Lets go through the extreme treatment of the blac Essays - Politics

Let's go through the extreme treatment of the blacks history. Back in 1900's blacks didn't have the respect for the white people meaning they had to feel the extreme horror of disrespect like using disqusting bathrooms, they had to stand on the bus, get low income jobs, get wrongly justified for crimes, and was inhumanly beaten by the cops. Today's topic is about equal rights, similarites, retone and ending segregation. Now that you have a general idea of black's history let's go deeper. The reason why black's were treated badly was because of their resentment skin color. Like what Martin Luther king Jr. said " this momentous decree came as a great beacon light of hope to milions of negro slaves who have been seared in the flames of withering justice " meaning they didn't have the same justice as whites. Same with Abraham Lincoln, who said " the brave men,living and dead, who struggled here have consecrated it, for above our poor power to add or detract " meaning men are dying fo r freedom. They have similarities like they both talk about ending this bloodshed and giving indulgence to the people who don't have equal rights. We are going to talk about the numerous words Marther Luther King and Lincoln use in their speeches. How Marther Luther King use his words are describe as respectful, polite, upholding and admiring to the African Americans who don't have equal rights. In the Gettysburg Address Lincoln words are describe as humble, well-mannered, civil, and mindful to all the soldiers who fought in the civil war (all wars fighting for independence before lincoln life).How are they identical is both of their speeches are talking about how you dont have to use violence to solve a problem, you can end it in a well-mannered way, and the words they use are admiring to all the citizens of the United States of America who proudly respect this country black or white it doesn't matter. Their speeches were meant to end discrimination and hatred to the Africa n American. In Marther Luther King speech, King addresses that the whites are giving the blacks no respect meaning giving them no equal rights as a human beings. In Gettysburg Address Lincoln address that soldier's are fighting for the slaves to get back their freedom and trying to reunite the country. How are they similar is that they are both trying to end discrimination and hatred around the UnitedSstates for better freedom and equal rights. It all ends here both knowledgeable men end discrimination with their words of enlightenedment for their citizens that they want to keep resilient forever even though they are dead. United States runs through the lines of freedom and hope to give equal rights to all citizens of this country.We talked about lincoln and marther luther king speeches about how they end hatred around this country, their similarities of their speeches and the words they use to admire everyone in the United States of America.

Direct Payment in London The WritePass Journal

Direct Payment in London Introduction Direct Payment in London ). What are personal budgets? Personal  budgets involve allocation of sufficient funding to service users following an assessment to meet their assessed requirements. Service users can either choose to take their personal budget in cash as a direct payment, or  leave the responsibility of commissioning the services upon local councils while still deciding for how their care needs are met and by whom (Samuel, 2012). The purpose By providing an alternative to social care services provided by a local council, direct payments and personal budget offer service users with more control over their life. Its enables them to look beyond ‘off the peg† solutions for care needs such as housing, employment, education and recreational activities in addition to personal assistant to meet their assessed care needs. It is aimed to increase the independence, social inclusion and self-esteem of service users (Department of Health, 2003). Impact of Direct Payments on Patients and Carers Several studies have shown that the direct payment and personal budget initiative is delivering positive outcomes for both service users and carers. The 2011 National Personal Budget Survey, which covered more than 2,000 people, reveals that direct payments and personal budgets are having overall positive impact on the lives of service users and providers. It concludes that the personal budgets holders are been supported with dignity and respect while being more independent and in control of their support. There was a general agreement that the basic element of self-directed support was present, including being made aware of the amount of money they were entitled to for their personal budget (77%). 81 % expressed that they were provided help with their personal budget, while 87 % said that their views were given importance in setting their support plan. Most of the users surveyed said that they had experienced improvements in 10 out of 14 areas of their lives with the use of personal budgets; 76% of the people surveyed reported that they were being treated with more dignity and respect; 75% reported of having more independence; 72% reported being in more control for their support needs; 68% reported of having more control of important things in life; 67% reported of having positive impact upon their relationships with those who paid to support them; 63% reported of having greater mental wellbeing; 59% reported positive impact upon physical health; 58% reported having improved relations hips with their families; 57% reported being more save inside and outside their houses; and 72% said that with personal budget in place, they were getting support for what they needed when they needed (Hatton and Water, 2011). As for the other 4 aspects which include getting a paid job, helping local communities, relationships with friends, and choosing where to live, personal budget holders expressed no significant change. 3% to 8% of the people surveyed expressed a negative impact on any of these aforementioned 14 aspects (Hatton and Water, 2011). These findings are consistent with several other studies regarding the impact of direct payment and personal budgets (see Appendix 1). The survey further revealed that the carers similarly indicated towards a positive impact of personal budgets on the lives of service users and themselves as carers and other family members. However, the carers were all negative about the aspects personal budget process and the stress associated with it (Hatton and Water, 2011). Take-Up across Client Groups It is widely established that direct payments and personal budgets have traditionally a higher take-up among younger adults – particularly among people with learning or physical disabilities and those with a long standing illness– compared to older people with learning disabilities and those with mental health problems and sensory impairment. (see fig 1.) Uptake of Personal Budget (Source: The National Personal Budget Plan Survey, 2011) According to the NHS information center, the data for the year 2010-2011 showed that 29% of older people (more than 65 years of age) were on personal budgets compared to 41% of working-age adults with a learning disability and 35% of working age physically disabled adults. Figure for people with mental health problem of working age was as low as 9% (Samuel, 2012). These figures highlight concerns that there is still a long way to go to make personal budget work for older people, people with mental health problems; all of which form a group of those with most complex needs. These issues have been highlighted in a number of studies and reports. (see Wood, 2011). Trends in Direct Payments In the year 2011, of more than  £1.5bn of the support budget administered by councils in England, almost one and every 7 pound was awarded through personal budgets. For as many as 27 councils in England, the practice of personal budget and direct payment extended to almost half of all service users. It amount to almost 38% of all the support service users in England. However, it has been noted that most of these people never get to handle the money they are entitled to which implies that the increase in trend has been mainly in managed personal budgets, with only a slight increase in direct payment (Brindle, 2011). According to the 2012 annual survey of Association of Directors of Adult Social Services, the current users of personal budgets amounted for 53% of all ongoing users of community services in England (Samuel, 2012). The aforementioned information indicates that overall, the personal budget and direct payment scheme has been positively affecting the social care structure of the UK. The impact of this initiative has improved the conditions of the service users and carers to a great extent. A large segment of the service users welcomes this initiative. The overall trend in the service sector indicates that personalized budgets and direct payments are the future of the provision of social care services. They are indeed a step towards the evolution of the services and care structure which is more user centered. Meeting the Deadline There is a growing concern regarding the target set by the government of having all council-funded users of current care and support on personal budgets by April 2013 that whether it is truly helping achieve actual choice and control for people with the most complex and greatest needs. The target of 2013 has been called into question by the likes of Martin Routledge, who is the program director of Think Local Act Personal, the sector coalition responsible for implementing the agenda. As the head of operation at In Control, he says that â€Å"I have talked to dozens of local authority managers this year and most have expressed general positivity towards personal budgets and direct payments but also fear the risk of unintended consequences of the 2013 goal. Most felt that as they needed to get many more older people included, there would be a high risk of superficial compliance but not a great actual extension of choice and control. (Samuel, 2012b) Various observers and studies have indicated some of the most important impediments in achieving the 2013 deadlines as follows:  · The supply of services and its market is currently not as responsive to coincide with the demand of those on personal budgets or receiving direct payments – and therefore, personal budgets are of little use without adequate supply of services (Samuel, 2012b)  ·The groups that are least likely to receive personal budgets or direct payments such as old people who prefer not to take the responsibility of commissioning services in their own hands or people with complex or mental health problems such dementia, Alzheimer’s disease, etc. pose a significant challenge in achieving the target (Samuel, 2012b)  ·Long and complex assessment forms and the approval of council panels instead of workers for personal budget support plans have the process much more tedious. Excessive bureaucracy has beset the implementation of personal budget and direct payments. According to a survey, 82% of the social care professionals say there is more bureaucracy involved in their work due to personalization (Donovan, 2012). Conclusion Personal Budget and direct payment is now the mainstream method of delivering social care. By April 2013, all the people receiving care support are expected to have a personal plan or receive direct payments. Direct payment or personal budgets have delivered much better positive outcomes for various aspects of lives for both users and carers than traditionally arranged services. The number of people acquiring support through personal plan or direct payment is steadily increasing, although some user groups remain low such as old people and those with complex problems.   Despite the increasing prevalence of direct payment and personal budgets, there are several impediments that should be addressed in order to achieve the 2013 target. References Adams L, Godwin L. (2008) Employment   Aspects and Workforce Implications of Direct Payments. London: Prepared for Skills for Care by IFF Research 2008. 112. RCN Policy Unit. Individual Budgets: Royal College of Nursing 2008 Contract No.: 04/2008 Brindle, D. (2011) Are direct payments for social care still living up to their name? The Guardian {online} guardian.co.uk/society/2011/jun/22/personal-budgets-social-care-choice-compromised   (cited on 30th August, 2012) Department of Health (2003) Direct Payments Guidance: Community Care, Services for Carers and Children’s Services (Direct Payments) Guidance England 2003 September 2003 London: DH Donovan, T.   (2012) Personal budgets increasingly bureaucratic, say professionals Community Care. {online} communitycare.co.uk/Articles/04/07/2012/118340/personal-budgets-increasingly-bureaucratic-say-professionals.htm (cited on 30th August, 2012) Hatton, C and Water, J. (2011) National Personal Budget Survey 2011. Think Local Act Personal. {online} thinklocalactpersonal.org.uk/_library/Resources/Personalisation/Personalisation_advice/2011/POET_surveys_June_2011_-_EMBARGOED.pdf (cited on 30th August, 2012) Samuel, M. (2012) Expert guide to direct payments, personal budgets and individual budgets. Community Care. {online} communitycare.co.uk/Articles/25/07/2012/102669/direct-payments-personal-budgets-and-individual-budgets.htm (cited on 30th August, 2012) Samuel, M. (2012b) Where now for personal budgets? Community Care: Adult Care Blog. {online} communitycare.co.uk/blogs/adult-care-blog/2012/03/where-now-for-personal-budgets.html(cited on 30th August, 2012) Think Local Act Personal (2011) Personal Budgets Taking Stocks, Moving Forward. {online} thinklocalactpersonal.org.uk/_library/Resources/Personalisation/TLAP/Paper5TakingStockMovingForwards.pdf (cited on 3th September, 2012)

Smoking and Depression by Dr. Jon Kassel and Dr. Benjamin Hankin Article

Smoking and Depression by Dr. Jon Kassel and Dr. Benjamin Hankin - Article Example Dr. Jon Kassel and Dr. Benjamin Hankin in their essay â€Å"Smoking and Depression†   delve in the nooks and crannies of smoking, the numbers of deaths per year, and the different pathways that lead to cigarette smoking. This paper intends to evaluate this particular source in order to ensure that it holds reputable and credible content that can be used to the completion of the researcher’s third essay.Dr. Jon Kassel is an associate professor of psychology at the University of Illinois Chicago.   His primary research interests are on the better understanding factors that underlie tobacco smoking behavior (UIC n.p.). Dr. Kassel received his doctorate from the University of Pittsburgh in 1995 and since then has become a faculty member of the University of Illinois Chicago College of Liberal Arts and Science. He is the director of the Substance Use Research Laboratory and has already authored more than 70 articles and chapters. He is also a multi-awarded researcher on substance abuse. He has received numerous recognitions including the Ferno Award for Innovative Research on Nicotine and Tobacco and is also a recipient of the Outstanding Early Career Contributions Award. Dr. Benjamin Hankin is a psychology professor at the University of Denver. His research interests include depression and mood disorders in youth, developmental psychopathology, and the GEM study (University of Denver n.p.). He received his PhD from the University of Wisconsin-Madison. He is a notable author for 95 publications and has co-edited two books. He was awarded with the prestigious APA Award for Distinguished Scientific Early Career Contributions to Psychology in 2010.  Ã‚  

Geography Question-Answer Format Essay Example | Topics and Well Written Essays - 1000 words

Geography Question-Answer Format - Essay Example The Stone Age advanced to be more diverse and altered by progressive use of the tool. Besides, there is certainly a lot of evidence for the use of wood throughout the Paleolithic Age. Wood was used for making ladders, lighting fire, as a pigment (charcoal), drying wood and as digging sticks. One of the distinguishing features of the Paleolithic age was building of shelters and use of clothing which made habitation in unfriendly environment much easier. This became a permanent feature of man during this period. Secondly, one of the features that distinguished the early society that distinguished human from the other surviving non-human primates was their ostensibly omnivorous diet. Furthermore, humans had advanced communication skills by a way of coherent speech. Through communication and usage of words as symbols, hominids cold organize themselves into a culture with an identity. At the early stages of settlement, human beings discovered fire and its usage. Moreover, the early societ y diffused seeds and nuts onto the vegetation for plantation activities. Interestingly, through hunting and gathering activities, human’s occupation had a dramatic effect on the animal population causing migration and even extinction of some great mammalian species. It can be argued that the low population densities of the hunters, gatherers and scavenger human groups were attributed to the introduction of pastoralism and agriculture (Goudie). The second phase is plant cultivation, animal keeping and metal working. Historically, humans began to domesticate animals and to gather food  plants rather than just hunt animals. Although it is now recognized that some hunters and gathers had significant leisure, there is no doubt that through the controlled breeding of animals and plants humans were able to develop a more expandable and a reliable source of food; thereby, creating a solid and secure basis for cultural advancement. It opened doors fro

Travel Long Distances Essay Example for Free

Travel Long Distances Essay Whenever we have to travel long distances within the country we can travel by train or by air in an aeroplane. I remember my first train journey which I performed when I was just about four years old. After that journey so long back, I have made several journeys by train but, that first journey still lingers in my mind and thoughts. We had to go to Madras, where my father had to attend a Conference. Since we had not then seen Madras and our winter vacations were falling during the dates of the Conference, it was decided that we would all go with father and make a trip to the South. Regarding the visits to different places of the South I remember next to nothing as, I was rather small but the train journey is still very vivid in my mind. There, at Madras, my father had to attend a Conference whose date was the 18th of December so; it was decided to leave for Madras on the 15th. After a long wait, at last the 15th of December came and my excitement knew no bounds. I would be going on my first ever train journey, enjoying an outing and seeing new places. The train that we had to go by was known as the G.T. Express i.e. the Grand Trunk Express and we went to the station to board it. I think it was evening time when we boarded the train. Inside we had dinner and then my parents and my elder brother all slept. I could not get sleep as, I was just too excited. I remember that, I had taken a window so that I could see the fun outside but, alas. No sooner that we had finished dinner, it was dark and nothing was visible from the window. It was only at the stops at the stations, I would peep out and see the rush and life on the platform. Seeing the stations for sometimes, I finally slept. When I woke up in the morning after a comfortable sleep at night, I was absolutely thrilled to look outside. The area the train was now crossing depicted a very beautiful cross section of land forms and greenery, mills and villages. Oh, what a panoramic beauty it all was. When the train crossed over different land forms, the sounds it made were heard changing sometimes deep grunts, sometimes a smooth flow and at other times just a thud here and thud there. When the train crossed over bridges on expanses of water, the sound was of gurgling. This medley of sounds created by the movement of the train was a wonderful experience the different stretches of huge expanses of land and water and different plantations for miles on end, showed nature in its full form and beauty. As we passed through village areas, I noticed fields of rice, wheat, mustard and vegetables. Oh what a wonderful sight of the cross-section of India. At the stations the train would stop and another scene of civilization would take over from nature, and when the train again started, the nature would again take over. This hides and seeks of scenes continued throughout the journey, and the music of terrain and water changing off and on was just stunning. This interesting scene continued for almost thirty six hours but, believe me, I enjoyed every minute of it. A mobile home with all amenities, a look at nature and also human civilization was all seen packed up as one presentation package for me. The thirty six hours had just flown by and we were at the Madras junction. I cannot forget this first journey by train even after eight years now and I do wonder if I ever will.

Changing the World Through Education :: Teaching Teachers Essays

Changing the World Through Education My philosophy on teaching involves changing the world through my students. I want to enable my students, through education and motivation, to leave the world better than they have hound it. Like many social reconstructionists, I feel that we as teachers owe it to the future generations to instruct them how to handle the problems they will encounter in hopes that they will pass on fewer problems to their children. I will work every minute of everyday to ensure my students’ successful futures. I believe that students need a routine to help them think clearly and freely, such as that suggest by the Perennialist approach. Upon graduating from Concord College, I will attend graduate school and receive my Master’s degree in Education. I will be teaching at different places around the country, as I will be moving frequently. My future occupational plans include working with the Department of Defense school systems. I will use my educational background and my life experiences to enlighten and teach my students. Issues that I feel are crucial to address which also pertain to my particular philosophy are increasing political awareness, raising racial tolerance and acceptance, reducing child abuse and violence against women, and recycling and appreciation for our natural resources. Methods I would use in my classroom to get students involved would include community service projects, recycling drives, field trips to shelters and centers, and food and clothing drives within the class. Activities such as these, where students can see the changes they are making, get them motivated in a way that no general lessons can. Children need to feel the selfless satisfaction that comes from helping their fellow man. I have had many excellent teachers throughout my educational experience, some of these have been wonderful teachers that have set lessons to life. Others have been boring, overly strict, unapproachable, and at times unknowledgeable. I have learned valuable lessons from both. A positive and fun learning environment makes students want to be in the classroom. The first step in learning is that the children must want to be there.

War in Deuteronomy

Deuteron chapter twenty should be read as a rhetorical or historical text. Though this topic has been widely discussed for many years, someone has yet to convince everyone that one way of viewing the text Is correct and the other Incorrect. Throughout this research paper we will discuss the text found In Deuteron chapter twenty along with surrounding text viewed through both the rhetorical lens as well as the historical lens. The surrounding text that we will analyze is chapters even and thirteen of Deuteron.Chapter seven discusses the Israelites expectations for separating from the idolatrous nations. Chapter thirteen informs the Israelites what they are supposed to do when enticed to follow false gods by three different accounts of influence. In Deuteron chapter seven, God commands the Israelites to practice complete separation from the Idolatrous nations of the Hitters, Geographies, Amorists, Canniest, Pretzels, Helves, and Jubilees-?all of which reside in the Promised Land they a re preparing to enter.Although these nations are stronger than Israel, God Insists that he will deliver these nations to the Israelites and they will destroy them completely, make no treaty with them, and destroy them. Following In verse four, God stresses that the Israelites are not to intermarry with any of these nations because doing so would allow them to turn the children of Israelite away from Him to serve other god. In result of such an occasion, God's anger would drive him to destroy the Israelites.The Israelites were told to basically attack the idolatry of these nations t the origin by destroying all of their altars and idols because they were the chosen ones to be God's special possession which they were to treasure. In verses nine and ten, it is stated that God is God and will continue being God for all eternity to those who love him. However, to those who do not love God he will destroy. The middle of Deuteron chapter seven, verses 11-15 talks about how God's people are to remember the covenant of love He has made with his people for He will keep the covenant If his people follow these laws.Up to verse sixteen, this scripture states that f His people follow the laws they will be blessed in numerous ways through crops, offspring, livestock, and disease such as what they experienced in Egypt. The closing of chapter seven of Deuteron is used to discuss that the Israelites are not to be intimidated by the strength of the other nations which they are to drive out, but to remember what God had done to Pharaoh in Egypt.God continues to overemphasized that He will deliver all of these nations along with their kings to the Israelites so that they may destroy them and the record of their existence. In the final two verses of his chapter, God instructs the Israelites they are not to covet anything the gods of these nations possess such as the gold and silver and not to bring any of their possessions Into their own household. In Deuteron chapter thirteen God addresses the destiny of those who practice Idolatry or entice others to practice Idolatry.The chapter begins with God stating that If anyone Is to experience an event that would cause them to feel the urge to worship other gods that the words of that sort to refrain from partaking in the suggestion of worshipping other gods because he very situation is a test from the Lord our God to find out if they love him with all their heart and soul-?the prophet who tried to turn them away from the Lord shall be put to death.Starting in chapter six and continuing through chapter eleven God tells his people that even if a family member was to entice them to follow other gods not only were they to be ignored, but they were also to be given no pity nor be spared, or pitied. This relative, or closest friend was to be immediately put to death by the hand of the family member who was being misled. By doing this, the killed enticer was to river as an example so that such an evil thing would not happ en again.Deuteron thirteen closes with a final situation of dealing with the people of a town who are misled into idolatry by wicked man. In this situation, the Israelites are to investigate the situation thoroughly, and if the situation is proven true, they are to kill everyone of that city. The city should become a ruin for the remainder of time and never rebuilt. The possessions of that city were also to be left as ruined and not be found in the hands of His people.This chapter is closed with the statement from God hat he will turn from his fierce anger and have compassion on his people if they do as they are told. Deuteron chapter twenty is a series of directions that concern war in general and the process of which the Israelites were to takeover and destroy particular cities. â€Å"The instructions in this chapter are peculiar to Deuteron. As the people of God, Israel was not a warlike nation; they were rather to abstain from warfare, and as a general rule to cultivate the art s of peace.But they had before them at this time the prospect of a serious and protracted conflict before they could occupy the land which God had assigned to them; and they might in future years have to go to war to maintain their independence and repel aggression. In view of this, instructions are here given regarding the conducting of military service† (Alexander, n. D. ). In verses one through four of this chapter, the Israelites are commanded to refrain from feeling afraid, panicked, or terrified of armies greater than theirs because the God who brought them from Egypt will be with them.Verse four states that the Lord their God will fight for them against their enemies to give them victory. Verses five through nine are accounts in which the officers of the army will ask for anyone who has built a new house and not yet lived in it, anyone who planted a new vineyard and not yet enjoyed it, anyone who pledged to a woman and not yet married her, or anyone who is afraid or fai nthearted to go home. Following this, verses ten through twenty are directions concerning the taking over of the false nations.When the Israelites march to attack a city that is far from them-?not of a nearby nation-?they are to first offer peace. If the city accepts this offer, the people of he town shall be made servants and work for the Israelites. However, if the town is not willing to surrender, the Israelites were to kill every man in the city, and take the women, children, livestock, and everything else in the city as plunder for themselves. On the other hand, when approaching a nation within the Promised Land, the Israelites are to immediately destroy anything that breathes without offering peace to them first.The Israelites are instructed to do so to avoid being taught to follow their detestable ways of worshipping other gods and sinning against the Lord their God. God then commands His people to refrain from destroying any fruit bearing trees in Historical Analysis There a re quite a few accounts in these chapters that lead to the idea that the text in Deuteron chapter twenty should be read historically. When the God of Love is commanding his people to annihilate and slaughter living people, there is obviously going to be controversy.The main controversy seems to lie between groups who cannot agree whether the text in Deuteron chapter twenty should be read historically or rhetorically. A sub category of controversy in chapter twenty, noted as Case 1 & Case 2 by biblical scholar Gordon J. Wham, is the discussion of why the nations within the Promised Land were not offered peace before being destroyed and the nations outside of the Promised Land were offered peace before being destroyed (Wham, n. D. ). In chapter twenty, why would our God tell his people to annihilate and destroy a nation not leaving anything alive that breathes?Aren't humans God's own creation? When these particular verses are read independently God does in fact come across as contradi cting Himself and failing to practice what He preaches. However, when read in context, we are able to see that God is by no means going against the sixth commandment, Mimi shall not murder,† but He is actually sticking to His word Just as He said He would. If we take a look into some of Deuteron chapter twenty's surrounding scripture we come across some eye opening information.For example, in Deuteron 7:9-10 scripture reads, â€Å"Know therefore that the Lord your God is God; he is the faithful God, keeping his covenant of love to a thousand generations of those who love him and keep his commandments. But those ho hate him will repay to their face by destruction; he will not be slow to repay to their face those who hate him. † This verse shows us God's reasoning behind why He wants the Israelites to destroy them. This reference takes away from the sting of the idea that God wants us to kill people, and therefore, allows us to interpret this text as historical.It is also suggested by Reverend C. Clearance, a biblical scholar, that the reasoning why the nations within the Promised Land were not offered peace before being destroyed is because they had already had their day of grace in Genesis 1 5:16 ND that they should be overcome by destruction lest they continue to pollute the land (Clearance, n. D. ). Another example is found in Deuteron 13. Biblical scholars Reverend J. Orr, Reverend D. Davies, and Reverend R. M. Edgar point out that in verse 14, which states, â€Å"then you must inquire, probe and investigate it thoroughly.