The Constitution Of The United States Reads; We Hold These Truths To B

The constitution of the United States reads; "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain inalienable rights, that among these are life, liberty and the pursuit of happiness." In the 1830's, there existed a deep division among the nation's white population reguarding Native Americans. In their dealings with Native Americans, the first white settlers adopted policies that were shaped by their own European worldview and experience. When the United States became a nation, the new government built on this European foundation, but over time adapted its Native American policy to changing perspectives and needs- mainly the desire for more land and wealth. Eventually the Native Americans were regarded as an anachronism irreclaimable savage by those west of the Appalachians and redeemable savages by eastern philanthropists and humanitarians. To the whites settlers in the trans-Appalachian frontier that ran from the mid-west to the southern states, Indians were considered a threat that had to be exterminated. Believers in Native American reform were largely from the industrial and commercial centers in the Northeast where few Indians lived. With the arrival of twenty Negroes aboard a Dutch man-of-war in Virginia in 1619, the face of American slavery began to change from the tawny Indian to the blackamoor African; a period of transition lasting from between 1650 to 1750. Though the issue is complex, the unsuitability of the Native American for the labor-intensive agricultural practices, their susceptibility to European diseases, the proximity of avenues of escape for Native Americans, and the lucrative nature of the African slave trade led to a transition to an African-based institution of slavery. In spite of a later tendency in the Southern United States to differentiate the African slave from the Indian, African slavery was in actuality imposed on top of a pre-existing system of Indian slavery. In North America, the two never diverged as distinctive institutions. Indian slaves were considered to be sullen, insubordinate, and short lived, A.B. Hart quoted in Sanford Wilson, Indian Slavery in the South Carolina Region, Journal of Negro History 22 (1935): 440. The article further describes Native American slaves as not of such robust and strong bodies, as to lift great burdens, and endure labor and slavish work. Native Americans were not without some commercial value. They were often seized throughout the South and taken to the slave markets and traded at an exchange rate of two for one for African Americans. An interesting spin on the story comes from Booker T. Washington and W.E.B. Dubois who, even in agreement with the positions stated above, stated that The Indian refused to submit to bondage and to learn the white man's ways. The result is that the greater portion of the American Indians has disappeared, the greater portions of those who remain are not civilized. The Negro, wiser and more enduring than the Indian, patiently endured slavery; and contact with the white man has given him a civilization vastly superior to that of the Indian. (Booker T. Washington and W.E.B. Dubois, The Negro in the South: His Economic Progress in Relation to His Moral and Religious Development (Philadelphia, George W. Jacobs and Company, 1907), 14.) Washington reiterates this point by quoting Dr. John Spencer, who in discussing the collapse of indentured servitude and Indian slavery, stated In each case it was survival of the fittest. Both Indian slavery and white servitude were to go down before the black man's superior endurance, docility, and labor capacity. (Dr. John Spencer quoted in Booker T. Washington, The Story of the Negro: The Rise of the Race from Slavery. RELATIONSHIP BETWEEN NATIVE AND AFRICAN AMERICANS: During this transitional period, Africans and Native Americans shared the common experience of enslavement. In addition to working together in the fields, they lived together in communal living quarters, began to produce collective recipes for food and herbal remedies, shared myths and legends, and ultimately intermarried. The intermarriage of Africans and Native Americans was facilitated by the disproportionate numbers of African male slaves to females (3 to 1) and the decimation of Native American males by disease, enslavement, and prolonged war against the colonists. As Native American societies in the Southeast were primarily matrilineal, African men who married Native American

Growing Up Global essays

Growing Up Global essays The children in this video are all unique. These children were born in 1992 during the Earth Summit held in Rio, Brazil. They are now being interviewed, ten years later, just as world leaders are preparing for the Rio+10 follow-up summit. Bruno Sorrentino has been filming these children and their families to see if the promises made during the first summit have been kept. In the video, we see the children, now ten years old, having to deal with poverty, violence, racism, child labor, disease, family turmoil, and lack of education. The locations of these children vary greatly and have quite an effect on their social situations. They are from such locations as South Africa, Kenya, China, The United States, Latvia, Brazil, The United Kingdom, and India. I would have to say that Kay Kays story affected me the most. It was such an eye opener to see the life this ten-year-old leads. Due to her parents work situations, she is home alone most of the time and has to take care of herself and be responsible for her own food, her own needs, and especially her schoolwork. She lives in China with her mother and father who, like I mentioned before, have conflicting work schedules and must leave their daughter to fend for herself. They work hard to provide Kay Kay with a decent life. They want to make sure that she has enough food and, most importantly, that she can get an education. Kay Kay dreams of making lots of money and she wants to make sure that she and her family stay healthy. I believe that things will improve for Kay Kay because she is very smart and very responsible and I could just tell she had a good head on her shoulders. She seemed to know what she wanted and I believe that she can achieve it. In Kay Kays case, I believe one issue that would affect her the most if changed would be sanitation. Her family has some problems, but nothing as serious as the threat to Kay Kays life from airborne pollutants. Since she ...

Controlling Organized Crime Essay Example | Topics and Well Written Essays - 1250 words

Controlling Organized Crime - Essay Example Control of organized crime is one of the most difficult police functions. Organized crime is defined as illegal activity aimed to generate a money profit with the help of illegal methods and activities. Organized crime is centralized activity based on strict authority and hierarchical structure of the enterprise. Abadinsky (20090 underlines that small countries with weak military government are the main producers of illicit drugs. Criminality is linked to the systemic violence and corruptive categories, as is their related criminal support system, which focuses on acquiring, securing, laundering, and safely guarding money and getting and preserving positions of power. Organized crime does not end with these more sensational and individual acts of depriving, hurting, maiming, and destroying. Even the "benign" repatriation of criminals assets through illegal cash laundering-whether this entails investment in lawful enterprise or disbursement to cover business debts in the underground e conomy-adds to criminality. Beyond that, criminal leaders corrupt the state or political leaders who run it in order to improve goods movement and access to intelligence, protect persons and property, allow for easier repatriation of financial resources, and build respectability through political influence (Lunde, 2006). Control of organized crime requires international cooperation and interaction between the First and the Third world countries. Allowing for the organized crime groups, more decentralized and less prone to syndication and violence, in many isolated geographical areas there is more finance to be made in illegal drugs and human trafficking than in any other available product or service, despite the risk and loss factors associated with an illegal drug trade. Drug money buys the peasant in Burma a new quality of life, one to be defended at all costs. On the other hand, it also provides the wherewithal for some social groups to prosecute political demands). Both political leaders and major drug traffickers in cocaine and heroin are world-class criminal leaders deprive, hurt, maim, and destroy out of business necessity or political goal. Most individuals consider this to be criminal, and much of the criminality is funded by financial assets (Abadinsky, 2009). Experience bred in conflict ha s honed control and discipline among criminal organizations worldwide. The new criminal methods, supported by the state, are much more sophisticated than the old ones of the mafia. One international critic admits that international drug traffickers have become the "global mafia," a new monolithic threat able of invoking fears such as those stirred up by East-West rhetoric about communism and capitalism (Abadinsky, 2009). Conspiracies whose combined intelligence, firepower, and will for violence exceed the capacity of some states to restrain or counter them. Such solutions create a safe, near foolproof way needing to launder vast quantities of financial reso

Misrepresenting of Japanese War Memories Essay Example | Topics and Well Written Essays - 1500 words

Misrepresenting of Japanese War Memories - Essay Example In this work called "Misrepresenting of Japanese War Memories ," the author gives full coverage to stereotypical images of Japanese collectively in negation about the crimes are confusing and fail to notice the more predominant opinion receiving wartime fault and favoring atonement.The author beginning with the expression of views/facts of the problem and then logically passes over to its possible solutions. Western media, as a rule, addressed this question in an â€Å"orthodox† manner as they criticize Japan and the Japanese for â€Å"addressing the past inadequately.† It claims that â€Å"non-acquaintance,†, "ignorance", â€Å"denial,† and â€Å"amnesia† were extensively referenced. But the views of the Japanese people were mainly based on family and personal experiences other than what was said by the media, politicians, or textbooks. As the survey of the Japanese (and to an extent also the international) media’s role in Japan’s ten sion with war memory, this article undoubtedly offers a refreshing, recreative and highly welcome contribution to this problem. Japan is often excoriated for not doing enough to apologize and make amends, but Seaton reminds us that other nations are identically guilty and blameworthy. It is hard to predict the course of events in future, but there is some evidence of the improvement of this situation. The author concludes by saying that the present-day generation of the Japanese civilization is not to blame for the â€Å"fresh† contested war memories. therefore the article is engrossing, significant, and of great value.... Expert observing the Japanese progress on the issue often declare the end of the post-war. But sooner or later, new controversies or revelations emerge and the painful memories and mutual accusations about the past come to life again (6). As a result, the story of war in Japan has not yet been committed to history. It still rests as a â€Å"current affairs† issue. The war is still fresh in the memories of the Japanese, and they apparently seem as if unable to let it go. Accusations of â€Å"Amnesia† against the Japanese Amnesia is a term used to refer to complete or partial loss of memory (according to the Oxford English Dictionary). The western world accuses Japan of â€Å"amnesia† due to the features in the majority of Japanese war memories and also the way the subject of history is being taught in Japanese schools. Nonetheless, the word â€Å"amnesia† is a blunt term that does not tell between the complex disparities in interpretation, ranking of partic ular issues in terms of their importance, approach procedure and the governmental uses of history that reinforce contending cultural reminiscences of the war (135). Recalling war history at the national level grants an uncomfortable contrast concerning what â€Å"Japan† did to others versus what others did to â€Å"Japan.† There are many war memorial sites in Japan that attract lots of local tourists and school children. The problem that the western world has with these sites are allegations that they kind of justify that Japan was merely protecting itself, and that it had no other option than to go to war. As such, these sites split into two kinds: sites exalting or commemorating the military such as Chiran, Tachiarai, and Yasukumi, and others commemorate Japanese victimhood such as Okinawa,

Food and migration Essay Example | Topics and Well Written Essays - 1000 words

Food and migration - Essay Example This dish is however incomplete without the addition of the chief ingredient – gochujang. Gochujang is a spicy fermented Korean seasoning, which when translated means ‘hot pepper paste’ or ‘red pepper paste’. It is the main ingredient in most spicy Korean food. It has the consistency of a thick jelly and the flavor is a unique mix of savory, spicy and sweet. In fact, gochujang is one ingredient you will find in any Korean family’s pantry. Gochujang was first made in Korea, in the latter part of the 18th century (Annie Chun’s). The preparation of gochujang followed the introduction of chili in the country from Japan, which began to be popularly cultivated during the 16th century (Annie Chun’s). According to folk tales, the Korean king of Joseon Dynasty once stopped for a meal at a farmer’s house. There he was served barley and rice mixed with gochujang. The king liked the food so much that he ordered the farmer to supply gochujang to his royal court frequently. It is from this point onwards that Traditionally, Koreans have been known to make gochujang at home by adding powdered red chili peppers and a grain (typically rice, sweet rice or barley) to a fermented soybean paste (Kracklauer). This mixture is then placed in large earthen jars and kept in the sun to be naturally fermented for months. During this process, the proteins break down into amino acids and the starch hydrolyses into sugars. However, in recent years, most families prefer buying it from the Korean grocery store because of the time it takes to make it. Over the years, the popularity of gochujang has increased so much, that there is a definite market for ‘Americanized’ gochujang. One can even see it served with a course of bibimbap on KLM, Air Canada and Cathay Pacific flights (Huster). In fact Annie Chun’s distribution market in collaboration with the South Korean CJ Cheiljedang Corporation, the number one gochujang supplier

Emotional Development in Young Children

Emotional Development in Young Children Introduction Human beings have an extremely rich and complex emotional life that provides value to our experiences, motivation to our actions, and a dimension of communication beyond spoken words. We can suppose that the individuals are mature enough to experience complex emotions and able to recognise those emotions in others. This capacity of emotion, as with other aspects of human development, emerges as an immature quality in infancy, expands through childhood and adolescence, where it blossoms in adulthood, full of subtlety and abundance. Positive emotional development has important benefits for young children. Young children who are emotionally stable and healthy benefit from being more attentive to learning, feeling good about themselves, having more friends and being able to better control their behavior. These all relate to long-term happiness and success in life as children grow older. Young Children Emotions play an important role in our daily lives. From a young age, children show the ability to feel and respond to a variety of emotions. For example: à ¢Ã¢â€š ¬Ã‚ ¢ Even as early as 1 month of age, infants demonstrate emotions (distress, pleasure) that show understanding of what is happening around them. à ¢Ã¢â€š ¬Ã‚ ¢ By 4 months, a baby naturally recognises differences in faces expressing happiness, anger or sadness, and will react to try to change the expression on a parents face to be happier. à ¢Ã¢â€š ¬Ã‚ ¢ In the first two years of life, children learn to laugh not only at being pleased, but in response to their own behaviors (flapping their arms, etc.) that get an emotional reaction from others (delight from parents, other children). All of us, including young children, are wired to experience and express emotion. Emotional development relates to a childs developing ability to recognise feelings, distinguish among them, manage emotions and be aware of and respond to the feelings of others. The development of such abilities through time results in a persons degree of emotional intelligence, an important concept that suggests people can become competent in how they handle and express their own emotions and respond to others emotions. Emotional development relates to how we recognise, understand and choose how we feel, think or act. It shapes our understanding of us and also our interactions with others, i.e. family, friends, groups, communities. It often defines what we value, and how and what we learn, as well as what and how we prioritize things in our daily lives. Our feelings provide us with insight and energy, and are involved with almost every decision we make. Emotional development affects a childs capacity to relate to others, interact and communicate, and also his or her ability to express feelings, such as love, anger and trust. Developing abilities associated with emotions are important life skills, meaning abilities that help us relate well to others and succeed in life. Some of these important skills include: à ¢Ã¢â€š ¬Ã‚ ¢ Being aware of your own feelings à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring your moods and regulating expressions of emotion à ¢Ã¢â€š ¬Ã‚ ¢ Handling anger à ¢Ã¢â€š ¬Ã‚ ¢ Using emotions positively to help reach our goals à ¢Ã¢â€š ¬Ã‚ ¢ Sensing how others feel à ¢Ã¢â€š ¬Ã‚ ¢ Using emotions positively in making decisions à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring others emotions to manage personal relationships Key Aspects of Emotional Development As with other aspects of a young childs growth, children develop different abilities related to emotions as they mature and change. Understanding how young children develop an awareness of their own and others feelings, as well as the ability to manage such feelings, is important. Young children have an enormous capacity for learning. The early years provide a valuable window of opportunity to help children learn about emotions and relationships with others. Caring adults are most important in aiding a young childs emotional development. Some of the best ways to develop emotional intelligence in young children include modeling and creating awareness of their emotions. Children begin to gain greater awareness of their feelings and how to express them in different ways during their early years. Some key points to remember with young children and different stages of emotional development include: Prenatal to 3 Months à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age develop feelings of trust and attachment through being held or having someone talk to them and respond when they fuss or cry. à ¢Ã¢â€š ¬Ã‚ ¢ New infants need to feel tenderness and security, see smiling faces and experience responsiveness and warmth as they begin to feel what their environment is like. 3 to 6 Months à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age are learning to read emotion and express it through observation and imitation. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age need parents and other caregivers to be responsive and attentive to them, which teaches them their emotions affect the world around them. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age seek stimulation and emotional reassurance and connection. à ¢Ã¢â€š ¬Ã‚ ¢ Parents can assist emotional development by using expression when talking (baby talk), spending lots of face-to-face time with a baby (gives emotional interaction) and showing different facial expressions (gives a baby practice at reading emotions). 6 to 9 Months à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age are learning expression of feelings, such as sadness, fear, curiosity and happiness. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age are learning to distinguish between people they know and those they do not know, and feel reassurance or anxiety related to those around them (stranger anxiety, etc.) à ¢Ã¢â€š ¬Ã‚ ¢ Infants can have feelings about objects, such as fear (of a cat) or desire to play (with a toy), and express invitations or interest in playing with toys, objects or adults. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age look to parents for emotional cues about how to handle objects, events or people (this social referencing is a sign of emotional security with parents). à ¢Ã¢â€š ¬Ã‚ ¢ Learn that their emotional cues, such as the social smile, will get an emotional response from another person, so they learn to initiate emotional responses. 9 to 12 Months à ¢Ã¢â€š ¬Ã‚ ¢ Children begin to understand they can share feelings, and others will understand them and know how they feel inside. à ¢Ã¢â€š ¬Ã‚ ¢ Children become more attached to specific people (mom) and often become anxious when those people leave, crying or being upset. à ¢Ã¢â€š ¬Ã‚ ¢ Reassure children when you leave the room or keep in visual contact if possible. 1 to 3 Years à ¢Ã¢â€š ¬Ã‚ ¢ Children this age recognize their independence from others and express anger, control or other feelings about needing autonomy (desire to put on own clothes, etc.). à ¢Ã¢â€š ¬Ã‚ ¢ Children this age become aware of other children and their feelings, but still are developing emotional skills for social interaction, such as sharing, etc. Adults need to have reasonable expectations for feelings about others (empathy, etc.), encourage and model sharing with others. à ¢Ã¢â€š ¬Ã‚ ¢ Children feel the need to explore and find autonomy, and adults should understand the common use of No or behaviors that push boundaries as an expression of this feeling. à ¢Ã¢â€š ¬Ã‚ ¢ Children this age can identify feelings that adults help them label, such as sad, happy or scared. 4 to 8 Years à ¢Ã¢â€š ¬Ã‚ ¢ Children this age begin to understand and express fear of natural disasters, war, death or other concerns. Parents can assist in coping with such anxiety. à ¢Ã¢â€š ¬Ã‚ ¢ Children this age are asked to control emotional responses as they enter school settings or other areas where behavior must be controlled. Practice of emotional responses in such situations and familiarity with the environment can be helpful to children this age. à ¢Ã¢â€š ¬Ã‚ ¢ Children can brainstorm ways to overcome or handle particular emotions, such as fear or anger, with guidance from parents and caring adults. à ¢Ã¢â€š ¬Ã‚ ¢ Children increase their ability to get along with others, but may need continuing help to manage hurt feelings or emotional upset with friends or peers. In the very young age, assumptions regarding the state of emotional maturity are restricted due to the infants communicative ability. Newborn expressions consist mainly of distress and relaxed interest. They are driven by the desire to seek a balance between over-stimulation and under-stimulation and they learn very quickly that they can control their environment by influencing their caregivers. Ways that infants manipulate and regulate their environment are typically characterized by vocal and facial indices that are presumed to reflect emotions and the ways parents respond provides a history and basis for emotion control. At around two to seven months, infants are able to recognize different faces and display behaviors indicating discrimination toward primary caregivers and away from strangers. Attachments between the infant and the caregivers are formed through synchronized, one-on-one interactions, which are facilitated by the social smile. Along with the emergence of this caregiver attachment, babies are now showing signs of stranger anxiety and separation anxiety. Thus the emotions associated with attachment lay the foundations for the establishment of mutual cooperation, and other social and cognitive competencies later in development. At around 3 to 10 months, the emergence of playful, intentional, non-verbal communication is observable. Looking at each other, playing short games, taking rests become part of the infants social activity. By the end of the first year, infants are able to receive important information regarding their environment and behavior. This can be quite handy now that the child is becoming much more mobile. They are cruising at 9 months, standing at 12 months and walking without support at 13 months and by recognizing expressions on their mothers face, they can more confidently indulge a curiosity or avoid a painful experience. These social referencing behaviors show that infants are able to recognize the emotional state of another person and know that the emotion is directed at a person, object or behavior. In addition, where experimental failures in social referencing are reported, this could be the result of the childs ability to detect differences between authentic and role-played displays of expression thereby, indicating a truly remarkable sense of observation, discrimination and interpretation. Humans naturally display indicators of embarrassment through blushing, anger through flushing, intense sadness through tears, fear through vocal tension, and surprise through pupil dilation. The ability to recognise when these emotions are present can be very helpful when dealing with other people. In the ages between 2 and 4, children become able to discern what caregivers want from them and modify behavior to meet expectations. Cognitively, they are moving away from centration and egocentrism, which gives them a greater ability to see things from another persons perspective and also grasp more than one quality simultaneously. They begin to display a sense of humor and are now able to understand that one event, like a race, can cause one person to feel happy and another to feel sad at the same time. Conclusion Children enter life and immediately begin to express and experience emotions. As with other areas of development, learning the abilities associated with emotional development takes time and experience. Each domain of development has particular skills associated with it that children can learn and apply in practical ways. The primary skills associated with emotional intelligence include awareness of your own emotions, managing your emotions in positive ways, sensitivity to others emotions and empathy or reaching out to others emotionally. Developing and practicing these skills occur best when they are modeled in caring, meaningful ways in the home.

The Future of Broadband over Power Lines Essay -- essays research pape

The future of BPL (Broadband over Power Lines)   Ã‚  Ã‚  Ã‚  Ã‚  BPL, or Broadband over Power Lines, is in its infancy. Several utility companies are rolling BPL out to their customers for field trials, and â€Å"predict that 15 to 20% of its customer base will eventually be on BPL†. 1 There are several obstacles surrounding BPL and must be overcome to help with success of BPL. One obstacle is the issue of interference with radio transmissions. Another obstacle is the adoption of new technologies, which could greatly hinder the progress of BPL. While BPL is still in its infancy, the future of BPL could be very bright. If the issues are overcome, BPL could become a very strong contender in the Internet services arena. Radio Interference The amateur radio operators consider BPL to be quite harmful to the current radio spectrum. With several installations in the United Kingdom there has been some evidence that BPL does interfere with radio transmissions. â€Å"Earlier PLC systems such as the one developed by Nor.Web in the UK emitted a high level of radio noise in the 1-30 MHz bandwidth. This resulted in conflicts with the British government's Radio Agency, when it disrupted radio signals from the BBC World Service. The Department of Trade and Industry (UK) subsequently made it impossible to use PLC in the UK and contributed to the withdrawal of Nor.Web from the business†. 2 In the future there could be technology that is available to help with this interference. According t...