Lenin’s death in 1924 Essay

12 marker: Explain why; at the hour of Lenin’s demise in 1924 there was no conspicuous replacement to lead The USSR. Lenin’s demise came as an extraordinary stun to numerous Russians in 1924; he drove the October Revolution in 1917 he was viewed as father like job to Russians. He had developed another administration and permitted a large number of his kindred Bolsheviks jobs positions in his new Soviet State, and these figures all idea that they have the force and impact to lead Russia. Lenin realized that he was sick and that he would not have the option to continue settling on key choices and going to board of trustees and politburo gatherings. He felt that the individuals in his administration considered this to be a chance to attempt to declare their capacity and afterward after his passing have a decent possibility of turning into the pioneer of The USSR. He composed a confirmation, dooming five of the individuals that held high expert in his new government: Trotsky, Stalin, Bukharin, Zinoviev and Kamenev. If this somehow happened to be coursed in the gathering it would imply that individuals let down in the gathering would be scrutinizing these individuals as well, they may feel that these people had a lot of intensity. Nonetheless, these were the main socialists and there didn't appear to be whatever other Bolsheviks that were competent or prepared to turn into a pioneer. Lenin called Trotsky ‘excessively self-assured’ Lenin believed that Trotsky concentrated a lot on himself and insufficient on the Russian individuals. Lenin likewise considered Stalin the other fundamental contender for the job of pioneer ‘too rude’ and expressed that he has been set with an excessive amount of intensity inside the part as Secretary-General; this has made him very pompous. Lenin calls for Russians to recollect that in spite of the fact that Zinoviev and Kamenev are very thought little of, that they were not faithful to the October Revolution and along these lines not the most dependable or steadfast. Lenin feels that Bukharin is extremely savvy, and would be acceptable at the organization part of authority yet not an adequate speaker to be viewed as a solid head by the majority. This truly set the feline among the pigeons; it demonstrated that Lenin didn't believe in one single replacement, indicating negative parts of the entirety of the potential competitors. Despite the fact that this was smothered by Kamenev and Zinoviev from being perused at the 23rd party gathering, Stalin had the most to lose if this had been perused, being disparaging of his character and force. At last, it demonstrated that there would have been a force battle, and that there was no undeniable replacement. Lenin’s Testament featured some significant worries of his, that there were five potential replacements however none of them appeared glaringly evident to go directly to the initiative position. Trotsky was viewed as an elective fundamental applicant, he had a ton of help from the common laborers in the two primary urban areas, Moscow and Petrograd. He was instructed and a splendid speaker, moving hordes of individuals that stayed with him talk. Be that as it may, he had numerous individual shortcomings, he was not preferred by a great deal of the principle chiefs under Lenin, and he required their help for an administration position. He didn't comprehend that Russia was an agrarian nation and he needed to think about the country’s horticulture as much as its industry. Stalin included numerous significant jobs inside the socialist party, commissar for nationalities, worker’s and peasant’s inspectorate and that's only the tip of the iceberg. Despite the fact that he had an immense measure of intensity inside the gathering he was not seen as being steady, something a pioneer ought to be. Additionally, he had an intense relationship with Lenin before his passing. Bukharin was viewed as exceptionally shrewd, yet not being sufficiently marxist, he had been dismayed by the gore of the common war and bolstered the NEP that had permitted a development of a white collar class, something the Revolution was against. Likewise Bukharin didn't take any side in contentions inside the gathering, demonstrating Lenin that he perhaps was not a submitted socialist. Zinoviev and Kamenev had not been faithful to the October Revolution in 1917; indicating that they would not be the pioneer that Lenin needed. Lenin believed that they clasped under tension and for these two reasons didn't permit them on the Russian authority of Central Committee. These variables fortify the vulnerability for the job of pioneer, there were competitors that appeared to be solid like Stalin or Trotsky however they had enormous shortcomings as well. Despite the fact that, there was a ton of space for conceivable analysis and manipulating because of the contenders having shortcomings of their own, in 1921 the prohibition on factionalism presented by Lenin halted the development of gatherings inside his gathering and halted analysis of choices made inside the gathering. It was a method of attempting to cause the gathering to appear to be steadfast and was essentially a prohibition on free-discourse: Meaning that the applicants would not have the option to run for pioneer by featuring shortcomings to the gathering or masses. The five competitors would not have the option to crusade. Likewise, in light of the fact that Lenin’s Testament was not distributed it didn't permit the gathering to settle on a choice on the authority, close by the prohibition on groups implied that a competitor would simply need to appear to be a solid sprinter exclusively or resort to manipulating. All in all, I accept that by not distributing Lenin’s confirmation, this implied his sincere beliefs were not voiced to the gathering, at the gathering meeting, where many the most persuasive socialists would have seen that the entirety of the primary five up-and-comers had shortcomings and there was not one that Lenin felt was separately sufficient to manage the gathering. He was potentially implying to an aggregate government with an alliance between every one of the five, blending their positive angles to make an incredible USSR. Despite the fact that the restriction on groups was significant, the Testament would have voiced the shortcomings of the five individuals in the running for authority coming directly from Lenin his decision would host picked up impact from the gathering that was faithful to him. Subsequently, I accept that by not distributing Lenin’s confirmation implied that there was extraordinary vulnerability over the job of pioneer.

Multiply Disciples Making Disciples

â€Å"Multiply: Disciples Making Disciples† is a book that is together composed by Francis Chan and Mark Beuving. The book calls upon all Christians to keep up the energy that was quality of the early teachers. The primary thought in â€Å"Multiply† depends on the Gospel motivation that is laid out in Matthew Chapter 28, stanza 19, where Jesus commissions his devotees to go out and spread the Christian Gospel accordingly changing over new adherents into disciples.Advertising We will compose a custom book survey test on Multiply: Disciples Making Disciples explicitly for you for just $16.05 $11/page Learn More The writers of this book regret that the activity of spreading the gospel has been erroneously disregarded upon Pastors. Thus, the writers set out to demonstrate that it is the activity of all Christians to spread the Gospel of Christ with power. The writers have likewise bound with online recordings that concrete the topic of each area in the book. This paper offe rs an outline of â€Å"Multiply: Disciples Making Disciples† and a going with investigate of Chan and Bueving’s work. Francis Chan, one of the writers of this book is an eminent Christian-writer who has composed different books, some of which have become smash hits. Thusly, Beuving is by one way or another alloted the job of a supporting writer in this book. The book starts with an announcement reminding Christians that they were made to make supporters. Thusly, the commission to ‘go and make followers of all nations’ applies to Christians from varying backgrounds. As indicated by the creators â€Å"Christians today are not known for making disciples†¦we have built up a culture where pastors serve and all of us kick back and ‘enjoy’ the congregation from a distance†¦every Christian is called by God to minister†¦to make disciples†1. The remainder of the book keeps on equiping perusers with the devices that would return the m to the obligation of serving and making more trains. The writers trust that their book will give perusers the certainty and confidence that would empower them to step into the field of God’s wide service. In the book’s forward, the writers had forewarned perusers that the book and its different assets including on the web recordings are not intended to be perused in detachment yet they ought to be shared generally inside the domains of Christian devotees. The book is partitioned in areas that bear the subject of apprenticeship and the Christian lead. The main segment is titled â€Å"Living as a Disciple Maker†. This segment contains three sections and it is a presentation into the idea of apprenticeship and its pertinence in the advanced occasions. In this first segment, the writers disclose being a pupil in the cutting edge context.Advertising Looking for book audit on religion religious philosophy? How about we check whether we can support you! Get your firs t paper with 15% OFF Learn More This first area is then joined by another segment that looks to investigate Jesus’ order to devotees to make more trains. These initial two sections are weaved together in the acknowledgment that all Christians are normal pupils who ought to be effectively engaged with the journey to spread the gospel. In the last part of this first segment, the writers disclose to the perusers how the core of a committed ‘disciple maker’ ought to be demonstrated. The creators continue to another segment about how Christians should live not as isolated units yet as a Church. Besides, the creators set out to contextualize pupil making in an advanced church. For example, the book takes note of that the significance of Christian cooperation and network has been significantly disregarded in the advanced settings. Then again, the setting of ‘mighty chapels/ministers’ has been blended in with superfluous publicity in this way fail to observe the obligation of the person. The book’s segment of chapel is separated in a way that assists people with understanding that they are a piece of the little cooperations similarly as they are a piece of the worldwide church. Another segment is devoted on ‘understanding the old testament’, where creators offer an extensive investigations of the Old Testament directly from the hour of creation until the time of predictions about the happening to the Messiah. The writers close this area by noticing that Christianity is the ‘Kingdom of God’ The last segment in Chan and Beuving’s book plots the Christian principles that are contained in the New Testament. In this segment, the creators track the beginning of Christianity from the introduction of Christ until his normal return. The target of Jesus the Messiah and his extraordinary bonus is investigated with regards to teaching. Besides, this segment reminds Christian perusers that they are in the las t leg of their excursion. The division of the book in segments fills the author’s need of having a devotee lead a non-adherent through it with the perspective on making the last into a follower. The last two sections are especially loaded down with materials that can be of incredible advantage to the two Christians and non-Christians. One fundamental protest that I have towards â€Å"Multiply: Disciples Making Disciples† is the sweeping idea that advanced Christians are not includes in apprenticeship. As per the creators, â€Å"if you were to ask singular Christians today making followers, you would almost certainly get confused contemplations, uncertain answers, and most likely even clear stares†¦we are overlooking the commission of Christ†2. Be that as it may, apprenticeship as it applies to the cutting edge society doesn't include going out and yelling to non-devotees and others about the Gospel. In the cutting edge society, the major lessons of Christia nity are known by practically all individuals over the world. Therefore, the standard of teaching has transformed from the need to lecture the gospel to the goal of speaking to its practicality.Advertising We will compose a custom book audit test on Multiply: Disciples Making Disciples explicitly for you for just $16.05 $11/page Learn More Most of the individuals who are against the convictions of Christianity today do as such in the reason that they are ‘impractical’. This idea is likewise bolstered by the way that a few people who are declare to be priests of the gospel can't speak to it in a constructive light. Thus, the genuine trains today are not the individuals who announce the lessons of Jesus, yet the individuals who practice them, in this manner going about as light in the center of haziness. For instance, a rehearsing Christian who is known to direct just legit business amidst present day voracity and misuse can ‘make disciples’. Then again, a Ch ristian youth who goes without every unethical relationship on the record of his confidence can possibly make supporters. In current occasions, there have been such huge numbers of phony followers who ‘preach water and take wine’. Thusly, the quality of Christianity depends on those whose activities lecture more than their words. All through the book, the writers take an uneven investigate teaching in this manner overlooking those whose activities (and not really words) are ‘making disciples’. The book likewise overlooks the establishment of the assortment of Christ where various people carry various capacities to the congregation. For example, some are called to serve, care for other people, acclaim the master, recuperate the wiped out, and some offer budgetary energy to the Great Commission of Christ. In any case, in ‘Multiply† the creators appear to ‘dictate’ the type of apprenticeship that people ought to take part in. After tur ning out to be followers, people are gave with different blessings of the Holy Spirit and these special capacities explain their missions as Christians. Thusly, it is significant for the creators to mull over these elements when they are laying out the lacking parts of apprenticeship. In any case, the book gives an intriguing stream and it is a delight to peruse from area to segment. The writers additionally exploit present day innovation and transfer an online video for each area in the book. Fundamentally, the writers give a Bible encounter that moves the perusers from the Book of Genesis up to Revelation. It is regularly difficult for anybody to peruse the Bible from beginning to end however this book reflects the delight of such an encounter. Besides, the creators adhere to the goal of Christian Ministry through the way wherein they emphasize on the utilization of Bible sections. The book develops a feeling of direction among both new and old Christians. It is workable for a per son to turn into a Christian and afterward continue to lose a feeling of direction as time passes by. Chan and Beuving help people to backtrack their means and become laborers for Christ and his Gospel.Advertising Searching for book survey on religion religious philosophy? We should check whether we can support you! Get your first paper with 15% OFF Find out More In general, â€Å"Multiply: Disciples Making Disciples† is a decent perused that motivates Christians and reestablishes their motivation simultaneously. The writers convey an effectively streaming book that could be valuable to the two Christians and non-Christians. The contextualization of the Church additionally fills an extraordinary need en route. I would prescribe this book to any individual who may have even the smallest enthusiasm for Christian tenet. Book index Chan, Francis, and Mark Beuving. Duplicate: Disciples Making Disciples. Colorado Springs: David Cook, 2012. References 1 Francis Chan and Mark Beuving, Multiply: Disciples Making Disciples (Colorado Springs: David Cook, 2012), 9. 2 Francis Chan and Mark Beuving, Multiply: Disciples Making Disciples (Colorado Springs: David Cook, 2012), 7.

Ways to Get Through School Writing Paper

Ways to Get Through School Writing PaperWriting a school writing paper can be a difficult task, especially if you are in a student on student competition. It can be so frustrating and you may find yourself wishing you could just give up! Fortunately, there are many writing assignments that you can do to help you through this writing process. Some of these writing assignments will require you to write more than one paper and some will require you to write a much shorter essay.The first thing you need to do is to sit down and decide which subject you want to write about. This will help determine the style of your paper. You may want to consider changing the theme or subject of your paper if you feel you have more to say. If you decide to change the topic of your paper, you need to keep in mind how much time you will have to work with before your deadline.The next thing you need to decide on a time limit for yourself. Many times you will find that writing a school writing paper takes ti me and you need to make sure that you will have enough time allotted for the project. Once you know how long you need to write your paper, you can begin to organize your topic. You should always start your paper with a specific topic, because this will help you organize your thoughts and move towards completing your paper.There are several different ways to go about writing a school writing paper. In fact, you will find that there are many styles of writing a school writing paper that you can choose from. Keep in mind that you want to write in a way that will make you think and the best way to accomplish this is to brainstorm.Just as you need to write each paragraph in a specific way, you will also need to make sure that you are able to complete each section of your paper in an effective manner. One of the best ways to do this is to begin by thinking about how you would create a new paragraph on a blank page. By doing this, you will be able to use your thoughts in a way that is best for you.As you continue brainstorming, you will find that there are many different ways that you can use to organize your thoughts. For example, you may want to start with the subject and end up with the conclusion of your paper. Or, you may want to group topics together and then you can write the paragraphs according to each topic.This is not the only way that you can organize your thoughts; you will find that there are many different ways that you can do this. You may find that by grouping topics into topics, you will be able to learn something about the topic you are writing about. Once you begin to read the thoughts that are grouped together, you will be able to gain new insight into that topic.Once you get everything organized, it is important to use the first draft to be sure that you have all of your thoughts written out in a way that is easy to read. Always remember that the first draft of your paper is the most important draft. Remember that a good first draft is what will help you learn and remember what you are learning.

A Comparison of the Quest for Enlightenment in Candide...

Quest for Enlightenment in Candide and Dream of the Red Chamber Seventeenth-century Europe saw the end of the Renaissance and ushered in the Neoclassic era. During this period, which is also called the Enlightenment and The Age of Reason, society advocated rationalism and urged the restraint of emotion. Writers modeled their works after the Greco-Roman satires and picaresque novels. At around the same time in China, the author of Dream of the Red Chamber explores a different kind of enlightenment, whose roots are in religion. Buddha is called The Enlightened One, and one of the major concerns of Buddhism is Why do we suffer and feel pain? Candide by Voltaire and Dream of the Red Chamber by Cao Xuegin introduce†¦show more content†¦Cao Xuengin presents a red motif which contributes to the Eastern idea of achieving enlightenment through suffering the pains of love, loss, and disillusionment. The red chamber is either a room, a place where one can come and go, or else, it is a prison, a place of seclusion and captivity. Life on earth can be, at times, very much like a prison with its unpleasantness and various crises; however, it is also like a room in which a person can be happy, comfortable, and relaxed. There are also the following occurrences of the red motif: Palace of Vermilion Clouds, Crimson Flower, and Red Dust. The red dust is representative of the earth. Furthermore, the color red is a metaphor for blood, which represents the stones incarnation into flesh. It is also indicative of the pain and suffering that must be endured to gain enlightenment. During the process, Stone meets the Goddess of Dis illusionment, who has encountered the Realm of Parting Sorrow, Fruit of Unfulfilled Love, and the Fountain of Ineffable Sadness. She personifies the path to enlightenment. Also unlike Candide, the tone of Dream of the Red Chamber is immediately foreboding and somber, casting a hypnotic atmosphere over the rest of the story. Images of cloud-wrapped mountains and mist-covered seas and the sound of flutes and strings [which] came from every house add to the dreamlike atmosphere. The novel is

Dr. Sharon Moalem And Jonathan Prince - 1264 Words

Diseases have been categorized as under a derogatory and lamentable category. However, Dr.Sharon Moalem and Jonathan Prince approach diseases from a different view in their scientific book Survival of the Sickest . They discuss that if diseases weren t helpful, shouldn t they have been eliminated through natural selection or shouldn t humans have developed resistance to them through the use of evolution? Moalem and Prince answer the questions by going back in time and analyzing the uses of diseases, and come across surprises that may help humans in the future as they may have in the past. Though Moalem and Prince discussed many diseases in their book Survival of the Sickest, three diseases really stood out. The first disease that stood out was hemochromatosis. This disease messes up how much iron the host’s body is producing, and how it s distributed. Usually, hemochromatosis builds up iron to dangerous levels that can harm almost any part of the host body, and may lead to de ath. Some symptoms include physical difficulty, an â€Å"achy feeling†, and pain in joints. Hemochromatosis was discovered to have most likely originated with the Vikings and the Vikings kept spreading the disease as they expanded their territories over Northern Europe. Though at first, hemochromatosis wasn t diagnosed properly (nowadays, we can diagnose hemochromatosis through blood tests), it was being treated by blood-letting (which actually did and still does work). After a recent study,Show MoreRelatedSurvival Of The Sickest By Sharon Moalem1628 Words   |  7 PagesJamie Zeng ID #: 5982 Stuyvesant High School Summer Reading Assignment 2015: Survival of the Sickest â€Å"What doesn’t kill us, makes us stronger† (p. 28). In the scientific novel Survival of the Sickest by Sharon Moalem with Jonathan Prince, self-acclaimed â€Å"Medical Maverick† Dr. Moalem makes in-depth analyses of current human diseases that, ironically, may have actually been beneficial to the survival and evolution of mankind throughout its existence on Earth. With the use of myriad scientific studiesRead MoreSurvival Of The Sickest By Sharon Moalem1806 Words   |  8 Pages â€Å"What doesn’t kill us, makes us stronger† (p. 28). In the scientific novel Survival of the Sickest by Sharon Moalem with Jonathan Prince, self-acclaimed â€Å"Medical Maverick† Dr. Moalem makes in-depth analyses of current human diseases that, ironically, may have led to the survival of mankind in the past. He presents a novel concept that greatly contradicts what have been universally accepted beliefs surrounding biology and the process of human evolution for a long time. With the use of myriad scientific

A Seminar Essay - Socratic Seminar - 1949 Words

Socratic Seminar Essay There has been a drastic change in the way we perceive the world and this can alter the way we see each other. We tend to jump onto a bandwagon because it seems easiest or because of one personal scenario. This is one of the main causes for prejudice and injustice. How a person reacts to being oppressed may bring out another side of them, but this side is their true self. This reaction speaks of his or her morals, ethics, and values. To these people, all the perpetrators appear the same, but it is known that while some may easily go along with it, some may choose to stand above it all. The concepts referenced to earlier will be soon elaborated on in further analysis as this essay goes on. It is human nature to assume certain ideas about certain people and it is also human nature to love and trust wholeheartedly. These two aspects of our species collide when the terms â€Å"prejudice† and â€Å"injustice† are involved. If one person had a certain r elationship with someone different than themselves in some way, they will most likely come in contact with someone who they feel the need to share this event with. This person will most likely be trusted and respected by the storyteller and listen to/believe everything they say. This is lead to rumors and soon becoming a prejudice because there might be multiple acting this certain way. Although it does very frequently, this should not lead people to jump to conclusions about a general group. This soon leads toShow MoreRelatedSocratic Seminar Questions Tkam Essay923 Words   |  4 PagesPeriod 6 Nieto Socratic Seminar Questions TKAM 1) Discuss Atticus’s parenting style. What is his relationship to his children like? How does he seek to instill conscience in them? a. Atticus is a wise man, committed to justice and equality, and his parenting style is based on fostering these virtues in his children—he even encourages Jem and Scout to call him â€Å"Atticus† so that they can interact on terms as equal as possible. Throughout the novel, Atticus works to develop Scout’s andRead MoreSociety And Solitude Essay940 Words   |  4 Pagesof themes the reader can take from it. â€Å"Society and Solitude† was published in 1830. This one was a really short read, but we analyzed it thoroughly. I liked reading this one because it created a nice Socratic Seminar. It made us students think for ourselves and create our own opinions. This essay has different ideas of how society and solitude should work. Even though these two have different themes and ideas, I determine that they have a few things in common. I believe that â€Å"Society and Solitude†Read MoreWhat I Would Do This Lesson Differently Essay837 Words   |  4 Pagesthe lesson (i.e seminar, ticket, foldable etc.) I can up the level of complexity of the selected text to challenge my students. I will also provide more trade books so students can familiarize themselves with the style of Native American legends and be more comfortable reading them, and by doing so, be able to analyze them easier. If any of my students during the seminar have minimal participation, I will personally talk to them and set goals so they can participate more in the seminar or have an alternateRead MoreTheories And Arguments : Inherit The Wind By Jerome Lawrence Robert E. Lee Essay780 Words   |  4 Pagesconservatism and liberalism Legal jargon and courtroom vocabulary The structure of a play The structure of an argumentative essay Key factual information on historical cases where religion and government overlapped Students will be able to: Debate on timeless topics such as religion, science, professionalism, morals, and values Write an argumentative essay exploring decisions made by characters in the play â€Å"Inherit the Wind.† Support or refute arguments by Einstein, St. Anselm, andRead MoreThe Importance Of Groupthink In Education1767 Words   |  8 Pagesmany historians would agree. The problem is that this stance taking opinion is so easy for students to regurgitate. When a teacher says a strong opinion they hold, students keep it in the back of their mind and say it back to the teacher in a test or essay looking for a good grade because the teacher will hear what they want to hear. This kills individual inspiration. Why should a student think of their own opinion when the teacher has already said a perfectly good one to repeat? Now students have noRead MoreDetermining Mastery For Instructional Strategies1716 Words   |  7 Pagesthrough the Socratic Seminar as well as through the video activity, during which students are given the information and the opportunity to reach their own conclusions through a guided discussion. The teacher facilitates the discussion, using the students’ own statement s to bring up other issues for debate. Higher-Level Questioning Assessment for this strategy can be implemented in a three ways: selection (multiple choice, matching, and rank order items), generation (short answer, essay or performance)Read MoreSchoology Essay Example1454 Words   |  6 Pagesthe appropriate time. Course documents, readings, and other materials will be distributed through Schoology. Please use the following access code to enroll: MS5RD-SC5WT Course Description According to the College Board ® Course Description: â€Å"AP ® Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice readingRead MoreLearning English, Critical Thinking and Analyzing Essay example581 Words   |  3 PagesOver the time that I have learned English, I have gained many new knowledge and understanding of the English language. I have learned about sentence structures, plot diagrams, Socratic seminar, and vocabulary, and essay writings, elements of literature, symbolism, poems, and double entry notes. But overall, my best effort is put into critical thinking and analyzing. I always try my best to answer questions such as identifying themes, foreshadowing, and symbolism. I hope that my grades are improvingRead MoreMy Favorite Class1331 Words   |  6 PagesThere were moments where I would rather do Calculus problems than read a book, because I am in love with the logical aspects of math. Every math class influenced me to be a woman of logic and reason, but I grew shyer in discussion lectures in Socratic seminars. This all changed when I got accepted into the University of Georgia. When I got accepted to the University of Georgia, I was ready to leave home and taste the freedom that college had to offer. I was enthusiastic about meeting new studentsRead MoreWhat I Would Do as an English Teacher798 Words   |  3 Pageschoice assessment that will test the students over the general idea, an essay assessment that will test the students over their understanding of the knowledge taught, and a project presentation that will show how students would teach the material. I will spend 75% of the non-exam, non-essay class time teaching the students and the other 25% of the time having the students teach each other through the use of socratic seminars, acting out a passage, or having the students discuss how a scene or character

Corporate Finance for Asset Allocation and Risk Management

Question: Discuss about theCorporate Finance for Asset Allocation and Risk Management. Answer: Nowadays, retirements plans like defined contribution plans, defined benefit plans, and other investment plans are required to secure the lives of employees. Employees do not have job securities for their entire lives. Moreover, similar to business owners, they are not secure about their future. In this case, they have to invest their superannuation contributions in retirement plans. By investing in these plans, they will get a fixed income as returns on their investments. These returns ensure them that they are secure for their entire lives and do not depend on other people for endurance (McKeown, Kerry, Olynyk and Beal, 2012). Along with this, defined benefit plans and investment choice plans can be considered the most effective plans in which the tertiary sector employees may place their superannuation contributions in a more secure and safe manner. On the other hand, it is true that each and every thing in this world has both positive and negative aspects. These investment plans provide returns to the investors; but there are some risks linked to these plans. The tertiary sector employees should observe all these things before placing their superannuation contributions in any plan. There are some important factors related to these plans that should be considered by employees to decide whether to place or not their superannuation contributions in these plans. For case, the major factor that should be considered is the market trends related to these plans (Gallery, Newton and Palm, 2011). The market trends highly contribute to select an appropriate investment plan to gain high returns on the investments. It is because of with the help of these market trends, they would be able to compare all the available plans with one another. They will also be able to recognize the level of profit and risk linked to these investment plans. In addition to this, the other factor is risk level that should be considered by the employees. It is because of with the help of this factor they would be able to recognize that investment plan is risky or not. If it is risky then what is the extent of risk. They are proficient to tolerate this risk. So, with the help of this, they would be able to identify their risk tolerance capacity before making any decision. Moreover, expected returns is the another important factor that should be considered by the investors before placing their superannuation contributions in a defined benefit plan or an investment choice plan. The tertiary sector employees should evaluate that the selected plan is able to offer returns as per their expectations. They must identify that these plans are offering the returns according to the money that they have invested. The returns justify the level of risk that they are willing to tolerate (Broadbent, Palumbo and Woodman, 2006). So, risk and return are two i mportant factors that play a significant role to determine that people should or not invest in an investment plan. In the same manner, investment need is another important factor that may influence an investment decision of people. Tertiary sector employees should recognize their investment needs properly. They should decide that is an investment is required for them? They want an investment plan in actual. They have any need of these investment plans. There future is not secure without these plans. They do not have enough funds for their existence. All these are the major things that should be considered by the employees to identify their investment needs in an effectual manner. So, the actual investment needs of employees would be helpful to choose suitable investment plans (Brown, Gallery, Gallery and Guest, 2004). Apart from this, time frame is the other factor that should be considered by the employees to decide to choose an investment plan. With the help of this factor, they would be able to understand that, they are willing to invest for a short duration or a long duration. They would also be able to calculate their return for both short and long time period. By considering this factor, tertiary sector employees will be able to decide that which plan is proficient to offer expected returns in a pre-determined time period. On the other hand, the tertiary sector employees should decide that which stock, portfolio, and equity are able to fulfill their investment needs in an effective manner. They should estimate that which option is profitable and will offer high returns at lower risks. The selection of an investment plan is not an easy task. They should evaluate that these plans are offering fixed income or variable income to the investors. Sometimes, people invest their superannuation contributions in such investment plans and get returns according to the up down of the stock share market. Such plans may very risky for the investors. These plans never provide high returns to the investors (Hrtel, and Fujimoto, 2014). So, the above discussed are the important factors that the tertiary sector employees must consider to choose an investment plan that may fulfill their needs as well as expectations in an effectual and a significant manner. Apart from this, the concept of TVM (Time Value of Money) contributes in the selection of an investment plans. TVM is an important part of the investment theory (Petty, Titman, Keown, Martin, Martin and Burrow, 2015). TVM highly contributes in an investment choice because of it include all the present value and future value related to a particular plan. Moreover, with the help of TVM, investors may calculate the actual returns that they will get in a pre-determined time frame. But, there are some issues related to this concept that may influence the investment decisions of investors. For case, uncertainty and feasibility are some issues that may be important in the investment decision-making process. It is because of with the help of these issues, the investors would be able to see the uncertainties exist in the marketplace. They will be able to recognize that the selected plan is feasible to offer returns according to their expectations (Gutmann, 2013). In this way, the concept of T VM plays a critical role to select an investment plan in an appropriate manner. The efficient-market hypothesis is an effective investment theory that contributes in the selection of an appropriate portfolio to get high returns on the investments. EMH theory plays a significant role to choose a fair valued stock and portfolio to gain expected returns on the investments (Graham and Dodd, 2008). Along with this, this theory allowed the business organizations to trade on fair values of stocks. The EMH theory restricts to business firms to trade undervalued stocks in the marketplace. Moreover, the efficient market hypothesis ensures that the business organizations are not trading undervalued stocks at unfair prices in the marketplace. So, the EMH theory is plays a significant role in the investment decision making process. By considering the EMH theory, the buyer would be able to buy diversified stocks only at reasonable prices. Such stocks provide high returns to the investors. Diversified stocks ensure to investors that they would be able to earn high profits at l ower risks (Tyson, 2016). On the other hand, efficient-market hypothesis plays a major role to pick a portfolio to get high returns. Nowadays, the pension fund manager contributes in the choice of portfolio to the investors. The manager has enough knowledge regarding stock market. So, investors ask to the manager to choose suitable portfolios for them. But, the manager should not choose a portfolio with a pin. In other words, it can be said that, the fund manager should not pick lots of portfolios only on the base of the exactness of the efficient-market hypothesis. It is because of portfolios with a bunch may be uncertain to the investors (Naseer and Bin Tariq, 2015). Moreover, portfolios in a bunch increase the chances of risks and decrease the profits to investors. The main reason behind it is that, such portfolios never ensure that the investors have purchased well-diversified portfolios at once. It is because of there are uncertainties in the marketplace; and all the portfolios of an organization would n ot be diversified in an equal manner. In addition to this, the fund manager should make such investment decisions cautiously. The efficient-market hypothesis restricts to buy portfolio in group. It is because of by choosing portfolio in group, people may face troubles. These portfolios may be dangerous for the lives of investors. It is because of such portfolios may reduce the risk tolerance capacities of investors. In this situation, the fund manager should involve some guidelines to pick a suitable portfolio to investors. First of all, the manager should ensure that the portfolio that he/she is selecting to investors is well diversified portfolio. The selected portfolio is neither undervalued nor overvalued. It is because of such portfolios fulfill the expectations of the investors (Lee, Lee and Lee, 2009). Along with this, the manager must ensure that the selected portfolio will work in the good deed of its investors. The portfolio should be as per the risk tolerance capacity of investors. So, on the whole, it can be said that, the pension fund manager might not decide on a portfolio in group just on the base of the precision of EMH theory. References Broadbent, J., Palumbo, M. and Woodman, E. (2006). The shift from defined benefit to defined contribution pension plansimplications for asset allocation and risk management. Reserve Bank of Australia, Board of Governors of the Federal Reserve System and Bank of Canada, pp.1-54. Brown, K., Gallery, G., Gallery, N. and Guest, R. (2004). Employees choice of superannuation plan: effects of risk transfer costs. Journal of Industrial Relations, 46(1), pp.1-20. Gallery, N., Newton, C. and Palm, C. (2011). Framework for assessing financial literacy and superannuation investment choice decisions. Australasian Accounting Business Finance Journal, 5(2), p.3. Graham, B. and Dodd, D.L.F. (2008). Security Analysis (6th ed.). USA: Tata McGraw-Hill Companies Inc. Gutmann, A. (2013). How to Be an Investment Banker: Recruiting, Interviewing, and Landing the Job. UK: John Wiley Sons. Hrtel, E.J. and Fujimoto, Y. (2014). Human Resource Management. Australia: Pearson Australia. Lee, A.C., Lee, J.C. and Lee, C.F. (2009). Financial Analysis, Planning Forecasting: Theory and Application. USA: World Scientific. McKeown, W., Kerry, M., Olynyk, M. and Beal, D. (2012). Financial Planning, Google eBook. USA: John Wiley Sons. Naseer, M. and Bin Tariq, Y. (2015). The Efficient Market Hypothesis: A Critical Review of the Literature. IUP Journal of Financial Risk Management 12 (4), p.1-16. Petty, J.W., Titman, S., Keown, A.J., Martin, P., Martin, J.D. and Burrow, M. (2015). Financial Management: Principles and Applications. Australia: Pearson Higher Education AU. Tyson, E. (2016). Investing For Dummies. John Wiley Sons.

Jesus Colons Little Things Are Big and Langston Hughes Thank You Mam Analysis Essay

Table of Contents Introduction Common Themes in the Two Stories Conclusion Works Cited Introduction Social relations are often premised on the interaction that usually has adverse outcomes, or even leading to different types of conflicts. Social conflicts and problems are regularly exposed in the literature to undermine the importance of favoring a positive social environment and encouraging effective decision-making.   The essay shall analyze the power of social prejudices on the basis of the analysis of â€Å"Little things Are Big† by Jesus Colon and â€Å"Thank You Ma’am† by Langston Hughes .Advertising We will write a custom essay sample on Jesus Colon’s Little Things Are Big and Langston Hughes’ Thank You M’am Analysis Essay specifically for you for only $16.05 $11/page Learn More Common Themes in the Two Stories The two short stories represent social challenges that the heroes should overcome to under stand the problem and define how it can be solved. In this respect, both works represent three types of confrontation – individual, relational, and societal. In the narrations under the analysis, there is an explicit confrontation of the heroes with their selves. Hence, the first story by Hughes narrates the story where the boy Rogers fights with his desire to steal the purse because he wants to buy the blue suede shoes. At the same time, he realizes that stealing is not the only way to get what he wants. As the plot develops, while fighting between the two edges, the character realizes that his behavior is disruptive and will not help him achieve his goals. A similar fight occurs in the hero of Colon’s story. According to â€Å"Little Things Are Big† summary, he is a Puerto Rican and tries to fit the existing stereotypes of the ethnic group. At the same time, he is also obsessed with the existence of racial differences with people, which limits his outlook on s ocial interaction with people. Being focused on his ethnic affiliation, the hero expresses his extreme hesitations, whether he should help a woman in her early twenties or not. By convincing himself about the prejudicial attitudes of the woman, he fails to assist the woman. Both stories by the two writers also represent interpersonal conflicts revealing the meaning of relationship and interaction between people with different social and cultural backgrounds. Hence, the boy has no one to look after him, which results in inappropriate social behavior. Lack of communication and proper upbringing that lead the main character to outlaw actions against society. The woman tries to teach him how to behave in society and, as a result, she distributes roles by considering a boy her son and herself his mother: â€Å"You ought to be my son. I would teach you right from wrong† (Hughes 71).Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such a way, she tries to meet the existing social norms. Moreover, from the â€Å"Little Things Are Big† analysis it is clear that roles distribution is also presented in the Colon’s stories when the main hero starts defining the social status by the color of skin: â€Å"How could I, a black and a Puerto Rican, approach this lady?† (Colon 116). Looking from these perspectives, both heroes were fully aware of the social constraints but lacked sufficient understanding of social norms. Lack of social awareness and cross-cultural understanding is revealed through the conflict between the self and society, as represented in both short stories. Hence, the main hero of Hughes’s story is placed within the social setting where the main hero is deprived of care and responsibilities. As is clear from the Langston Hughes’ â€Å"Thank you M’am† analysis, the main character does not understand his fau lts and believes that his behavior is the only way to achieve his purposes. At the same time, Mrs. Jones attempts to fulfill the role of the mother because she lives in a socially isolated setting. Similarly, Colon’s hero follows social stereotypes, which prevents him from fulfilling social obligations. Conclusion In conclusion, comparative analysis of â€Å"Thank you Ma’am† by Hughes and â€Å"Little Things Are Big† by Colon   shows that both stories represent how social vices affect human relationships. Lack of social awareness and impossibility to conform to societal norms prevents the characters from making decisions. At the same time, the short stories provide a moral lesson for people and teach them to behave following the ethical and moral codes. Works Cited Colon, Jesus. ‘Little Things Are Big’ A Puerto Rican In New York and Other Sketches. US: International Publishers, 1982. Print. 116-117. Hughes, Langston, ‘Thank You M†™am’ The Best Short Stories by Black Writers: The Classic Anthology from 1899 to 1967. US: Little, Brown, 1967. Print. 71-73. This essay on Jesus Colon’s Little Things Are Big and Langston Hughes’ Thank You M’am was written and submitted by user Briley Wallace to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Dissertation Help

Dissertation Help Dissertation Help Dissertation Help Welcome to our blog!  Read the following strategies for clear thesis dissertation writing: Stay focused on the point. It is surprising how often a sentence or a paragraph can wander aimlessly. Ask yourself, 'What is this sentence/paragraph about?' and 'What do I try to say?' Be critical, very critical, of what you write in dissertation because your dissertation examiners will be! Write in whole sentences (except for headings). Each sentence should be grammatically correct and thematically justifiable. Lack of careful dissertation editing creates an impression that many students write much worse than they speak. A good dissertation test of whether a sentence is complete is to ask yourself, 'Could I say this to an audience during the formal lecture?' Dissertation statements that are incomplete, emotional or not supported are usually not suitable for a formal lecture. Similarly, they are unlikely to be appropriate for your MBA dissertation. Use linking sentences and paragraphs. Linking sentences are useful because they build a bridge to the next paragraph and, therefore, maintain coherency and flow. Linking paragraphs are also useful at the end of a chapter, usually after a summary paragraph, inviting dissertation reader to summarize what has been just read and introduce the next chapter. Linking sentences such as 'The preceding analysis has demonstrated - can summarize your dissertation argument and build a bridge to the next dissertation section or chapter. Dissertation Proposal Avoid double negatives. While the preceding sentence is true, the accumulation of negatives makes the sentence difficult to follow. Positive statements such as 'Avoiding double negatives makes it easier to follow the flow of an argument' are much easier for dissertation reader to understand. Be aware of prescriptive language. This site is written in prescriptive language ('you should'), but dissertation papers should not be. Junior research students are often tempted to make sweeping judgments ('managers should ..., 'good researchers must ). Your dissertation writing should include more prudent language such as 'the evidence supports ... or 'such a view reinforces... or 'the divergent theories suggest ..., Broad statements invite a critical dissertation examiner to think of occasions that are not very knowledgeable on the issue. .Com You may request professional dissertation help at our site.   Out writers are capable of impressing you with depth of research, professional presenting, and diligent work. We are open for communication and we guarantee excellent results. It means that we provide qualitative dissertation help, not quantitative.   It would not be true if we say that we do not care about the number of orders, we do. However, we are focused on the quality in the first place.   We are able to provide dissertation help and we are available 24/7!

Does an individual who has no hope of recovery have the right to Essay

Does an individual who has no hope of recovery have the right to decide how and when to end their life - Essay Example The English case law clearly established that actively hastening the death of a patient by means of medical intervention is illegal and unlawful1. The United Kingdom is preparing the ground work to make assisted suicide legal. This move has been opposed by many doctors and medical practitioners. The British Medical Association opposed the government’s initiative. The proposed Assisted Dying for the Terminally Ill Bill would have permitted physicians to prescribe and administer lethal dosages of drugs to patients suffering from terminal illnesses. However, that Bill was rejected by the House of Lords. Nevertheless, Church leaders fear that this Bill could made law in the next attempt to pass it. According to Lord Joffe, only six hundred fifty people would be allowed to undergo assisted suicide, every year, but it was predicted that there would be more than fifteen thousand people seeking such a death, on an annual basis. Critics claim that the law is pushing terminally ill patients who think that they will be a burden on their family members, to seek assisted suicide. Some hospitals still employ the ruse whereby, patient s would be asked to utilise a tick a box and die scheme in the event of their becoming physically incapacitated2. Euthanasia and assisted suicide are controversial medical practices, and they are surrounded by ethical arguments. Although euthanasia is an ethical and moral issue, under certain circumstances, such as terminal illnesses, unbearable pain and other extreme conditions; physicians and medical practitioners are to be allowed to perform it on their patients, subsequent to providing the necessary information to their patients. These patients, after obtaining such information that had been provided by their doctors, can decide to die with dignity by choosing the circumstances and time of their death. In physician assisted suicide, doctors administer

Causes of back injuries and methods of its preventing Essay

Causes of back injuries and methods of its preventing - Essay Example This research will begin with the statement that the significance of the impact of safe lifting has turned out to be not generally acknowledged in the globe. Many reasons have been explained in relation to work area safety. In this paper, we discuss a variable that has not been given the attention it deserves in the argument about safe lifting and health in places of work. The case of escalating back injuries has for the most part been overlooked in contingency plans by business organization. Many organizations with low levels of employee safety and health ultimately find themselves in a situation we call a â€Å"safety trap.† This state of affairs concerns both the employees and the employers. High levels of back injuries and poor lifting methods bring about higher rates of insurance premiums. If the premium rates are high, it is both the employers and employees who suffer in the long term. The employer suffers in that they are forced to incur extra costs by paying the high r ates for insurance premiums while the employees suffer in that they sometimes suffer negative life changing injuries which end up decapitating them for the rest of their lives. At present, the total cost of premiums being paid out by the business sums up to a massive $78,000. At the implementation of the project, we hope to reduce this by a whopping 70% and if possible wipe out the issue of high premiums being paid out. A sharp increase has been detected in back strain injuries and days lost due to these injuries which has also seen an increase in insurance premium costs. JIM’S CLEANING will make sure that probable back injury risk factors in its amenities are evaluated and restricted. This regular practice order is planned to tackle broadly the issues of; Evaluating back injury concerns, evaluating engineering measures, job practices, organizational measures, and

Development of soft palate Essay Example for Free

Development of soft palate Essay Triangular area of hard palate anterior to incisive foramen Forms during 4th to 7th week of Gestation Two maxillary swellings merge and two medial nasal swelling fuse Formed by the fusion of medial nasal processes Secondary Palate- Remaining hard palate and all of soft palate Forms in 6th to 9th weeks of gestation Palatal shelves change from vertical to horizontal position and fuse Formed by fusion of maxillary process- Soft palate Is musculo-membranous curtain that separates the oropharynx from the oral space and the nasopharynx from the nasal space. It functions as flap valve closes off nasopharynx during swallowing. Its anterior margin is attached to the posterior border of hard palate by fibrous tissue known as palatal aponeurosis i. e. It is a collection of muscles with central aponeurosis. It Is continuous with the floor of the nasal cavity and covered with pseudo-stratlfled columnar ciliated epithelium and oral surface is covered by stratified squamous epithelium. Anatomic factors- The anatomy of the soft palate reveals a symmetrical and a radial distribution of the muscles and their fibers. The soft palate is part of a dual valve system which eparates the oropharynx from the oral space and the nasopharynx from the nasal space. The function of the soft palate in these dual valving actions requires freedom of movement in three dimensions or planes of space, i. e. , superoinferiorly, medlolaterally, and anteroposterlorly. A denture which contacts the soft palate then must conform to the requirements for freedom of movement of the palate. Therefore, an impression should be made when the soft palate is placed at a desired denture border position. This functional position of the soft palate may be achieved when the atient, seated in the upright position, flexes his head 30 degrees forward and places his tongue under tension against either the handle of the impression tray or the dentists finger which is held in the region of the upper maxillary incisors. The tongue should be retained in a state of tension within the arch form, and should not protrude beyond the lips. Neuropnyslologlc Tactors The soft palate as a component of an oropharyngeal valve may be considered as the analogue of the upper lip and the distal part of the dorsum of the tongue as the analogue of the lower lip. The soft palate and tongue thus contact and separate as hey protrude backward and forward to selectively permit food and air to pass the fauces for swallowing, speech, and respiration. The neurologic control for the valving action is mediated by the ninth and tenth cranial nerves for the palate and tongue (these nerves have both high somatic conscious and visceral automatic components) and by the twelfth cranial nerve which is dominated by the somatic conscious motor component. It is this latter phenomenon, wherein the rich conscious nerve control of the tongue muscles prevails, that makes it possible for the patient to respond to erbal and tactile stimuli to alter the position of the contiguous muscles of the soft palate. Even though there is a large proportion of visceral components in the ninth and tenth cranial nerves, it does not imply that the soft palate cannot be conditioned to respond appropriately to the denture which encroaches upon its environment. It merely suggests that more time may be required to condition the soft palate tissue to adapt to the presence of the denture which initiates a gag reflex. The physical stimuli of the denture base must be inhibited or suppressed so that the posterior border an become an extension of the patients biologic self in the same manner as the other borders. To facilitate the patients adjustment to the denture touching the soft palate, the border should be convex in contour on both the tongue and soft-palate sides. This recommendation is supported by Litvak, Silverman, and Garfinkels in a recent study wherein patients identified objects with many line angles in the mouth more readily than those with few line angles.

Development of soft palate Essay Example for Free

Development of soft palate Essay Triangular area of hard palate anterior to incisive foramen Forms during 4th to 7th week of Gestation Two maxillary swellings merge and two medial nasal swelling fuse Formed by the fusion of medial nasal processes Secondary Palate- Remaining hard palate and all of soft palate Forms in 6th to 9th weeks of gestation Palatal shelves change from vertical to horizontal position and fuse Formed by fusion of maxillary process- Soft palate Is musculo-membranous curtain that separates the oropharynx from the oral space and the nasopharynx from the nasal space. It functions as flap valve closes off nasopharynx during swallowing. Its anterior margin is attached to the posterior border of hard palate by fibrous tissue known as palatal aponeurosis i. e. It is a collection of muscles with central aponeurosis. It Is continuous with the floor of the nasal cavity and covered with pseudo-stratlfled columnar ciliated epithelium and oral surface is covered by stratified squamous epithelium. Anatomic factors- The anatomy of the soft palate reveals a symmetrical and a radial distribution of the muscles and their fibers. The soft palate is part of a dual valve system which eparates the oropharynx from the oral space and the nasopharynx from the nasal space. The function of the soft palate in these dual valving actions requires freedom of movement in three dimensions or planes of space, i. e. , superoinferiorly, medlolaterally, and anteroposterlorly. A denture which contacts the soft palate then must conform to the requirements for freedom of movement of the palate. Therefore, an impression should be made when the soft palate is placed at a desired denture border position. This functional position of the soft palate may be achieved when the atient, seated in the upright position, flexes his head 30 degrees forward and places his tongue under tension against either the handle of the impression tray or the dentists finger which is held in the region of the upper maxillary incisors. The tongue should be retained in a state of tension within the arch form, and should not protrude beyond the lips. Neuropnyslologlc Tactors The soft palate as a component of an oropharyngeal valve may be considered as the analogue of the upper lip and the distal part of the dorsum of the tongue as the analogue of the lower lip. The soft palate and tongue thus contact and separate as hey protrude backward and forward to selectively permit food and air to pass the fauces for swallowing, speech, and respiration. The neurologic control for the valving action is mediated by the ninth and tenth cranial nerves for the palate and tongue (these nerves have both high somatic conscious and visceral automatic components) and by the twelfth cranial nerve which is dominated by the somatic conscious motor component. It is this latter phenomenon, wherein the rich conscious nerve control of the tongue muscles prevails, that makes it possible for the patient to respond to erbal and tactile stimuli to alter the position of the contiguous muscles of the soft palate. Even though there is a large proportion of visceral components in the ninth and tenth cranial nerves, it does not imply that the soft palate cannot be conditioned to respond appropriately to the denture which encroaches upon its environment. It merely suggests that more time may be required to condition the soft palate tissue to adapt to the presence of the denture which initiates a gag reflex. The physical stimuli of the denture base must be inhibited or suppressed so that the posterior border an become an extension of the patients biologic self in the same manner as the other borders. To facilitate the patients adjustment to the denture touching the soft palate, the border should be convex in contour on both the tongue and soft-palate sides. This recommendation is supported by Litvak, Silverman, and Garfinkels in a recent study wherein patients identified objects with many line angles in the mouth more readily than those with few line angles.

Development of soft palate Essay Example for Free

Development of soft palate Essay Triangular area of hard palate anterior to incisive foramen Forms during 4th to 7th week of Gestation Two maxillary swellings merge and two medial nasal swelling fuse Formed by the fusion of medial nasal processes Secondary Palate- Remaining hard palate and all of soft palate Forms in 6th to 9th weeks of gestation Palatal shelves change from vertical to horizontal position and fuse Formed by fusion of maxillary process- Soft palate Is musculo-membranous curtain that separates the oropharynx from the oral space and the nasopharynx from the nasal space. It functions as flap valve closes off nasopharynx during swallowing. Its anterior margin is attached to the posterior border of hard palate by fibrous tissue known as palatal aponeurosis i. e. It is a collection of muscles with central aponeurosis. It Is continuous with the floor of the nasal cavity and covered with pseudo-stratlfled columnar ciliated epithelium and oral surface is covered by stratified squamous epithelium. Anatomic factors- The anatomy of the soft palate reveals a symmetrical and a radial distribution of the muscles and their fibers. The soft palate is part of a dual valve system which eparates the oropharynx from the oral space and the nasopharynx from the nasal space. The function of the soft palate in these dual valving actions requires freedom of movement in three dimensions or planes of space, i. e. , superoinferiorly, medlolaterally, and anteroposterlorly. A denture which contacts the soft palate then must conform to the requirements for freedom of movement of the palate. Therefore, an impression should be made when the soft palate is placed at a desired denture border position. This functional position of the soft palate may be achieved when the atient, seated in the upright position, flexes his head 30 degrees forward and places his tongue under tension against either the handle of the impression tray or the dentists finger which is held in the region of the upper maxillary incisors. The tongue should be retained in a state of tension within the arch form, and should not protrude beyond the lips. Neuropnyslologlc Tactors The soft palate as a component of an oropharyngeal valve may be considered as the analogue of the upper lip and the distal part of the dorsum of the tongue as the analogue of the lower lip. The soft palate and tongue thus contact and separate as hey protrude backward and forward to selectively permit food and air to pass the fauces for swallowing, speech, and respiration. The neurologic control for the valving action is mediated by the ninth and tenth cranial nerves for the palate and tongue (these nerves have both high somatic conscious and visceral automatic components) and by the twelfth cranial nerve which is dominated by the somatic conscious motor component. It is this latter phenomenon, wherein the rich conscious nerve control of the tongue muscles prevails, that makes it possible for the patient to respond to erbal and tactile stimuli to alter the position of the contiguous muscles of the soft palate. Even though there is a large proportion of visceral components in the ninth and tenth cranial nerves, it does not imply that the soft palate cannot be conditioned to respond appropriately to the denture which encroaches upon its environment. It merely suggests that more time may be required to condition the soft palate tissue to adapt to the presence of the denture which initiates a gag reflex. The physical stimuli of the denture base must be inhibited or suppressed so that the posterior border an become an extension of the patients biologic self in the same manner as the other borders. To facilitate the patients adjustment to the denture touching the soft palate, the border should be convex in contour on both the tongue and soft-palate sides. This recommendation is supported by Litvak, Silverman, and Garfinkels in a recent study wherein patients identified objects with many line angles in the mouth more readily than those with few line angles.

Sin, Alienation, and Love in Hawthornes The Scarlet Letter Essay examp

The Scarlet Letter: The Themes of Sin, Alienation, and Love    The Puritans, a religious group in New England in the early 1600’s, interpreted the Bible form a fundamentalist perspective and strove to attain a sinless society.   Of course, people are human and sins are inevitable so the Puritans sinned and their perfect society was never achieved.  Ã‚   Nathaniel Hawthorne’s The Scarlet Letter develops the themes of sin, alienation, and love to provide valuable insights into the traditional beliefs of the Puritans and provide valuable and timeless moral insigts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Hester Prynne goes against the Puritan ways and commits the sinful act of adultery.   The townspeople often talk about Hester amongst themselves in the marketplace, â€Å"This woman has brought us shame†, for her sin brings them much grief (99).   For this irrevocably harsh sin the town magistrates sentence Hester to wear the scarlet letter ‘A’ as a constant reminder of her sin, and for all to recognize her as an adulteress.   Pearl is the incarnation of her mother’s sin.   Pearl, her mother’s sole joy and at the same time a constant reminder of her sin, gives reference to Hester’s shameful badge.   Pearl was not conceived out of sin, but rather brought up amidst defying associations.   As a direct consequence of Hester’s sinful passions she conceives a child, Pearl.   Not an evil child in the true sense of the world, but in all actuality Pearl is a reflection of her parents’ love and immorality.   Further, Dimmesdale lacks the courage to confess his sin for he cares more for his social reputation as a man of God. It becomes apparent that â€Å"Some me... ...s apparent in the novel.   Still important in today’s society, Hawthorne explores many ideas in The Scarlet Letter that frequently recur in other literary works.   This novel, set in the days of the Puritans, reveals a lot about their regulations, concepts, and toleration of immoral and unlawful acts.   Puritans have strict rules against the theater, religious music, sensuous poetry, frivolous dress, and many other things that the characters in this novel partake in.   The Scarlet Letter, a romance set 200 years before Hawthorne’s time, is a historical novel about Puritan Boston.   The Scarlet Letter thus becomes a discussion of historical events in which people break society’s rules and the outcomes of these events.   Viewing it in this light the novel describes Hester, a woman who let her heart rule over her head and suffers the consequences. Sin, Alienation, and Love in Hawthorne's The Scarlet Letter Essay examp The Scarlet Letter: The Themes of Sin, Alienation, and Love    The Puritans, a religious group in New England in the early 1600’s, interpreted the Bible form a fundamentalist perspective and strove to attain a sinless society.   Of course, people are human and sins are inevitable so the Puritans sinned and their perfect society was never achieved.  Ã‚   Nathaniel Hawthorne’s The Scarlet Letter develops the themes of sin, alienation, and love to provide valuable insights into the traditional beliefs of the Puritans and provide valuable and timeless moral insigts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Hester Prynne goes against the Puritan ways and commits the sinful act of adultery.   The townspeople often talk about Hester amongst themselves in the marketplace, â€Å"This woman has brought us shame†, for her sin brings them much grief (99).   For this irrevocably harsh sin the town magistrates sentence Hester to wear the scarlet letter ‘A’ as a constant reminder of her sin, and for all to recognize her as an adulteress.   Pearl is the incarnation of her mother’s sin.   Pearl, her mother’s sole joy and at the same time a constant reminder of her sin, gives reference to Hester’s shameful badge.   Pearl was not conceived out of sin, but rather brought up amidst defying associations.   As a direct consequence of Hester’s sinful passions she conceives a child, Pearl.   Not an evil child in the true sense of the world, but in all actuality Pearl is a reflection of her parents’ love and immorality.   Further, Dimmesdale lacks the courage to confess his sin for he cares more for his social reputation as a man of God. It becomes apparent that â€Å"Some me... ...s apparent in the novel.   Still important in today’s society, Hawthorne explores many ideas in The Scarlet Letter that frequently recur in other literary works.   This novel, set in the days of the Puritans, reveals a lot about their regulations, concepts, and toleration of immoral and unlawful acts.   Puritans have strict rules against the theater, religious music, sensuous poetry, frivolous dress, and many other things that the characters in this novel partake in.   The Scarlet Letter, a romance set 200 years before Hawthorne’s time, is a historical novel about Puritan Boston.   The Scarlet Letter thus becomes a discussion of historical events in which people break society’s rules and the outcomes of these events.   Viewing it in this light the novel describes Hester, a woman who let her heart rule over her head and suffers the consequences.

Analyzing the value of crime mapping

Analyzing the value of crime mapping in the first case, it revolves around consolidating specific strategies for law enforcers to address the situation with ABC precinct. Here, consideration should be made in the value of providing a hotpoint and focused means of facilitating policing measures. Since specific crimes indeed occur in a specific time frame and a given day, increased police presence indeed could prove to be vital towards apprehending criminals and furthering opportunities to induce changes in the environment.In particular, specific programmes can be implemented to infuse better means of communication with the community and establish partnerships with specific venues that are prone for these crimes to happen. Crime mapping can happen if people would consider addressing a facilitative manner of intervention and determination of how these hotspots can be used as instruments for preventive measures. On the other hand, the second scenario may need a clustered and diffused mea ns of crime mapping.Since the escalation of crime is not focused primarily on a specific location and time-frame, considerable attention can be made if proper policing measures are scattered and administered in using demographic analyses. Here, programmes may cater to the need of elaborating specific processes that are congruent to the needs of the citizenry and exploring what probable avenues can result to better coverage and protection. Since this is the case, careful collaboration with the citizenry is then essential because the scope of application remains expansive and may cater to many internal factors and processes.

Jim Crow Research Paper - Free Essay Example

Sample details Pages: 18 Words: 5521 Downloads: 5 Date added: 2017/09/19 Category People Essay Type Argumentative essay Tags: Jim Crow Laws Essay Racial Discrimination Essay Did you like this example? The term Jim Crow is believed to have originated around 1830 when a white, minstrel show performer, Thomas Daddy Rice, blackened his face with charcoal paste or burnt cork and danced a ridiculous jig while singing the lyrics to the song, Jump Jim Crow. Rice created this character after seeing (while traveling in the South) a crippled, elderly black man (or some say a young black boy) dancing and singing a song ending with these chorus words: Weel about and turn about and do jis so, Ebry time I weel about I jump Jim Crow. Some historians believe that a Mr. Crow owned the slave who inspired Rices actthus the reason for the Jim Crow term in the lyrics. In any case, Rice incorporated the skit into his minstrel act, and by the 1850s the Jim Crow character had become a standard part of the minstrel show scene in America. On the eve of the Civil War, the Jim Crow idea was one of many stereotypical images of black inferiority in the popular culture of the dayalong with Sambos, C oons, and Zip Dandies. The word Jim Crow became a racial slur synonymous with black, colored, or Negro in the vocabulary of many whites; and by the end of the century acts of racial discrimination toward blacks were often referred to as Jim Crow laws and practices. Although Jim Crow Cars on some northern railroad linesmeaning segregated carspre-dated the Civil War, in general the Jim Crow era in American history dates from the late 1890s, when southern states began systematically to codify (or strengthen) in law and state constitutional provisions the subordinate position of African Americans in society. Most of these legal steps were aimed at separating the races in public spaces (public schools, parks, accommodations, and transportation) and preventing adult black males from exercising the right to vote. In every state of the former Confederacy, the system of legalized segregation and disfranchisement was fully in place by 1910. This system of white supremacy cut across clas s boundaries and re-enforced a cult of whiteness that predated the Civil War. Segregation and disfranchisement laws were often supported, moreover, by brutal acts of ceremonial and ritualized mob violence (lynchings) against southern blacks. Indeed, from 1889 to 1930, over 3,700 men and women were reported lynched in the United Statesmost of whom were southern blacks. Hundreds of other lynchings and acts of mob terror aimed at brutalizing blacks occurred throughout the era but went unreported in the press. Numerous race riots erupted in the Jim Crow era, usually in towns and cities and almost always in defense of segregation and white supremacy. These riots engulfed the nation from Wilmington, North Carolina, to Houston, Texas; from East St. Louis and Chicago to Tulsa, Oklahoma, in the years from 1865 to 1955. The riots usually erupted in urban areas to which southern, rural blacks had recently migrated. In the single year of 1919, at least twenty-five incidents were recorded, with numerous deaths and hundreds of people injured. So bloody was this summer of that year that it is known as the Red Summer of 1919. The so-called Jim Crow segregation laws gained significant impetus from U. S. Supreme Court rulings in the last two decades of the nineteenth century. In 1883, the Supreme Court ruled unconstitutional the Civil Rights Act of 1875. The 1875 law stipulated: That all persons hall be entitled to full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement. The Court reviewed five separate complaints involving acts of discrimination on a railroad and in public sites, including a theater in San Francisco and the Grand Opera House in New York. In declaring the federal law unconstitutional, Chief Justice Joseph Bradley held that the Fourteenth Amendment did not protect black people from discrimination by private businesses and individual s but only from discrimination by states. He observed in his opinion that it was time for blacks to assume the rank of a mere citizen and stop being the special favorite of the laws. Justice John Marshall Harlan vigorously dissented, arguing that hotels and amusement parks and public conveyances were public services that operated under state permission and thus were subject to public control. It was not long after the Courts decision striking down the Civil Rights Act of 1875 that southern states began enacting sweeping segregation legislation. In 1890, Louisiana required by law that blacks ride in separate railroad cars. In protest of the law, blacks in the state tested the statutes constitutionality by having a light-skinned African American, Homere Plessy, board a train, whereupon he was quickly arrested for sitting in a car reserved for whites. A local judge ruled against Plessy and in 1896 the U. S. Supreme Court upheld the lower courts ruling in Plessy v. Ferguson. The Court asserted that Plessys rights were not denied him because the separate accommodations provided to blacks were equal to those provided whites. It also ruled that separate but equal accommodations did not stamp the colored race with a badge of inferiority. Again, Justice Harlan protested in a minority opinion: Our Constitution is color-blind, and neither knows nor tolerates classes among citizens. Harlans liberal views on race did not extend to the Chinese. He wrote this biased statement in his dissent: There is a race so different from our own that we do not permit those belonging to it to become citizens of the United States. Persons belonging to it are, with few exceptions, absolutely excluded from our country. I allude to the Chinese race. But by the statute in question, a Chinaman can ride in the same passenger coach with white citizens of the United States, while citizens of the black race in Louisiana, many of whom, perhaps, risked their lives for the preservation of the Union, who are entitled, by law, to participate in the political control of the State and nation, who are not excluded, by law or by reason of their race, from public stations of any kind, and who have all the legal rights that belong to white citizens, are yet declared to be criminals, liable to imprisonment, if they ride in a public coach occupied by citizens of the white race. The Plessy case erected a major obstacle to equal rights for blacks, culminating a long series of Court decisions that undermined civil rights for African Americans beginning in the 1870s, most notably the Slaughterhouse Cases, United States v. Reese, United States v. Cruikshank, and the Civil Rights Cases of 1883. The Supreme Court provided additional support for segregation in 1899 in the case of Cumming v. Richmond County Board of Education. In this first case using Plessy as the precedent, the Court decreed that separate schools in Georgia were allowed to operate even if comparable schools for blacks were not available; this was the first case to apply the separate-but-equal doctrine to education. In this case, a unanimous Court ruled that because Richmond County, Georgia, had only enough money to provide a high school for whites it need not shut down the white school in the interests of separate but equal. This case opened the door for the elimination of black schools in districts able to demonstrate (or assert) financial hardships. It also clearly indicated that the Court was more interested in enforcing the separate part of Plessy over the equal. With the Supreme Courts approval, southern states quickly passed laws that restricted the equal access of blacks to all kinds of public areas, accommodations, and conveyances. Local officials began posting Whites Only and Colored signs at water fountains, restrooms, waiting rooms, and the entrances and exits at courthouses, libraries, theaters, and public buildings. Towns and cities established curfews for blacks, and some state laws even restricted blacks from working in the same rooms in factories and other places of employment. Creating White Supremacy from 1865 to 1890 The year 1890, when Mississippi wrote a disfranchisement provision into its state constitution, is often considered the beginning of legalized Jim Crow. But legal attempts to establish a system of racial segregation and disfranchisement actually began much earlier. In the first days after the Civil War, most southern states adopted so-called Black Codes aimed at limiting the economic and physical freedom of the formerly enslaved. These early attempts at legally binding southern blacks to an inferior status were short-lived, however, due to the presence of federal troops in the former Confederate states during Congressional Reconstruction (1866-1876) and the passage of the Fourteenth and Fifteenth Amendments, the Civil Rights Acts of 1866 and 1875, and the three Enforcement Acts of 1870 and 1871. The 1871 Act is usually refer red to a the Ku Klux Klan Act. ) It would be mistaken, however, to think that these federal efforts effectively protected the civil rights of African Americans. Waves of violence and vigilante terrorism swept over the South in the 1860s and 1870s (the Ku Klux Klan and Knights of the White Camellia), as organized bands of white vigilantes terrorized black voters who supported Republican candidates as well as many African Americans who defied (consciously or unconsciously) the color line inherited from the slave era. Such actions often accomplished in reality what could not be done in law. Depending upon the state (and the region within statessuch as the gerrymandered Second Congressional District in North Carolina where blacks continued to hold power until after 1900), blacks found themselves exercising limited suffrage in the 1870s, principally because their votes were manipulated by white landlords and merchant suppliers, eliminated by vigilantism, stolen by fraud at the ballot boxes, and compromised at every turn. When the Compromise of 1877 allowed the Republican candidate Rutherford B. Hayes to assume the presidency of the nation after the disputed election of 1876, political power was essentially returned to southern, white Democrats in nearly every state of the former Confederacy. From that point on, the federal government essentially abandoned the attempt to enforce the Fourteenth and Fifteenth Amendments in the Southalthough the potential for doing so was always uppermost in the minds of southern whites. Numerous southern blacks nevertheless voted in the 1870s and 1880s, but most black office holders held power at lower levels (usually in criminal enforcement) in towns and counties, and often did so in cooperation with white Democrats (especially in Mississippi and South Carolina) who supported elected positions for acceptable black candidates. In this fusion arrangement of the two political parties, white leaders of the Democratic Party in th e state would agree with black political leaders, who were usually Republicans, on the number of county offices to be held by blacks. In theory, black voters would choose these black candidates, but in fact only black candidates acceptable to the white leaders were allowed to run. Any deviation from the plan was met with violence. Most black leaders went along with such arrangements because it was the best that could be achieved for the moment. In Mississippi, the method of controlling black votes and regulating their economic and public lives by full-scale and openly brutal violence was known as the First Mississippi Plan of 1875. Whites openly resorted to violence and fraud to control the black vote, shooting down black voters just like birds. This ruthless and bloody revolution devastated the black vote in Mississippi, and fully 66 percent of the blacks registered to vote in the state failed to cast ballots in the presidential election of 1880. Of those who did vote, almost 50 percent voted Democratic rather than face the wrath of whites in the state. The white vigilantes made no attempt to disguise themselves as in the days of the Ku Klux Klan, and so complete was their victory that the Republican governor fled the state rather than face impeachment charges by the newly elected legislature. When Mississippi began formally and legally to segregate and disfranchise blacks by changing its state constitution and passing supportive legislation in the 1890s, knowing observers referred to these legal moves as the Second Mississippi Plan. The principal difference between the two plans is that the latter did not resort to violence in order to eliminate the black vote. The Second Mississippi Plan did it by law. Other states followed suit to one degree or another, with only a few black gerrymandered districts in North Carolina, Alabama, and Mississippi witnessing significant and continuing black political autonomy up to 1900. In addition to the violence and non-legal measures associated with the First Mississippi Plan, southern whites also took legal steps to subordinate blacks to whites prior to the wave of segregation and disfranchisement statutes that emerged in the late 1890s. For example, between 1870 and 1884, eleven southern states legally banned miscegenation, or interracial marriages. In the words of historian William Cohen, these bans were the ultimate segregation laws in that they clearly spelled out the idea that whites were superior to blacks and that any mixing of the two threatened white status and the purity of the white race. School segregation laws also appeared on the books in nearly every southern state prior to 1888, beginning with Tennessee and Arkansas in 1866. Virginia erected in 1869 a constitutional ban against blacks and whites attending the same schools, followed by Tennessee in 1870, Alabama and North Carolina in 1875, Texas in 1876, Georgia in 1877, and Florida in 1885. Arkansas and Mississippi passed s chool segregation statutes in 1873 and 1878. While most of the laws banning racial mixing in transportation and in public accommodations were enacted after 1890, many southern states laid the groundwork early on. They often based their statutes on transportation legislation enacted by northern states before the Civil War. These laws created Jim Crow cars wherein black passengers were separated from white passengers. Indeed, the word Jim Crow as a term denoting segregation first appeared in reference to these northern railroad cars. Responding to the federal law prohibiting racial discrimination on railroads (Civil Rights Act of 1875), Tennessee passed laws in 1881 protecting hotels, railroads, restaurants, and places of amusement from legal suits charging discrimination. The state also attempted to circumvent the federal anti-segregation laws in transportation by enacting statutes in 1882 and 1883 requiring railroads to provide blacks with separate but equal facilities. Flori da, Mississippi, and Texas jumped on the bandwagon, as did most other states by 1894. Almost all the southern states passed statutes restricting suffrage in the years from 1871 to 1889. Various registration laws, such as poll taxes, were established in Georgia in 1871 and 1877, in Virginia in 1877 and 1884, in Mississippi in 1876, in South Carolina in 1882, and in Florida in 1888. The effects were devastating. Over half the blacks who voted in Georgia and South Carolina in 1880 vanished from the polls in 1888. The drop in Florida was 27 percent. In places like Alabama, for example, where blacks equaled almost half the population, no African Americans were sent to the legislature after 1876. On the local level, most southern towns and municipalities passed strict vagrancy laws to control the influx of black migrants and homeless people who poured into these urban communities in the years after the Civil War. In Mississippi, for example, whites passed the notorious Pig Law of 18 76, designed to control vagrant blacks at loose in the community. This law made stealing a pig an act of grand larceny subject to punishment of up to five years in prison. Within two years, the number of convicts in the state penitentiary increased from under three hundred people to over one thousand. It was this law in Mississippi that turned the convict lease system into a profitable business, whereby convicts were leased to contractors who sub-leased them to planters, railroads, levee contractors, and timber jobbers. Almost all of the convicts in this situation were blacks, including women, and the conditions in the camps were horrible in the extreme. It was not uncommon to have a death rate of blacks in the camps at between 8 to 18 percent. In a rare piece of journalism, the Jackson Weekly Clarion, printed in 1887 the inspection report of the state prison in Mississippi: We found [in the hospital section] twenty-six inmates, all of whom have been lately brought there off the farms and railroads, many of them with consumption and other incurable diseases, and all bearing on their persons marks of the most inhuman and brutal treatment. Most of them have their backs cut in great wales, scars and blisters, some with the skin pealing off in pieces as the result of severe beatings. Their feet and hands in some instances show signs of frostbite, and all of them with the stamp of manhood almost blotted out of their faces. They are lying there dying, some of them on bare boards, so poor and emaciated that their bones almost come through their skin, many complaining for the want of food. We actually saw live vermin crawling over their faces, and the little bedding and clothing they have is in tatters and stiff with filth. As a fair sample of this system, on January 6, 1887, 204 convicts were leased to McDonald up to June 6, 1887, and during this six months 20 died, and 19 were discharged and escaped and 23 were returned to the walls disabled and sick, many of whom have since died. Although federal policy and actions (Enforcement Acts of 1870 and 1871) effectively eliminated the most organized forms of white terrorism in the 1870s, they did little to assist the formerly enslaved in gaining economic security. As a result, even before the end of Reconstruction (in 1876), the vast majority of southern blacks had become penniless agricultural workers indebted to and controlled by white landlords and merchant suppliers. This system of land tenancy became known as sharecropping because black and white landless, tenant farmers were paid a share of the crop, which they had cultivatedusually one third. In most cases, the farmers share did not equal in value the debts owed to the local store for supplies or to the landlord for rent. Crop lien laws and various creditor protection laws made it nearly impossible for African-American farmers to avoid dependency and impoverishment. Merchant suppliers charged high interest ratesoften as much as 40 percent, and local police helped make sure that indebted tenants did not avoid their debts by leaving the area. In this situation, black sharecroppers were often pressured to vote for the white or black candidates supported by their white landlords or merchant suppliers. It should also be noted that white terrorism aimed at blacks did not end with the curtailment of organized vigilantism of the sort associated with the Ku Klux Klan. Once the South had been returned to white rule (Redemption), the so-called redeemers (Bourbons) effectively imposed white domination over blacks by economic means to a large extent. When those means fell short, the white community commonly resorted to terror in the late 1870s and 1880s. Indeed, attacks and violence against blacks by whites was part of the fabric of southern life. The ante-bellum system of slavery was rooted in terror and violence, and the Ku Klux Klan continued the practice in the name of white supremacy after the Civil War. Hi storian William Cohen notes that lynchings increased by 63 percent in the second half of the 1880s, a greater relative jump than for any other period after those years. The number of lynchings estimated for 1880-1884 was 233 compared to 381 for the next five-year period, peaking at 611 for the years 1890 to 1894. What about the color line, the physical separation of the races in public and private life? In most southern states, a clear color line separated whites and blacks in custom if not in law prior to 1890. Historians Joel Williamson and Neil R. McMillen demonstrate that the absence of a legalized color line did not mean that one did not exist in practice or in the minds of most white southerners. Their research in South Carolina and Mississippi supports the view that a physical color line in public places had already crystallized by 1870, and it was a barrier to racial mixing enforced by violence whenever necessary. As in slavery, the social lives of southern whites rema ined absolutely off limits to all blacks, except when blacks acquiesced as servants or in some other way to the superior-inferior relationship that existed in the slavery era. The same was true for the intermixing of whites with blacks in civil activities; whites generally refused to participate in any events or activities that included blacks, such as volunteer fire companies, parades, or civic gatherings. Usually, whites shunned any and all public places where the color line was not firmly in place. The New Jim Crow Racial Scene After 1890 The upsurge of new laws and the strengthening of old ones in the 1890s was essentially an extension of the old drive for white supremacy in new ways and with more effective results. Historian C. Van Woodward sees this radical move in the 1890s to be the Souths capitulation to racism and the rejection of viable alternatives that had existed during the post-Reconstruction period. In his view of things, it was the rise of lower-class whites to p olitical power in the 1880s and 1890s that brought on complete disfranchisement and segregation both in law and in practice. Other scholars contend that the driving force behind legal segregation and disfranchisement were upper-class whites in the black belt areas who wanted to weaken or prevent through disfranchisement the hold of lower-classes whites on the Democratic Party or their allegiance to newer political power bases, such as the Farmers Alliance or the Populist Party. In this view, the desire to restrict the political power of lower-class voters of both races was as much a motive in the drive for disfranchisement as was the desire to eliminate black voters. Clearly, the impetus behind the legalization of segregation and disfranchisement was complex, involving one or a combination of the following reasons: (1) efforts by lower-class whites to wrest political power from merchants and large landowners (who controlled the vote of their indebted black tenants); (2) the fe ar by whites in general that a new generation of uppity blacks, those born after slavery, threatened the culture and racial purity of the superior white society; (3) the desire of white elites to use blacks as scapegoats to side-track the efforts by lower-class whites to seize political power; (4) the efforts of so-called progressive white reformers to disfranchise those voterswhite and blacksubject to manipulation because of their illiteracy or impoverishment; (5) the fear by insurgent white populists and old-line Democrats that the black vote might prevail if southern whites split their votes in struggles within and outside the Democratic Party; (6) the emergence of a racially hysterical press that fueled white fear of and hatred towards blacks by printing propaganda stories about black crimes; (7) the appearance of the pseudo-science of eugenics that lent respectability to the racist views of black inferiority; (8) the jingoism associated with the nations war with Spain and its c olonization of non-European people in the Philippines; and (9) the continued depiction of blacks as lazy, stupid, and less than human in the popular minstrel shows that played in small town America as well as the side shows and circuses that enthralled white audiences with images of inherent black inferiority. Whatever the motivation, these new laws and constitutional provisions were aimed at the subjugation of African Americans and the dominance of the political and economic, white elite within the Democratic Party. It was the re-assertion of the earlier drive for white supremacy. As historian Michael Perman argues, although the legalized forms of racial subordination were new in the 1890s, the substance behind the forms was essentially unchanged from what had been attempted in the Black Codes and by the Ku Klux Klan during Reconstruction. In the 1890s, southern states began to systematically and completely disfranchise black males by imposing voter registration restrictions, such as literacy tests, poll taxes, the grandfather clause, and the white primary (only whites could vote in the Democratic Party primary contests). Such provisions did not violate the Fifteenth Amendment because they applied to all voters regardless of race. In reality, however, the provisions were more strictly enforced on blacks, especially in those areas dominated by lower-class whites. The so-called understanding clause, which allowed illiterate, white voters to register if they understood specific texts in the state constitution to the satisfaction of white registrars, was widely recognized to be a loophole provision for illiterate whites. It was crafted to protect the suffrage of those whites who might otherwise have been excluded from voting by the literacy qualification for registering to vote. In point of fact, tens of thousands of poor white farmers were also disfranchised because of non-payment of the poll tax, for which there were no loopholes provided. It is important to understand that these new restrictions on voting were different from earlier restrictions in that they deprived the voter of the right to vote not at the ballot box (through force, intimidation, or fraud), but at the registration place. Before ballots were even cast, the new qualifications could be selectively applied to voters who failed to pass the tests established in the states constitution. This new method of controlling votes eliminated the need for violence against black voters, and the restrictions were often justified on these very grounds. In December of 1898, for example, the Richmond Times supported the move for disfranchisement in Virginia in the following words: If we disfranchise the great body of Negroes, let us do so openly and above board and let there be an end of all sorts of jugglery. This rationale indicates a clear motive to remove black votes altogether and to return to the status quo that existed prior to the introduction of black suffrage after the Civ il War. The Fifteenth Amendment to the Constitution, ratified in 1870, placed responsibility for protecting the right of suffrage with the federal governmenta right which could not be denied or abridged on the grounds of race, color, or previous condition of servitude. The states, however, retained the authority for determining qualification for voting, as long as the qualifications did not violate the Fifteenth Amendment. This meant that the former states of the Confederacy were required to rewrite their state constitutions in order to put restrictions on voting qualificationssuch as literacy tests, poll taxes, understanding clauses, and criminal convictions. The rewriting or amending state constitutions denied suffrage to blacks by law rather than by fraud. This is what was new, legally speaking, in the drive to undermine black suffrage in the 1890s. These new legal restrictions were backed in turn by acts of intimidation, the use of chain gangs and prison farms, debt peona ge, the passage of anti-enticement laws, and a wave of brutal lynchings that dominated the southern racial scene for the next forty years. Indeed, between 1882 (when reliable statistics are first available) and 1968, most of the 4,863 recorded people lynched in the United States were southern, black men. Not surprisingly, 97 percent of these lynchings occurred in the former states of the Confederacy. Although violence used to subjugate blacks was nothing new in the South (what with its racist heritage rooted in slavery), the character of the violence was something different. Prior to the 1890s, most of the violence against blacks stopped short of the ritualized murder associated with the lynching epidemic that began in the late 1880s. Blacks had suffered death at the hands of white vigilantes for all of their history in the nation, but nothing like the spectacle associated with public lynching had ever occurred before. After 1890, mobs usually subjected their black victims to sad istic tortures that included burnings, dismemberment, being dragged to death behind carts and autos, and horribly prolonged suffering. When railroad companies sold tickets to attend lynchings, when whites hawked body parts of dead victims as souvenirs, when white families brought their children to watch the torture and death of blacks by lynching, when newspapers carried advance notices, and when white participants proudly posed for pictures of themselves with the burned corpses of lynched men and women and then allowed the images to be reproduced on picture postcard, something fundamental had changed. https://www. ferris. edu/JIMCROW/what. htm The Jim Crow system was undergirded by the following beliefs or rationalizations: Whites were superior to Blacks in all important ways, including but not limited to intelligence, morality, and civilized behavior; sexual relations between Blacks and Whites would produce a mongrel race which would destroy America; treating Blacks as equals w ould encourage interracial sexual unions; any activity which suggested social equality ncouraged interracial sexual relations; if necessary, violence must be used to keep Blacks at the bottom of the racial hierarchy. The following Jim Crow etiquette norms show how inclusive and pervasive these norms were: a. A Black male could not offer his hand (to shake hands) with a White male because it implied being socially equal. Obviously, a Black male could not offer his hand or any other part of his body to a White woman, because he risked being accused of rape. b. Blacks and Whites were not supposed to eat together. If they did eat together, Whites were to be served first, and some sort of partition was to be placed between them. c. Under no circumstance was a Black male to offer to light the cigarette of a White female that gesture implied intimacy. d. Blacks were not allowed to show public affection toward one another in public, especially kissing, because it offended Whites. e. Jim Crow etiquette prescribed that Blacks were introduced to Whites, never Whites to Blacks. For example: Mr. Peters (the White person), this is Charlie (the Black person), that I spoke to you about. f. Whites did not use courtesy titles of respect when referring to Blacks, for example, Mr. , Mrs. , Miss. , Sir, or Maam. Instead, Blacks were called by their first names. Blacks had to use courtesy titles when referring to Whites, and were not allowed to call them by their first names. g. If a Black person rode in a car driven by a White person, the Black person sat in the back seat, or the back of a truck. h. White motorists had the right-of-way at all intersections. Stetson Kennedy, the author of Jim Crow Guide, offered these simple rules that Blacks were supposed to observe in conversing with Whites: 1. Never assert or even intimate that a White person is lying. 2. Never impute dishonorable intentions to a White person. 3. Never suggest that a White person is from an inferior clas s. 4. Never lay claim to, or overly demonstrate, superior knowledge or intelligence. 5. Never curse a White person. 6. Never laugh derisively at a White person. 7. Never comment upon the appearance of a White female. †¢ Barbers. No colored barber shall serve as a barber (to) white girls or women (Georgia). †¢ Blind Wards. The board of trustees shall maintain a separate building on separate ground for the admission, care, instruction, and support of all blind persons of the colored or black race (Louisiana). †¢ Burial. The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons (Georgia). †¢ Buses. All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races (Alabama). †¢ Child Custody. It shall be unlawful for any parent, relative, or other white pe rson in this State, having the control or custody of any white child, by right of guardianship, natural or acquired, or otherwise, to dispose of, give or surrender such white child permanently into the custody, control, maintenance, or support, of a negro (South Carolina). †¢ Education. The schools for white children and the schools for negro children shall be conducted separately (Florida). †¢ Libraries. The state librarian is directed to fit up and maintain a separate place for the use of the colored people who may come to the library for the purpose of reading books or periodicals (North Carolina). †¢ Mental Hospitals. The Board of Control shall see that proper and distinct apartments are arranged for said patients, so that in no case shall Negroes and white persons be together (Georgia). †¢ Militia. The white and colored militia shall be separately enrolled, and shall never be compelled to serve in the same organization. No organization of colored troops s hall be permitted where white troops are available and where whites are permitted to be organized, colored troops shall be under the command of white officers (North Carolina). †¢ Nurses. No person or corporation shall require any White female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed (Alabama). †¢ Prisons. The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts (Mississippi). Reform Schools. The children of white and colored races committed to the houses of reform shall be kept entirely separate from each other (Kentucky). †¢ Teaching. Any instructor who shall teach in any school, college or institution where members of the white and colored race are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanor, and upon conviction thereof, shall be fined (Oklahoma). †¢ Wine and Beer. All persons licensed to conduct the business of selling beer or wine shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room at any Don’t waste time! Our writers will create an original "Jim Crow Research Paper" essay for you Create order