Animals - Essay Example The blatant and abhorrent obliviousness with which we exploit animal's poses a threat not only to their survival but any further imbalance in nature will start the downfall of mankind itself. Modern medicine owes its advancement to the lives of thousands of animals who were used to experiment the effects of these drugs upon throughout centuries. All the modern drugs and cosmetics were developed through trial and error. Animals have been used for medical testing as far back as the Greek and Roman times. Aristotle was one of the earliest academics to record the used of animals for medical research around 384-322 BC.The practice of vivisection(operating on living animals in order to gain knowledge of pathological or physiological processes) was a necessary evil of the development of medical science and surgical methods. The phenomena of animal medical research has been there for the last two centuries and was started and emphasised upon when research was being carried out upon cardiovascular and nervous systems Darwin's theory of evolution paved the way for scientists to cut up and experiment upon live animals in the name of better understanding of the human body. A movement to prevent such use of animals in the late nineteenth century was stifled by the great advances in medical research being made through animal experimentation.1In the 1950's animal research paved the way for the discovery of Kidney transplants, replacement heart valves ,polio vaccine and hip replacement surgery. In the 1960s and later on animal research produced the cure to heart disease, transplant problems and life saving systems for new born babies. With the issue of animal testing comes the question of ethics. Do we really need animal testing anymore The use of (non-human) animals by humans, particularly for medical experiments, has become a been a topic of heated debate in practical ethics for a long time now and academics debate whether and to what extent animals of various species are " conscious and self-conscious" "Consciousness refers primarily to perception, non-reflective cognition (such as beliefs) and emotion (such as feelings). In the ethical context, its most important components are feelings of pleasure and suffering, and derivatively more particular feelings, such as sexual gratification and fear, respectively. Self-consciousness refers to thinking about one's consciousness. In the ethical context, its most important component is thinking about one's beliefs and feelings, and derivatively about their implications, such as intentions."2 Peter Singer, a prominent animal rights activist has argued that "If a being suffers, there can be no moral justification for refusing to take that suffering into consideration. No matter what the nature of the being, the principle of equality requires that the suffering be counted equally with the like suffering - in so far as rough comparisons can be made - of any other being."3 He goes on to state furthermore that , The claim that self-conscious beings are entitled to prior consideration is compatible with the principle of

Asthma and its symphtomes Essay Example | Topics and Well Written Essays - 750 words

Asthma and its symphtomes - Essay Example Secondly, a reflective discussion of my own experience with asthma sufferers in as a practice nurse working in a GPs surgery shall be presented. Finally, a conclusion shall synthesise the main points of the paper, and clearly state how issue is reflected in my area of clinical practice. Presently, Western societies experience easy access to health information and education as compared to the past. For example, the internet provides an abundance of information resources and access to public health services, council libraries are open to the public, and contemporary media and advertising strive to 'educate' their consumers on product labels. Large scale efforts of primary care workers at using behavioural modification methods, and encouraging sufferers to adopt healthier lifestyles, such as avoiding pollution, or not smoking around children, have been largely unsuccessful. However, although it is ultimately the sufferer who decides whether to adopt a healthier lifestyle, it appears that factors exist which hinder their access to health information, as well as that of their families, and perhaps also the primary care workers who deliver services to them (Morris, 2001, p. 48). Socio-economic status of the sufferer has traditionally been cited as the dominant factor affecting health and wellbeing. Inequalities in access to economic resources results in dramatic differences in life chances (Fulcher & Scott, 1999, p. 588). For example, one may not own a computer, or is unable to afford an Internet connection, so is unable to source health information. Alternatively, unfamiliarity with using a PC may negate a person's interest of using a public library's facilities. Another dominant factor is the cultural beliefs of the sufferer, which may constrain a sufferer from using contemporary medications. Research has indicated that non-compliant sufferers contribute to high morbidity rates of asthma. This may be due to religious affiliation, or from a mistrust of medications that are not traditionally associated with one's cultural upbringing. Other factors that can inhibit access to health information include: social isolation, such as can be experienced by elderly or the physically disabled; geographical location that constrains attendance to health promotion programs; the sufferer experiencing other health issues that they consider 'more important' than asthma; personality characteristics that influence a person's decision to deny the diagnosis of asthma; or peer pressure to not attend health education, or to avoid use of medication in some social contexts.Social constructions that contribute to high morbidity rates of asthma include asthma not being conceptualised as a life-threatening disease. Especially, an absence of symptoms such as wheezing are often interpreted as meaning the absence of the disease all together. Hence, sufferers may fail to recognise danger signals. Alternatively, asthma tends to be conceptualised as solely a childhood experience. The fact that the disease can develop at any time across the lifespan does not appear to be well known to the public, as such many older sufferers may believe that their age provides them with immunity from the diseases more serious effects.It is also recognised that the unnecessary morbidity rates o

Case Study The Millennium Development Goals Education Essay

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

Depleted Uranium Ethics Of the Silver Bullet :: Argumentative Persuasive Weapon Papers

Depleted Uranium Ethics Of the Silver Bullet I. INTRODUCTION/ABSTRACT: â€Å"All the soldiers there were wearing NBC (nuclear, biological, chemical warfare) protective clothing. We said: ‘What’s going on here?’ And their answer was: ‘Didn’t you know? This ammunition is a bit dodgy.’† – Tim Pubrick, Gulf War veteran, British Royal Army tank commander.6 Depleted uranium (DU) ammunition is a very recent advancement in military weapons use. Due to its effectiveness against piercing armor, DU ammunition has recently become a popular item among NATO armies and will most likely become a mainstream form of conventional ammunition among many other armies of the world. However, massive amounts of circumstantial evidence strongly suggests that the use of DU ammunition has known to cause dramatic side effects, such as health problems, stillborn babies, toxic and poisonous land, water supplies, and residential territories. Hence an important question arises, is it ethical to use DU ammunition on the battlefield? II. WHAT IS DEPLETED URANIUM (DU)? Before we can analyze the ethical use of DU ammunition, it is important to first establish the technology behind DU and DU weapons. Uranium is one of the heaviest elements found in nature and is emits alpha, beta, and gamma particles. It is 1.7 times denser than lead.12 The half-life of U238 (DU is 99% U238) is 4.5 billion years!13 Uranium byproducts(such as Thorium (Th232)) have even longer half-lives, making uranium an element that gets more radioactive during its own decay process.5 Natural uranium is 99.274% U238, 0.720% U235, and 0.0055% U234.14a Uranium is enriched when its contents of U235 reaches 3.2-3.6% (since U235 is fissible). Weapon-grade uranium is +90% U235.14a What is depleted uranium? We start out with natural uranium and extract enriched uranium for nuclear fuel and weaponry. The leftover from the extraction process is something very similar to natural uranium, known as â€Å"depleted uranium†. The only difference is that DU has 0.202% of U235 and 0.0008% of U234.14a How much DU do we currently have? As of June 1998, we have around 57,800 huge steel cylinders of DU or 496,000 metric tons. 14b Storage of DU is very complicated and problematic since corrosion of DU storage cylinders often occurs over relatively short periods of time.15 III. MODERN APPLICATIONS OF DU: The applications of DU are quite extensive. DU is very low cost and is readily available. DU can be used as a commercial aircraft counterweight. A Boeing 747 needs 1,500 kg of DU.