Vikings Essays (717 words) - Vikings, Viking, Longship, Norsemen

Vikings Vikings One of the most interesting and misconceived groups of all time were the Vikings. The Vikings were the most feared of all the barbaric invaders. The people who originated from Scandinavia, which in today's world are the countries of Norway, Denmark, and Sweden were called Norsemen. The Norsemen who took part in raids along the coast of Europe were called Vikings. These men were some of the great sea traders and warriors of all time. The word Viking originated from the Norse language. Vik in Norse means "harbor" or "bay". These Vikings became powerful at about 740 AD and lasted till about 1050 AD. One major reason they stayed in power was there ability to travel using the Seas and Oceans in Europe. The Vikings biggest reason for being skillful seamen was their Longships. Long, narrow ships packed with warriors helped a few ships conquer coastal cities. The Longship was made of wood and was approximately thirty meters long. The boats could hold at least 120 people because there were about 30 rowing benches on each side of the boat. Early Viking voyages consisted of raiding Christian churches and monasteries and robing and burning harmless villages. The Vikings usually had superior weapons and were well trained. Hence, they usually got what they wanted from these powerless villages. After the raid they would return to their ships and sail home. As time went on, trading with other European countries grew. Scandinavian countries sent salt, herring, and slaves they acquire from Russia to Constantinople, modern day Istanbul. In return they received silk and spices. During their time old trade routes between east and west through the Mediterranean were closed or too dangerous to sail. The Vikings kept the trade route between Byzantium and the west open. They did this by using Kiev and Russia. Home life in Viking culture was different than other barbaric groups at the time. Because of their trading, the Vikings incorporated different ideas from the countries they traded with. The native dress of the Vikings was similar for both sexes. Both men and women wore fur or woolen hats and cloaks. The Vikings had few meals that are still made today. Some of these Viking foods are shortbread, porridge, and meat soup. Education was not a major emphasis on life. Since, there were no public schools, children were taught at home by their mother or nurse. Girls learned how to spin, weave, dye clothes, and to cook and clean just to name a few things. Boys played games such as wrestling and fencing. Once a boy turned 15 or 16 he was encouraged to join a ship and try their luck at battle. After two or three successful voyages most Viking males had enough money and a high enough noble rank to retire and give their sons the opportunity to go into battle. The Vikings had a very advanced government for a barbaric group of people. They basically had a Medieval democracy, with an assembly that acted as court and legislative body. There was also a king of each tribal group, which was how the Vikings lived. In 930 the oldest recorded Assembly occurred in Iceland. This assembly was called the Althing. Religion also had a great influence on the Viking culture. Vikings had a polytheist belief, which consisted of many warrior gods. One of the major gods in the Viking culture was Odin, the chief god, who proceeded over Valhalwhla, which is the warrior's heaven. Only through death in battle could a warrior enter Valhalla. Thus warriors fought unafraid and with pride. When a Viking died he was buried with many things that he might need in his journey to the Valhalla. Hence, Viking graves often contain Arab silver, Byzantine silks, Frankish weapons, Rhenish glass, and other products of an extensive trade. Just before 1000 AD King Olaf of Norway converted to Christianity and was baptized. He then made a public law that any Viking that did not convert to Christianity was put to death so most Vikings became Christians. In conclusion, I have shown that the Vikings were a very interesting culture. They had an advanced way of attacking enemies and raiding communities using their incredible ships and warrior skills. They were a group of people who changed the way people did things for many generations after their reign. Bibliography The Vikings. The Viking Network. 16 October 1996 http://humanities.uchicago.edu/romance/port/>. "Vikings." Compton's Encyclopedia Online. Vers. 2.0. 1997. America Online. 11 November 1998. Keyword: Compton's. Spoon, Andrew. Vikings. 12 November 1996 http://www.spoon.demon.co.uk/vikes/index.htm>.

The True Story Of A Black Youths Essays - Mark Mathabane

The True Story Of A Black Youths Essays - Mark Mathabane The True Story of a Black Youth's Coming of Age in Apartheid South Africa Mark Mathabane I. Main Characters A. Johannes (Mark) MathabaneKaffir Boy revolves around Johannes for the simple reason that he is the author of this book. Growing up in Johannesburg, South Africa was especially hard for Johannes. Johannes is very smart and graduated at the top of his class during his 13 years of schooling in apartheid South Africa. Johannes has had a lot of courage and perseverance throughout his life. B. Jackson MathabaneJohannes's father came from what is now the so-called independent homeland of the Vendas in the northwestern corner of the Transvaal. Johannes's father tried desperately to support his family, but in times of dire need, he backed away and depended on alcohol and abusive behaviors. Johannes's parents met and married in Alexandra on March 21, 1960. C. MotherJohannes's mother came from Gazankulu, the tribal reserve for the Tsongas in the Northeastern Transvaal. She is a very loving and devoted woman. D. Johannes's siblingsJohannes has five sisters and one brother. His sisters names are Florah, Linah, Maria, Merriam, and Linah. George was his only brother. E. Ellen MabasoEllen was the mother of Johannes's mother. She was a humble woman who bore four children: Uncle Piet, Aunt Bush, Uncle Cheeks, and Johannes's mother. she had a statuesque figuretall, limber, and ebony colored complete with tribal attire and multiple anklets, beads, earrings and bracelets. She could easily been a chief's daughter. Her friendly, brown eyes had the radiance of pristine pearls. She was the most beautiful woman Johannes had ever seen. She worked six days a week, from seven to five, mowing lawns, raking leaves, clipping hedges, watering plants, sweeping driveways, cleaning yards and pruning trees for white people. F. Mr. BrownMr. Brown was one of the few people in the yard where the Mathabane's lived with the equivalent of a high-school education. He was a bus driver for PUTCO, but he also operated a moving service that transported people and goods between Alexandra and the tribal reserve of the Vendas. G. Mrs. SmithMrs. Smith was Granny's employer. She was a short, slender woman with silver hair and slightly drooping shoulders. Granny was the Smith's gardener. H. Clyde SmithClyde is the son of the woman who Granny works for. He is a young boy who is somewhat of a snob. As he grows, he learns to like Johannes and they become friends. I. ScaramoucheScaramouche was a self-employed painter. He was also one of the best tennis players among people of color in Johannesburg. An excellent coach, he was well connected in white and black tennis circles. He agreed to be Johannes' coach. Scaramouche turned out to not only be a great coach but a confidant and a surrogate father. He was firm and demanding but not authoritative and stifling. Instead of teaching Johannes his style of play, he let Johannes acquire his own way. J. TomIn June of 1972, Johannes met Tom. He is a lanky Zulu tennis player. He was very harmless-looking K. Wilfred HornWilfred married to Norma. He respects black people and owns a tennis ranch in Halfway House called Barretts. He was a German immigrant. L. Arthur AsheArthur Ashe was a Negro tennis player that Johannes admired very much. he condemned apartheid and did not pretend he was a white man erroneously painted black. Arthur always appeared calm, cool, and collected, even when he was surrounded in a sea of white faces. M. DavidDavid was the number two singles player on the tennis team. He was soft-spoken, politically sensitive, and a brilliant Zulu student whose love for the English language exhaled Johannes's. Johannes and David frequently exchanged books, did English homework together, read prose and poetry together, trained together, and sat on the same seat during tennis trips. David was the first close friend Johannes ever had. The only difference between David and Johannes was that David was a womanizer. N. HelmutHelmut was a short, brown-haired bespectacled white man with a barrel chest. He was always dressed in flashy clothing. He came from a small town in Germany and was working for a German company in South Africa only a few months before he met Johannes. He turned out to be a horrible tennis player, but good practice

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The Last Graduation (film) - Essay Example To stall this eventuality in the life of a prisoner, education is the best answer. It helps his reformation and rehabilitation processes. The movie, â€Å"The Last Graduation,† directed by Barbara Zahm, makes the viewer ponder deeply about some serious issues confronting the prison administration. The 1971 uprising of the prisoners at Attica, hastened the reforms process in USA prisons, the results of which proved to be crucial in the future management of the prisons. The downward march of a prisoner in the path or criminality can be reversed to take him to the upward march and ultimately make him a worthy individual and a citizen who would contribute to the progress and prosperity of the nation. Barbara Zahm worked as an instructor in a prison college program in the early 1990s and her practical experience in the prison environment inspired her to get involved in the movie project. The graduation program in the prisons, progressed well until the 1995 National Crime Bill, gave a telling blow to the initiative and this set the right-thinking people to do something tangible to challenge the government. The movie explores the relevant issues from the introduction of higher education to the prison population to the last graduation from the Marist College program at New York’s Greenhaven Prison in 1995. The issues dealt with in the movie may not be to the liking of the general audience, which mainly seeks adventures and entertainment. Basically, prisoners do not evoke sympathy and understanding from the society; rather they are disliked, as people have a feeling that they get in the prison, what they deserve for their crimes. This is a lopsided view and indicates poor understanding about the root cause of the problem. By reforming an individual, you are reforming a generation! With the entry in to the four walls of the prison, the psychologically shaken prisoners get completely shattered and the hard core ones turn more vengeful and become stone-hearted. With

Risk Management and Patient Safety in a Hospital

Risk Management and Patient Safety in a Hospital This essay will present an interaction that took place in practice that captured the multi-disciplinary team discussing a service user. This interaction shows the concept of risk management, patient safety and leadership within a hospital setting. These concepts will be explored and critically reviewed to establish how important leadership and advocating for a service user is. It will also demonstrate how important a good multi-disciplinary team can work together for patient safety with least restrictive practice. Interaction in practice A mixed 20 bedded ward in acute mental health for adults aged 18 to 65 received an informal admission which is lease restrictive practice (Scottish Government, 2006). The service user has a diagnosis of borderline personality disorder who was known to staff on shift. As it was a weekend none of the service user’s medical team was on shift, which meant they would meet with the duty doctor, and duty consultant. The duty consultant arrived and went to one of the interview rooms to chat with the service user. On return the consultant stated that the service user would stay until they met with their own team. When asked about passes off the ward the consultant said nurse escort passes only. The coordinating nurse then stated that this would not be acting in the service user’s best interest and history has proved this to be non-beneficial. The nursing multi-disciplinary team (MDT) then proceeded to state the service user was informal and attended voluntary. This will cause di stress and anxiety to service user when staff cannot facilitate the time off the ward. The consultant stood by his recommendation but the coordinating nurse got in touch with the coordinating charge nurse (CCN) and pursued the decision. It was then talked over by the coordinating nurse, consultant and CCN as well as the staff on shift. After the MDT had discussed the matter the result ended with the service user gaining 15 minutes passes which worked out well over the weekend for the service user. Leadership The definition on leadership is one in a position or function as a leader to direct or guide a group or party (Waite and Soanes, 2007). Nicolson et al, (2011) states there is more ramification with being a leader such as: communication, emotions, and the relationship between followers and the leader. However if professionals in a leadership role are not performing to the high standard this can impact on the team reducing their commitment to the care and treatment of service users (Kilfedder, Power and Wells, 2001). Researchers have not only been tasked with finding a definition for leadership but also evidencing the characteristics that make a good leader. (Wangensteen, Johansson, Nordstrom, 2008) state that an individual constantly producing a high level of practice above recommended standards as well as displaying a caring interest in other colleagues performance, and sharing information or guidance at the correct time has all the characteristics of a leader. Professional socialization according to (Clearly et al. 2011) states leaders will engage in conversation to explore values, beliefs and attitudes of individuals they work with as well as initiating team building interactions and offering support towards the team members. Alimo-Metcalfe (2003) states that individuals are most effective when they are competent and confident and aware of their own strengths and behaviours and can work well with other team members. This was displayed in the scenario as the coordinating nurse was confident and showed their strength by pursuing the matter with the backing of the MDT. (Hogan, 1994) states leadership is persuading colleges to set aside individual concerns for a short period of time to support a mutual goal or responsibility for safety and welfare of a group. On the other hand (Fowler, 2012) states leadership is projected through role modeling. Role modeling according to (Fowler, 2012) is an individual who is â€Å"good at their job† and competent within their role with the ability to carry out tasks with ease. However there are some clinicians that practice on the edge within ethical dilemmas that could be deemed unprofessional therefor would not make good role models. (Bosman et al. 2012) also agrees with role modeling and its importance with leadership and states there are four aspects that experienced members of a team lead from. These are inspiration and motivation, self-efficacy reinforcing junior’s beliefs to achieve more. Learning by example of real life practice situations and a support for other members of the team. The leadership skills displayed in the scenario above was to advocate for the service user and be their voice. This took confidence and knowledge with a compassionate and empathetic approach so the service user would not be distressed or agitated over the weekend. It also demonstrates how connected the team was to get involved in the discussion to reinforce the initial statement. By displaying communication skills and introducing an outside party to evidence reasons why this would be the best course of action for the service user the pass was granted, and there were no incidents over the weekend involving the service user. However the service user could have went out on pass and not returned and the scenario could have been much worse even disastrous. But the staff member had evidence based knowledge about the individual and practical experience with care and treatment for the service user. Although there was a risk with this scenario all parties were following the 10 essential shared capabilities (ESCs) by working in partnership, promoting recovery, providing service user centred care, making a difference and positive risk taken (Anderson and Burgess, 2009) this guided all members to reach a decision. Kean and Haycock-Stuart (2011) argue that policies and interactions put in place to deliver a high standard of care can suggest that the individual in the leadership role is solely responsible for its success. This singular approach fails to report the relationship between the leader and followers and the prevalence of the followers contributions (Kean and Haycock-Stuart, 2011). The Scottish Government (2009) acknowledges that the leadership development for National Health Service (NHS) Scotland is achieving its goal. This is regarded as a priority for (NHS) Scotland and is prioritized at a local level (The Scottish Government, 2009). This has been introduced to insure healthcare professionals can practice nationally and local with leadership qualities and behaviours to deliver a high standard of care that is safe and effective. Policy within (NHS) Scotland states all employees are made clear and understand exactly what their role is. As they have a duty of care to provide the best care possible, and leaders have the responsibility to ensure this is happening to the correct standards but allow participation in the decision making process (The Scottish Government, 2009). The NHS has a model (Leading Better care, 2011) that can direct leaders to consider leadership qualities and develop positive attitudes and set out goals. How leaders behave within National H ealth Service (NHS) Scotland can make or break their agenda for health care. Research suggests that an effective leader can have a positive impact on service user care. There has been many cases of bad practice in healthcare that has been publicized for the public such as; The Mid Staffordshire NHS Foundation Trust which produced the Francis Inquiry (Nolan, 2013) which explored what happened and were the trust failed. The report stated that all healthcare workers working within the health care system will be held accountable for their actions and the care they provide. The report addressed staff from all positions especially senior positions who neglected their basic leadership skills (Nolan, 2013). (Blegen and Severinsson, 2011) state mental health nurses are always advancing their practice with change while working in environments that are challenging. By developing leadership skills that are motivating and encouraging colleagues to work responsibly and respectively with service users. This demonstrates the importance that leadership skills have when tasking or directing a colleague to have reassurance the task will be carried out correctly (Cleary et al. 2011). This can depend on the relationship of the followers and the leaders as this has an important bearing on the success of the healthcare environment. However (Kean and Haycock-Stuart, 2011) states that the followers are over looked as the framework for leadership focuses on the leaders as individuals. Kean and Haycock-Stuart (2011) state there is more to being a follower than following a leader, if judgements are made that disagree with a leader this can make or break the relationship of leader and follower. Good leaders hip takes opinions into consideration and work with reciprocity built on trust (Kean and Haycock-Stuart, 2011). Along with leadership is patient safety as described in paragraphs above leadership has been the emphasis for NHS Scotland locally and nationally but these two concepts work in partnership with each other (The Scottish Government, 2010). The Nursing and Midwifery Council (NMC) acknowledge the importance for individuals to continually update skills and experience in leadership and patient safety and working in partnership with universities have implemented a new domain constructed for leadership. This domain will be part of student competencies that will be expected to be adhered to when they become registered nurses. Registered nurses must now lead and challenge in a bid to improve services to provide the best possible care (NMC, 2010). Patient Safety Safety is the most important part of the healthcare service, safety for service users and safety for healthcare professionals. The drive for safety within the healthcare services are one of the three ambitions by the Scottish Government which will strive to deliver and support safe and effective healthcare. All service users will receive care and treatment in a clean, safe environment free from preventable harm or injury in any NHS Scotland healthcare facility (Scottish Government, 2010). Patient safety is the foundation that nurses construct their practice around and is a professional value that the Nursing and Midwifery Council stipulate is a requirement with the code of conduct (NMC, 2015). All registered nurses must safeguard the health and well-being of all individuals for as long as there are receiving care (NMC, 2008). Ferguson et al. (2007) states when patient safety is compromised and errors transpire the role of the clinical practitioner can be scrutinized when there are numerous factors that threaten patient safety. Some factors such as; work load pressures and staff shortages can count for miner mistakes happening within the healthcare system. However (Ferguson et al, 2007) also states good communication within a positive and motivated working team are factors that are effective in building a good safety culture. General hospitals are subjected to the same safety risks with patient safety as in a mental health hospital such as; pressure sores and medication errors. However, additional risks to staff and patients are unique in the mental health area (Bark and Tingle, 2011).The management of violence and aggression and the use of seclusion are to support patient safety as mental health hospitals use restraining techniques which can increase the service user’s vulnerability. However mental illness can cause individuals to become suspicious, disorientated, paranoid or delusional that can cause anger or difficulty with instructions (Bark and Tingle, 2011). This can generate a more complex case for patient safety even though risk assessments are carried out daily within mental health wards. Staff predicting and planning for every preventable event that could happen, due to human behaviour is only effective with the information they possess at that time (Tate and Feeney, 2012). Langan (2010) states that violence in a mental health facility with service users were a risk may be prevalent to themselves or to staff, argues that this can exacerbate anxiety and increase pressure that is required when assessing a service users risk. Service users can be unpredictable when first presenting and with lack of knowledge of what is happening for that service user at that time presents numerous changeable factors that can transpire (Langan, 2010). There has been many attempts to build an assessment tool for mental health services but they have failed to reach the standard required (Langan, 2010). (NHS Lothian, 2012) state that the policy within mental health for risk assessments must be carried out for every service user that is admitted to hospital and becomes an inpatient this should be in conjunction with the service user. When filling out the risk assessment current information should be included such as; relevant history, associated behaviours, clinical diagnosis and information from the service user’s perspective as well as information from family this will ensure a robust risk assessment and support patient safety (NHS Lothian, 2012). A risk assessment is always being amended and is never complete it is an ongoing procedure that is effective at the time it is carried out (Tate and Feeney 2012). Risk assessments that are updated daily support patient safety. The mental health setting can highlight complexities with patient safety and emphasises how staff work in partnership with service users and using reciprocity keep patients safe (Tingle and Bark, 2011). When managing patient safety within the scenario this can present challenges as the coordinating nurse was basing her evidence on previous history but had a good knowledge and rapport with the service user. By working in partnership with the service user and promoting recovery on previous admissions the nurse already had a basic plan for a risk assessment and was thinking of patient safety and what could have transpired if the passes were not granted. However ever admission is different so nothing should be assumed for example; that last admission the service user got aggressive, that does not mean this will happen this admission. Conclusion The scenario that was introduced was not uncommon at the week end for an inpatient in mental health services. The service user could have had a different scenario if that individual was not on shift advocating for the patient and displaying leadership qualities. By checking legislation, frameworks, local policies and training which is available to support staff to deliver a high standard of care and ensure patient safety. By understanding what traits aid with leadership and just how important the skills to lead are and developing and nurturing them to provide a high standard of care from you and your team. Patient safety will always be identified as an important part of healthcare and by carrying out risk assessments will insure service user receive the best care for them. For more complex situation within mental health settings staff must follow polices and legislation and support each other fully as a team and with proper planning and applying daily risk assessments can support in minimizing harmful events from transpiring. References Waite, M., Soanes, C. (2007) Oxford dictionary and thesaurus (2nd ed.). Oxford: Oxford University Press. Alimo-Metcalfe, B.(2003) Leadership Stamp of Greatness. Health Service Journal 113 (5861) 28-32 Kean, S., Haycock-Stuart, E. (2011) Understanding the relationship between followers and leaders. Nursing Management. London 18 (8) 31-35 Scottish Government (2009) Delivering Quality through Leadership: NHSScotland Leadership Development Strategy. Available from: http://www.scotland.gov.uk/Resource/Doc/289816/0088790.pdf [accessed 9 Apr 2015] Kilfedder, C., Power, K., Wells, T. (2001). Burnout in psychiatric nursing. Journal of Advanced Nursing, 34 (3) 383-396 Hogan, R. (1994) what we know about leadership. American Psychologist, 49 (6) 493-504 Fowler, J. (2012) Professional development: From staff nurse to nurse consultant. Part 6: Importance of role models. British Journal of Nursing, 21 (5) 311 Bosma, N., Hessels, J., Schutjens, V., Praag, M. V., Verheul, I. (2012) Entrepreneurship and role models. Journal of Economic Psychology, 33 (2) 410–424 Wangensteen, S., Johansson, I. S., and Nordstrom, G. (2008) the first year as a graduate nurse—an experience of growth and development. Journal of Clinical Nursing, 17 (14) 1877–1885 Cleary, M., Deacon, M., and Hunt, E. (2011) Mental health nursing role models. Journal of Psychosocial Nursing and Mental Health Services, 49 (8) 6–7 Cleary, M., Horsfall, J., Mannix, J., O’Hara-Aarons, M., and Jackson, D. (2011) Valuing teamwork: Insights from newly-registered nurses working in specialist mental health services. International Journal of Mental Health Nursing, 20 (6) 454–459 Anderson, J. and Burgess, H. (2009) Essential shared capabilities for the whole of the mental health workforce: Bringing the educators into the frame. The Journal of Mental Health Training, Education and Practice, 4 (3) 21-29 Kean, Susanne; Haycock-Stuart, Elaine. (2011)Understanding the relationship between followers and leaders Nursing Management. 18 (8) 31-35 Nolan, P. (2013). (2) The Francis Report. Nursing Ethics, 20 (7) 840-842. Cleary, M., Horsfall, J., Deacon, M., and Jackson, D. (2011). Leadership and Mental Health Nursing. Issues in Mental Health Nursing, 2011, 32 (10) 632-639 Scottish Government (2010). The healthcare Quality Strategy for NHSScotland. Available from: http://www.scotland.gov.uk/Resource/Doc/311667/0098354.pdf [accessed 9 Apr 2015] Ros Moore. (2011). LEADING BETTER CARE incorporating releasing Time to Care. Available: http://www.evidenceintopractice.scot.nhs.uk/media/150149/lbc incorporating rtc report.pdf. Last accessed 28th April 2015. Nursing and Midwifery Council (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [accessed 9 Apr 2015] Nursing and Midwifery Council. (2010) Pre-registration nursing education in the UK. Available from: http://standards.nmc-uk.org/Documents/Pre-registration%20nursing%20education%20in%20UK%20FINAL%2006092010.pdf [accessed 9 Apr 2015] Ferguson, L., Calvert, J., Davie, M., Fallon, M., Fred, N., Gerbach, V., and Sinclair, L. (2007) Clinical leadership: Using observations of care to focus risk management and quality improvement activities in the clinical setting. Contemporary Nurse, 24 (2) 212-224 Tate, L. and Feeney, A. (2012) the principles of risk assessment. Medicine, 40 (11) 574-576 Bark, P. and Tingle, J. (2011) Psychological aspects of patient safety. In Patient Safety, Law Policy and Practice. (64 84). Routledge: London, UK. Scottish Government (2006) The New Mental Health Act Whats it all about? A Short Introduction. Available from: http://www.gov.scot/Publications/2004/01/18753/3168 [accessed 9 Apr 2015] Nursing and Midwifery Council (2015) The Code: Preserve safety. Available from: http://www.nmc.org.uk/standards/code/read-the-code-online/ [accessed 9 Apr 2015] Preserve safety

Richard Wright and Black Boy :: Black Boy

Richard Wright and Black Boy One main point of the United States Constitution was missing from the Jim Crow South: equality. The Constitution clearly states that "all men are created equal," but in the Jim Crow era blacks were continuously persecuted for something that would be acceptable in today's society. In the early 20th century the South was a place of racial prejudice, discrimination, and hate; blacks could be punished for simply looking at a white person in the wrong manner. Punishments included arrest, beating, even lychings were a common part of the age. This is how life was while Richard Wright was growing up; but in his autobiography Black Boy we learn that despite his being a black boy in the Jim Crow South, born on a Mississippi plantation, he is eventually able to achieve success. Although independence was a crucial factor that enabled Richard Wright to succeed, his rebelliousness, intelligence, and perseverance were also important contributing factors. Richard Wright was an independent person by nature. Throughout the book Richard never seemed to have an extreme emotional attachment to anyone. It was as if he did not need or want anyone's assistance or approval, except his own. Ever since Richard was very young he was forced to be independent. When he mother had her stroke, Richard was forced to take charge and become the person of the house and he would accept no one's help. "Though I was a child, I could no longer feel as a child, could no longer react as a child...When the neighbor's offered me food, I refused, already ashamed that so often in my life I had to be fed by strangers."(pg.97) While Richard was living at his Granny's his independence really started to show through. All Richard ever thought about was leaving to go to the North; especially after being ridiculed for writing his story, The Voodoo of Hell's Half-Acre. No one supported him. He wanted to be able to do what he wanted to, by himself. "I drea! med of going north and writing books and novels."(pg.186) Once Richard was on his own he felt free of the burden, of other people's opinions that had tied him down his entire life. Along with independence, his rebelliousness was another beginning point of Wright's drive to make it in a white man's world. The very first sign we see of the rebel in Wright is when he is only four years old. Richard and his brother are playing with a stray cat one day when his Richard Wright and Black Boy :: Black Boy Richard Wright and Black Boy One main point of the United States Constitution was missing from the Jim Crow South: equality. The Constitution clearly states that "all men are created equal," but in the Jim Crow era blacks were continuously persecuted for something that would be acceptable in today's society. In the early 20th century the South was a place of racial prejudice, discrimination, and hate; blacks could be punished for simply looking at a white person in the wrong manner. Punishments included arrest, beating, even lychings were a common part of the age. This is how life was while Richard Wright was growing up; but in his autobiography Black Boy we learn that despite his being a black boy in the Jim Crow South, born on a Mississippi plantation, he is eventually able to achieve success. Although independence was a crucial factor that enabled Richard Wright to succeed, his rebelliousness, intelligence, and perseverance were also important contributing factors. Richard Wright was an independent person by nature. Throughout the book Richard never seemed to have an extreme emotional attachment to anyone. It was as if he did not need or want anyone's assistance or approval, except his own. Ever since Richard was very young he was forced to be independent. When he mother had her stroke, Richard was forced to take charge and become the person of the house and he would accept no one's help. "Though I was a child, I could no longer feel as a child, could no longer react as a child...When the neighbor's offered me food, I refused, already ashamed that so often in my life I had to be fed by strangers."(pg.97) While Richard was living at his Granny's his independence really started to show through. All Richard ever thought about was leaving to go to the North; especially after being ridiculed for writing his story, The Voodoo of Hell's Half-Acre. No one supported him. He wanted to be able to do what he wanted to, by himself. "I drea! med of going north and writing books and novels."(pg.186) Once Richard was on his own he felt free of the burden, of other people's opinions that had tied him down his entire life. Along with independence, his rebelliousness was another beginning point of Wright's drive to make it in a white man's world. The very first sign we see of the rebel in Wright is when he is only four years old. Richard and his brother are playing with a stray cat one day when his

Are computer teachers better than human teachers Essay

Although computer teachers have some advantages, I prefer humanteachers. Human teachers make learning fun, and they can be caring and understanding. Computer teachers do have some advantages. The computer teachers can teach more than the humanteachers can in about the books. They have better memory than the human teacher has because they are computers, computer can memorize anything. Moreover, computer teachers will be fairly to all of the students. In addition, students learn from the computers, they can learn more independently because t he computer cannot care when they do not pay attention in the class. However, humanteachers sometimes have a sense of humour and are more fun than computers. The human teacher can teach the students in the best way, they know what the students want. Moreover, they can make the students know what life is; the humanteachers can talk their life experience to the students, this is very important to the future of the students. The students can learn some things that out of the books from the humanteachers. Moreover, they will care the students, they will care what do the students will do after school or do they feel happy or not. The humanteachers also can make friends with the students. Computers have not feeling and therefore they do not understand the feeling of students, but teachers care for students and encourage them. Human teachers can do many things to the students but the computer teachers cannot. For example, the ways that they teach, the computer teachers just have one way to teach, but humanteachers have many ways. The computer teachers do not have life experience, they cannot talk about life, but the humanteachers have. The computer will not care about the students and they cannot make friends with the students, but the humanteachers can. Why do the humanteachers can do more things to the students than the computer teachers can? Because they are human, they are not machines. Human know what human want, the human teacher may have the same past to the students. They will understand the students feeling, they can help the student solve their problems. Therefore, the humanteachers are better than the computer teachers  are.

Factors affecting women working in the pharmaceutical sector in the Kingdom of Saudi Arabia The WritePass Journal

Factors affecting women working in the pharmaceutical sector in the Kingdom of Saudi Arabia Introduction Factors affecting women working in the pharmaceutical sector in the Kingdom of Saudi Arabia ). Saudi Arabia profile. Online. 16th January. [available at: bbc.co.uk/news/world-middle-east-14702705] Issa, N.A., Al-Ammar, A.I. and Mostafa, S. (2009) Healthcare and Pharmaceutical Industries in Saudi Arabia. American Health Lawyers Association. Minkus-McKenna, D. (2009). Women Entrepreneurs in Riyadh, Saudi Arabia. Working paper. http://bit.ly/yCoxTY Offenhauer, P. (2005). Women in Islamic societies: a selected review of social scientific literature. Report. Library of Congress. Online. [available at: loc.gov/rr/frd/pdf-files/Women_Islamic_Societies.pdf] Peebles, D., Darwazeh, N., Ghosheh H. and Sabbah, A. (2007) Factors Affecting Women’s Participation in the Private Sector in Jordan. Research Report. National Center for Human Resources Development. Sadi, M. A. and Al-Ghazali, B. M. (2010). ‘Doing business with impudence: A focus on women entrepreneurship in Saudi Arabia. Research paper.’ African Journal of Business Management Vol. 4(1), pp.1-11, January. Online. [available at: academicjournals.org/AJBM]. Saudi Food and Drug Authority. [available at: sfda.gov.sa/En/Home/Topics/about/]

Free Essays on Media Bias

Introduction It is common knowledge that the media play a foremost part in America. Eighty million Americans count on television networks to get news. They make up their minds and create their own opinion in accordance with what they watch and see and, to a smaller extent, read. Americans are aware of the huge function the media play in their lives. 43% percent admit that TV networks play the most significant part in determining which issues and events are considered significant . The media’s role in political affairs is even more important: They obviously have the power to make a candidate likeable or†¦ repulsive. News media networks affect the public’s interest in politics by showing the people what they want them to see. Even if there are many issues in a campaign, the media will focus on the one they consider to be the most important, and other issues can be completely ignored. Given that general public cannot make clued-up decisions on public policy issues if the news on which they rely is deformed, it is obviously essential that TV news broadcasts and other media be just and impartial. However, there has always been much discussion about the so-called â€Å"media bias†. We will focus our study on polls and diverse data in order to discern why there is such a common idea, and if the media are actually politically biased. I. How the media take part in an election: 1- The media elite issue The graph below reveals that journalists and broadcasters have a serious tendency to lean on the left. This poll was conducted on 240 journalists working at the most influential national newspapers and networks, including the Washington Post, the New York Times, Time Magazine, the Wall Street Journal, U.S. News, Newsweek as well as CBS, ABC, PBS and NBC. What strikes us the most is that 81 percent (at least) of the journalists polled voted for the Democratic candidate in every election from 1964 to 1976. More precisely, in the ... Free Essays on Media Bias Free Essays on Media Bias Introduction It is common knowledge that the media play a foremost part in America. Eighty million Americans count on television networks to get news. They make up their minds and create their own opinion in accordance with what they watch and see and, to a smaller extent, read. Americans are aware of the huge function the media play in their lives. 43% percent admit that TV networks play the most significant part in determining which issues and events are considered significant . The media’s role in political affairs is even more important: They obviously have the power to make a candidate likeable or†¦ repulsive. News media networks affect the public’s interest in politics by showing the people what they want them to see. Even if there are many issues in a campaign, the media will focus on the one they consider to be the most important, and other issues can be completely ignored. Given that general public cannot make clued-up decisions on public policy issues if the news on which they rely is deformed, it is obviously essential that TV news broadcasts and other media be just and impartial. However, there has always been much discussion about the so-called â€Å"media bias†. We will focus our study on polls and diverse data in order to discern why there is such a common idea, and if the media are actually politically biased. I. How the media take part in an election: 1- The media elite issue The graph below reveals that journalists and broadcasters have a serious tendency to lean on the left. This poll was conducted on 240 journalists working at the most influential national newspapers and networks, including the Washington Post, the New York Times, Time Magazine, the Wall Street Journal, U.S. News, Newsweek as well as CBS, ABC, PBS and NBC. What strikes us the most is that 81 percent (at least) of the journalists polled voted for the Democratic candidate in every election from 1964 to 1976. More precisely, in the ...

Why is it unhealthy for children to grow up spending their time on Essay

Why is it unhealthy for children to grow up spending their time on electronics - Essay Example Social interaction is an important part of a child’s development, and spending too much time with electronics can cause this to be missed. The problem is that kids often play video games or watch television by themselves, which ultimately causes such problems as social isolation. In addition to this, too much time spent on electronics can cause obesity, insomnia, and bad grades at school. If kids are spending hours and hours on multimedia then they are missing out on other important activities. School is important for anyone, let alone young children, so it is important that their priorities are set straight. This is where a parent or caregiver needs to take responsibility for their child and set strict guidelines for electronics use. As mentioned above, excessive television or video gaming use can result in increased weight or a lack of sleep. As children are spending all their time playing games and not exercising, it’s only natural that they will put on more weight s imply by sitting on a couch all day. Also, sleep can reduce as too many late nights spent watching television can contribute to irregular sleeping

Interstate Banking Essay Example | Topics and Well Written Essays - 500 words

Interstate Banking - Essay Example Economies of scale are realized since loan activity is increased with the merging of assets brought about by expanded business in different states. Another advantage to interstate banking is the convenience it offers to its clients. With interstate banking, more branches are within the reach of the clients (Berry, 2011). The flow of bank activities are easily facilitated which makes it easier for the clients to do business. A smooth flow in bank activities may result in increased revenues because of the ease in doing business. Interstate banking makes it possible for banks to offer a wider range of banking services to its clients because of the interstate acquisitions and branches (Berry, 2011). Some of these services include more ATMs, electronic banking options and varied loan products. Financial security and stability is one of the major off-shoots of interstate banking. Since banking consolidation is allowed provided that the capital requirements are met, this means that the resources of the banks increase, making it more stable and secure. The liquidity and solvency of the banks improve with interstate banking. Bank clients benefit the most from interstate banking. The increased competition brought about by interstate banking makes banks think of strategies to capture a bigger market; thus, improving their services and developing new products which are attractive to the clients. Aside from bank clients, banks also benefit from interstate banking. Operating costs are greatly reduced as the bank subsidiaries are converted to bank branches. Geographic diversification will help improve the risk-return opportunities of banks (United States General Accounting Office, 1995). The most likely loser in interstate banking is the Federal Reserve (Berger & Humphrey, 1988). Since there will be an improvement in the efficiency of the payment system, multiple bank payments will decrease because most checks will be