How do people with schizophrenia develop professionally and socially Research Paper

How individuals with schizophrenia grow expertly and socially - Research Paper Example cap various patients with schizophrenia range issue suffer issues in adapting to regular and unpredicted pressure (Lysaker, Tsai, and Hammoud, 2009). They may experience issues in distinguishing objects/individuals, verbal familiarity (Landrã ¸ and Ueland, 2008), and in arranging and starting exercises, which by and large influence fundamental social aptitudes and practices at the work environment (Liddle, 2000, p.12). In view of these subjective and social shortages, schizophrenics will in general negligence stressors through constraint (Scholes and Martin, 2010), or not, at this point attempt elective and gainful proportions of giving their issues (Lee and Schepp, 2011). This paper analyzes the impacts of schizophrenia on the characters of individuals with this issue. A few sources demonstrated that however individuals with schizophrenia battle with their state of mind during their lifetime, with appropriate treatment and backing, they can live gainful and free lives (Liberman, an d Silbert, 2005; Lysaker, Tsai, and Hammoud, 2009). Social impedances are considered as significant pieces of schizophrenia and poor social working is one of the side effects expected to analyze this psychological instability (Birchwood, Birchwood, and Jackson, 2001, p.108). Individuals with schizophrenia regularly experience the ill effects of semantic memory issues, which can influence their comprehension of the real world, just as their social connections and connections (Doughty and Done, 2009). Doughty and Done (2009) directed precise audit and meta-investigations to comprehend if individuals with schizophrenia by and large experience the ill effects of issues with semantic memory, to decide the unmistakable profile of the debilitation over the wide range of trial of semantic memory, and to know how the semantic memory hindrance cooperates with different manifestations, particularly the Formal Thought Disorder. They recognized 91 significant papers and discoveries indicated that members had debilitated capacities in naming, word- picture coordinating, verbal familiarity, affiliations, preparing, and arrangement; semantic

Short Answers on Merchants of Cool Coursework Example | Topics and Well Written Essays - 250 words

Short Answers on Merchants of Cool - Coursework Example 3) â€Å"Marketers need to discover an approach to Seem Real† implies that the advertisers need to give a feeling that they are ‘real’ by leading lives that the adolescent age can relate to. They need to embrace perspectives that to adolescents see as ‘cool’. 5) To counter the diving evaluations in 1990s, MTV received ethnography study. In this investigation, MTV concentrated on learning the teenagers by visiting their homes and gathering individual data. They did this by posing them individual inquiries and experience their possessions, for example, their music collections. The scientists likewise engaged in the teens’ lives by going with them to social places, for example, to dance club. These exercises were recorded as they happened afterward, they were meant video cuts that were introduced to MTV’s the board. Midsection is the character slanted to high school young ladies. It is profoundly sexualized, complex and populates TV programs, for example, Cruel Intentions. An adolescent and animalistic acted character then again marks the â€Å"mook†. The Mook is a misanthropic, unrefined, and amazingly furious youthful. 7) The framework intended to engage the â€Å"MOOK† keeps the teens’ under perpetual observation. This enables the analysts to decide the things that trigger the teens’ feelings and activities subsequently comprehend them better and 9) To conquer the opposition, advertisers need to grasp the test and market the items disregarding their deficiencies. For example, on account of Insane Clown Posse, MTV showcased their music steadily despite the fact that the class of music they made spoke to savagery, obscenity and sexism. Today, the band has become a major name in the music business. 10) Marketers have gone excessively far in their endeavors to offer to the adolescent. Each advertiser has their adaptation of what ought to be seen as cool. This readymade form of ‘cool’ has removed the teens’ capacity to concentrate on their

Stop Setting Goals And Start Building Habits

Stop Setting Goals And Start Building Habits What’s more important when you’re trying to make changes to your life, health, and career: Setting goals or building habits? For most of us, we’ve been taught it’s the former. Goals help us stay focused and keep us moving in the right direction. But while goals are certainly important, more research is showing that it’s our habits that ultimately decide what we do and who we become. According to researchers from Duke University, up to 40% of our behaviors on any given day are driven by habit. That’s nearly half your day spent on autopilot doing things that either help or hurt your progress.   With so much of your actions controlled by habits, it only makes sense to spend more time and effort guiding your unconscious mind, rather than simply setting goals. Why what you do is more important than what you want There’s no denying that having goals is important for anything you want to do in life. Whether that’s losing weight, writing a novel, or starting a business. Goals help you to visualize where you want to go. But unfortunately, they’re not very good at helping you get there. Goals fail for a number of reasons. More specifically: Goals are an end, not a beginning: When you’re setting a goal, you’re really just setting a desired outcome. However, studies have shown that only focusing on the end result is less likely to keep you motivated and focused. Goals rely on too many factors outside of our control: Our lives are chaotic and more often than not something or someone will get in the way of achieving your goals. Without solid habits in place, it’s all too easy to lose motivation to keep working towards your goals. Goals take more willpower than we have: It takes a tremendous amount of mental energy to work towards your goals every day. However, our brains were designed to be lazy and conserve energy as much as possible, meaning it’s easy for those “just once” exceptions to start creeping into your day. Simply put, goals just don’t provide you with the tools you need to make real change. On the other hand, habitsâ€"small, repeated actionsâ€"compound over time, giving you results you never could have imagined by simply setting a goal. As Atomic Habits author James Clear writes: Changes that seem small and unimportant at first will compound into remarkable results if youre willing to stick with them for years. Here’s an example: Think back to a year ago. What habit do you wish you’d started then and stuck with? If you had decided to write 500 words a day, you’d now have enough for almost 2 novels. Or imagine if you’d gone to the gym every single day for an entire year? The changes feel astronomical, but the actions it takes to get there aren’t on the same scale. How new habits form (and stick) While it’s easy to talk about wanting to build new habits, the reality is that they’re hard to start and even harder to keep. So how do you not only build a new habit but make it stick? The first place to start is understanding how habits form. By their definition, habits are a small action that is repeated regularly and often automatically. In The Power of Habit, author Charles Duhigg explains the 3 steps required in order for a habit to be formed. Cue: A trigger that initiates the habit Routine: The action you take (your habit) Reward: The benefit you get from taking the action Or, as Duhigg puts it: A habit is a formula our brain automatically follows: When I see the CUE, I will do ROUTINE in order to get a REWARD. This sounds simple enough in theory. But how does it work in the real world? Let’s start with an example of a bad habit most of us have developed: Checking our phone too much. Cue: Your phone buzzes, alerting you that some new notification or update is available. Routine: You take your phone out of your pocket, swipe open, and search for the source of the notification. Is it an email? Text? Twitter or Instagram? Reward: You find out what the notification was, satisfying your curiosity that was triggered when your phone buzzed and potentially giving you a hit of dopamine (a “good feeling” chemical released in our brain) from being tagged on social media or seeing a message from a friend. Here’s where the power of habits comes into play. Once you go through this loop enough times your brain will automate the process to the point of not even needing a buzz or notification as a cueâ€"you’ll just mindlessly reach for your phone throughout the day. Now imagine if you replaced that bad habit of checking your phone with a good one? With the right habits, you can make sure you write 500 words every morning or floss your teeth every night, or go to the gym at 5 pm every day. Once you understand the framework that causes a habit to be formed and stick, you can start to use it to build the positive lifestyle you’ve always wanted.       Brainstorm, plan and present your ideas The importance of starting small Just like the example of building a habit of checking your phone started with a tiny action (phone buzzes, you check), building good work habits needs to follow a similar playbook. The big changes you want to make in your life (writing more, stopping smoking, getting in shape) are just the culmination of thousands of tiny actions. And the more you can automate the decision to do that action and build a habit, the more likely you are to get there. It’s not easy to form these habits (or break bad ones), but it is doable. Here are a few tips to help you get started building better habits: Make the action obvious The cue that triggers your habit sometimes needs a little help getting started. It’s all well and good to say you’re going to eat healthier, but actually following through is another thing. First, start by actually scheduling your habit cue. If you want to eat healthier foods throughout the day, set a timer or a reminder for when you’re most likely to want a snack. Rather than let your bad habit continue unconsciously, you can preempt it. Next, create “if-then” statements for your day. Most habits aren’t time-based but are triggered by another action or observation. For example, “when you sit down at your desk then you start writing” or “when someone sends your a Slack message then you respond right away.” If the action you’re taking in these situations isn’t what you want to do, you can reprogram yourself. Write your new “if-then” statements (such as, “when I get a Slack message then I will set my status to away until I’m ready to respond”) and put them on a sticky note.   Make your routine as easy as possible We often give up on our goals because we’ve been over-ambitious in what we achieve. And if we’re not careful, that same issue can creep into our habits. To stick with them until they become automatic, our habits need to be small and ridiculously easy to do. Instead of working out 5 times a week, which involves scheduling, travel, showering, and cleaning your gym clothes, start by doing 5 pushups or squats, or going for a 5-min walk around the block. As behavioral economist BJ Fogg writes: To create a new habit, you must first simplify the behavior. Make it tiny, even ridiculous. A good tiny behavior is easy to doâ€"and fast. The power of good habits is in their compounding ability. The more you keep them up, the bigger the return. See also: The 5 Second Rule by Mel Robbins (Mind Map Summary) Eliminate bad options and make good ones more   Our environment is an incredibly powerful tool when it comes to building habits. Until a habit becomes automatic it’s still a choice, which means you have to sort through the other, more immediate options. Trying to eat healthier, but your morning meetings ran late? Just grab a slice of pizza. Want to work on your novel but you’re already on the couch at home? Just toss the TV on for a bit. You deserve it! When social psychologist Kathleen Vohs studied the science of self-control, she found that making repeated choices depleted the mental energy of her subjects. And it didn’t even matter if those choices were mundane or relatively pleasant. The easiest way she found to negate this was to simply get rid of the other options. Don’t want to eat unhealthy food? Don’t keep it in the house so you have to go out and drive to the store. Don’t want to watch TV? Unplug it and put it in the closet. Want to start waking up earlier? Use a simple timer outlet to automatically turn off your internet router at a certain time. The more you can make your routine not only the best option but the only option, the more likely it will become automatic. See also: The Seven Habits of Highly Effective People (Mind Map Summary) For better or worse, tiny actions can have massive results There’s nothing wrong with having big, audacious goals. The act of goal setting is a great way to solidify the direction you want to go in and what your priorities are. But it’s not the best way to actually change your life. Instead of going after the big changes, look at the small, tiny, non-obvious actions you take every single day. Do anything for long enough and you’ll see incredible changes to your life. Want more help building better habits? Check out this guide to building good work habits (and getting rid of bad ones). Brainstorm, Plan Collaborate

What You Need to Know about Biotechnology Colleges

We are all used to the idea that we live in the information age, that the advance in digital technologies is what makes this epoch what it is, what differentiates it from all other periods of human history. Yet it is not completely true. Although digital technologies play crucial role in modern world, they are but a part of multi-faceted scientific revolution amidst which we live. And another, probably equally important yet much less visible part of it is biotechnology. It is more than likely that in not so distant future breakthroughs in this field will change the world and the quality of human existence beyond recognition. Scientists already make tentative attempts at artificially growing individual organs and tissues, move closer and closer to determining the true meaning of DNA and understanding the mechanism of life itself. Biotechnology is at the core of these and most of the future changes in this field – and by entering a biotechnology college you may become one of the people who are going to shape the new age of human history. Host of Possibilities However, by entering a biotechnology course you do not limit your future vocation to research activities; other occupation possibilities include patent lawyer, pharmaceutical salesperson, environmental biotechnologist, research and development assistant, physician, veterinarian, biological technician, health inspector and others. You will be fully eligible for any of these career paths, and your knowledge of biotechnology, i.e., fuller and deeper understanding of how living organisms function, will probably give you an edge over those who didn’t take that course. In fact, the vast number of choices in this field may and probably will overwhelm those willing to pursue careers in this field. But all in all there are six general types of education programs: certificate, associate, bachelor’s, master’s, PhD, and dual degree programs. Certificate programs are mostly aimed at those who are willing to broaden their expertise in biotechnology without specializing in it, usually aiming at finding a job immediately after. However, this credential is only enough for a job of a lab technician or research assistant. They tend to last 2-4 full semesters. Associate programs are similar, but more in-depth and last for 2 years. They are a good choice for preparing oneself for a bachelor’s degree or getting an entry-level laboratory assistant job. Bachelor’s programs became rather rare in recent years due to increasing specialization of this field – usually one is expected to get a bachelor’s degree in a related field, such as biology or biochemistry, and then pursue a master’s degree in biotechnology. Further programs are aimed at deepening one’s knowledge, and by the time you reach them you are unlikely to need any advice as to which career to pursue. Between Specializations Biotechnology programs are interdisciplinary and include coursework in chemistry, physics, biology and engineering consisting of laboratory sessions, lectures and field work. Don’t forget that you should be prepared to entering such a course – absolute majority of them require strong background in mathematics and sciences, and for an advanced degree you will almost certainly be required to have some lab experience. For your Master’s degree you will get an opportunity to choose a specialization – in this respect biotechnology courses are different from the majority of post-baccalaureate programs – which means that by this time you should have a pretty distinct idea of what career you are going to pursue. You may get some idea of the multi-faceted nature of this discipline from this list of possible classes it may include: principles of bioprocessing, computer science, microbiology, organic chemistry, microbial genetics, biochemistry principles, molecular biology, mathematics, statistics. As a result, you get a truly multidimensional education which opens a way to a number of fascinating specializations like bioinformatics, cellular microbiology and others. Vocation of the Future Just like the end of 20th century and the beginning of 21st century will be remembered as the age of informatics, the 21st century proper is likely to make it into history as the age of biotechnology. It plays an ever-growing role in a wide array of activities: crop enhancement, diagnostics and treatment of diseases, development of waste-free technologies and so on. Biotechnology is everywhere: from food products to forensic science and astronautics. And by choosing it as your specialization you will be able to take part in shaping the future.

Timeline 1800-1859 African American History and Women

[Previous] [Next] 1800 1801 1802 †¢ Ohio Constitution adopted, outlawing slavery and prohibiting free blacks from voting †¢ James Callendar accused Thomas Jefferson of keeping as his concubine, one of his own slaves -- Sally Hemings. The accusation was first published in the Richmond Recorder. †¢ (February 11) Lydia Maria Child born (abolitionist, writer) 1803 †¢ (September 3) Prudence Crandall born (educator) 1804 †¢ (January 5) Ohio passed black laws restricting rights of free blacks 1805 †¢ Angelina Emily Grimke Weld born (abolitionist, womens rights proponent, sister of Sarah Moore Grimke) 1806 †¢ (July 25) Maria Weston Chapman born (abolitionist) †¢Ã‚  (September 9)  Sarah Mapps Douglass  born (abolitionist, educator) 1807 †¢ New Jersey passes legislation restricts the right to vote to  free, white, male citizens, removing the vote from all African Americans and women, some of whom had voted before the change 1808 †¢ (January 1) importing slaves to the United States became illegal; about 250,000 more Africans were imported as slaves to the United States after slave imports became illegal 1809 †¢ New York began recognizing marriages of African Americans †¢ African Female Benevolent Society of Newport, Rhode Island, founded †¢ Fanny Kemble born (wrote about slavery) 1810 †¢ The Congress bans employment by the U.S. Postal Service of any African Americans 1811 †¢ (June 14) Harriet Beecher Stowe born (writer, author of Uncle Toms Cabin) 1812 †¢ Boston incorporates African American schools into the citys public school system 1813 1814 1815 †¢ (November 12) Elizabeth Cady Stanton born (antislavery and womens rights activist) 1816 1817 1818 †¢ Lucy Stone born (editor, abolitionist, womens rights advocate) 1819 1820 †¢ (about 1820) Harriet Tubman born a slave in Maryland (Underground Railroad conductor, abolitionist, womens rights advocate, soldier, spy, lecturer) †¢ (February 15) Susan B. Anthony born (reformer, abolitionist, womens rights advocate, lecturer) 1821 †¢ New York state abolishes property qualifications for white male voters but keeps such qualifications for African American male voters; women are not included in the franchise †¢ Missouri removes the right to vote from African Americans 1822 †¢ Rhode Island removes the right to vote from African Americans 1823 †¢ (October 9) Mary Ann Shadd Cary born (journalist, teacher, abolitionist, activist) 1824 1825 †¢ Frances Wright purchased land near Memphis and founded Nashoba plantation, buying slaves who would work to buy their freedom, become educated, and then when free move outside the United States †¢ (September 24) Frances Ellen Watkins Harper born in Maryland to free black parents (writer, abolitionist) 1826 †¢ Sarah Parker Remond born (anti-slavery lecturer whose British lectures probably helped keep the British from entering the American Civil War on the side of the Confederacy) 1827 †¢ New York State abolishes slavery 1828 1829 †¢ (1829-1830) when Frances Wrights Nashoba plantation project failed, amid scandal, Wright took the remaining slaves to freedom in Haiti †¢ race riots in Cincinnati resulted in more than half the African Americans in the city being forced out of town †¢ the first permanent order of African American Catholic nuns is founded, the Oblate Sisters of Providence, in Maryland 1830 1831 †¢ (September) men and women of the slave ship Amistad demand that the US recognize their freedom †¢ (-1861) Underground Railroad helped thousands of African American men, women, and children to freedom in the Northern states and Canada †¢ Jarena Lee publishes her autobiography, the first by an African American woman †¢ North Carolina bans the teaching of any slaves to read and write †¢ Alabama bans preaching by any African Americans, free or enslaved 1832 †¢Ã‚  Maria W. Stewart  begins series of four public lectures on religion and justice, advocating for racial equality, racial unity and standing up for rights among African Americans. †¢ Female Anti-Slavery Society was founded in Salem, Massachusetts, by and for African American women †¢ Oberlin College founded in Ohio, admitting women and African Americans as students along with white men 1833 †¢Ã‚  Lydia Maria Child  published  An Appeal in Favor of the Class of Americans Called Africans †¢ American Anti-Slavery Society (AASS) founded, with four women attending,  Lucretia Mott  spoke †¢Ã‚  Lucretia Mott  and others founded the Philadelphia Female Anti-Slavery Society †¢ Oberlin Collegiate Institute opened, the first coeducational college and the first to accept African American students (later renamed Oberlin College) †¢Ã‚  Sarah Mapps Douglass  founded a school for African American girls in Philadelphia †¢ in Connecticut, Prudence Crandall admitted an African American student to her girls school, reacted to disapproval by dismissing the white students in February and, in April, reopened it as a school for African American Girls †¢ (May 24) Connecticut passed a law forbidding the enrollment of black students from outside the state without the permission of the local legislature, under which Prudence Crandall was jailed for one night †¢ (August 23) Prudence Crandalls trial began (see May 24). The defense used a constitutionality argument that free African Americans had rights in all states. The judgment went against Crandall (July 1834) but the Connecticut Supreme Court reversed the lower courts decision, though not on Constitutional grounds. 1834 †¢ (September 10) Prudence Crandall closed her school for African American girls in the face of harassment †¢ Maria Weston Chapman began her work as an abolitionist -- shes known for her work with the Boston Female Anti-Slavery Society †¢ New York absorbs African American schools into the public school system †¢ South Carolina bans teaching any African Americans in the state, free or enslaved 1835 1836 †¢ Angelina Grimkà © published her antislavery letter, Appeal to the Christian Women of the South and her sister  Sarah Moore Grimkà ©Ã‚  published her anti-slavery letter, Epistle to the Clergy of the Southern States †¢Ã‚  Lydia Maria Child  published her  Anti-Slavery Catechism †¢ Maria Weston Chapman published  Songs of the Free, and Hymns of Christian Freedom †¢ (-1840) Maria Weston Chapman edited the Boston Female Anti-Slavery Society annual reports, titled  Right and Wrong in Boston †¢ Fannie Jackson Coppin born (educator) 1837 †¢ William Lloyd Garrison and others won the right of women to join the American Anti-Slavery Society, and for the Grimke sisters and other women to speak to mixed (male and female) audiences †¢ Anti-Slavery Convention of American Women held in New York †¢Ã‚  Angelina Grimke  published her Appeal to the Women of the Nominally Free States †¢Ã‚  Charlotte Forten  born (educator, diarist) 1838 †¢ Angelina Grimke spoke to the Massachusetts legislature, the first woman to address an American legislature †¢ Grimke sisters published  American Slavery as It Is: Testimony of a Thousand Witnesses †¢Ã‚  Helen Pitts  born (later, the second wife of Frederick Douglass)   †¢ (and 1839) Philadelphia Anti-Slavery Convention of American Women met in Philadelphia 1839 †¢ (-1846) Maria Weston Chapman published  Liberty Bell †¢ (-1842) Maria Weston Chapman helped edit  The Liberator  and  Non-Resistant, abolitionist publications †¢ women permitted to vote for the first time at an annual convention of the American Anti-Slavery Society (AASS) 1840 †¢Ã‚  Lucretia Mott,  Lydia Maria Child, and Maria Weston Chapman were the executive committee of the Boston Female Anti-Slavery Society †¢ World Anti-Slavery Convention in London would not seat women or allow them to speak;  Lucretia Mott  and  Elizabeth Cady Stanton  met over this issue and their reaction led directly to organizing, in 1848, the first womans rights convention in Seneca Falls, New York †¢ Abby Kelleys new leadership role in the American Anti-Slavery Society (AASS) led some members to secede over womens participation †¢ (-1844)  Lydia Maria Child  and David Child edited  Anti-Slavery Standard 1841 1842 †¢ Josephine St. Pierre Ruffin born (journalist, activist, lecturer) †¢ Maria Weston Chapman organized the Anti-Slavery Fair in Boston 1843 †¢Ã‚  Sojourner Truth  began her abolitionist work, changing her name from Isabella Van Wagener †¢ or 1845 (July 4 or 14)  Edmonia Lewis  born 1844 †¢ Maria Chapman became an editor on  National Anti-Slavery Standard †¢ Edmonia Highgate born (fundraiser, after the Civil War, for the Freedmans Association and the American Missionary Society, for educating freed slaves) 1845 †¢ or 1843 (July 4 or 14)  Edmonia Lewis  born 1846 †¢ Rebecca Cole born (second African American woman to graduate from medical school, worked with  Elizabeth Blackwell  in New York) 1847 1848 †¢ (July 19-20) Womans Rights Convention in Seneca Falls, New York, included among its attendees Frederick Douglass and other male and female antislavery activists; 68 women and 32 men signed the  Declaration of Sentiments †¢ (July)  Harriet Tubman  escaped from slavery, returning repeatedly to free more than 300 slaves 1849 1850 †¢ (around 1850) Johanna July born (cowgirl) †¢ Fugitive Slave Act passed by Congress †¢ (January 13)  Charlotte Ray  born (first African American woman lawyer in the United States and the first woman admitted to the bar in the District of Columbia) †¢Ã‚  Hallie Quinn Brown  born (educator, lecturer, clubwoman, reformer, Harlem Renaissance figure) †¢Ã‚  Mary Ann Shadd  and her family, free blacks, moved to Canada to avoid capture and enslavement under new US policies and laws †¢ Lucy Stanton graduated from Oberlin Collegiate Institute (now Oberlin College), the fist African American woman to graduate from college †¢ (1850-1852)  Uncle Toms Cabin  by  Harriet Beecher Stowe  ran as a serial in  National Era 1851 †¢Ã‚  Sojourner Truth  gave her Aint I A Woman speech to a womens rights convention in Akron, Ohio, in reaction to male hecklers †¢Ã‚  Harriet Tubman  made her first trip back to the South to help members of her family to freedom; she made a total of 19 trips back to help slaves escape 1852 †¢ (March 20)  Uncle Toms Cabin  by  Harriet Beecher Stowe  published, in book form, in Boston, selling more than 300,000 copies the first year -- the books success in highlighting the evils of slavery prompted Abraham Lincoln later to say of Stowe, So this is the little lady who made this great war. †¢ Frances Wright died (writer about slavery) 1853 †¢ Mary Ann Shadd Cary began publishing a weekly,  The Provincial Freeman,  from her exile in Canada †¢ Sarah Parker Remond tried to integrate a Boston theater and was hurt when a policeman pushed her. She sued the officer and won a $500 judgment. †¢ Elizabeth Taylor Greenfield appeared at the Metropolitan Opera, New York, and later that year performed before Queen Victoria 1854 †¢Ã‚  Francis Ellen Watkins Harper  published  Poems on Miscellaneous Subjects  which included an anti-slavery poem, Bury Me in a Free Land †¢ Katy Ferguson died (educator; ran school in New York City for poor children) †¢Ã‚  Sarah Emlen Cresson and John Miller Dickey, a married couple, found Ashmun Institute, to educate African American men; this later becomes Lincoln University 1855 †¢ Maria Weston Chapman published  How Can I Help to Abolish Slavery 1856 †¢ Sarah Parker Remond hired as a lecturer for the American Anti-Slavery Society 1857 †¢ Dred Scott decision of the Supreme Court declared that African Americans were not US citizens 1859 †¢Ã‚  Our Nig; Or Sketches from the Life of a Free Black  by Harriet Wilson published, the first novel by an African American †¢ (June) Sarah Parker Remond began lecturing in England, Scotland, and Ireland for the American Anti-Slavery Society. Her lectures on slavery probably helped keep the British from actively entering the American Civil War on the side of the Confederacy. †¢ (October 26)  Lydia Maria Child  wrote to Governor Wise of Virginia, regretting the action of John Brown but asking for admission to nurse the prisoner. Published in the newspaper, this led to a correspondence that was also published. †¢ (December 17)  Lydia Maria Childs response to a Mrs. Mason, who had defended the Souths caring attitude towards slaves, included the famous line, I have never known an instance where the pangs of maternity did not meet with requisite assistance; and here at the North, after we have helped the mothers, we do not sell the babies. [Previous] [Next] [1492-1699] [1700-1799] [1800-1859] [1860-1869] [1870-1899] [1900-1919] [1920-1929] [1930-1939] [1940-1949] [1950-1959] [1960-1969] [1970-1979] [1980-1989] [1990-1999] [2000-]

Facing the Effects of the Civil War Free Essays

After the Civil War, it became evident that changes in the South had to be made. The old way had certainly not worked, and it was time for variation. Therefore, there was much political, economic, and social reforms introduced in the South between 1864 and 1877. We will write a custom essay sample on Facing the Effects of the Civil War or any similar topic only for you Order Now After 1877, many of the changes stayed with the exception of Civil Rights. In 1865, the Freedmen†s Bureau was introduced in Congess. It was formed because the government realized that it could not longer meet the needs of Southerners. It was created to look after freed slaves as well as refugees and abandoned land. Groups of people soon received new rights. Congress passed the Civil Rights Act. It gave black Americans full citizenship and guaranteed them equal treatment. Also, it passed the Fourteenth Amendment to make sure that the Supreme Court couldn†t declare the Civil Rights Act unconstitutional. The amendment made blacks citizens of the United States and the states in which they lived. Also, states were forbidden to deprive blacks of life, liberty, or property without due process. Additionally, blacks could not be discriminated by the law. If a state would deprive blacks of their rights as citizens, it†s number of congressional representatives would be reduced. The Civil Rights Act as well as the Fourteenth Amendment affected both the North and the South. Additionally, the Fifteenth Amendment guaranteed blacks the right to vote, but the South found ways to get around this amendment. Reconstruction government made many changes. It strengthened public education and made it available to black children. It strengthened public education and made it available to black children. It also helped the position of women by expanding legal rights for women. Also, they eradicated incarceration for debt. Lastly, They legalized laws which made unjustified forclosures of homes and farms illegal. Many plantations, at one time he trademark of the South, were broken up. Tenant farming and sharecropping became prevalent. Alabama and Virginia instituted agricultural colleges. Also, although cotton was still vastly important, refined farming methods led to the heightened production of tobacco, rice, sugar, corn, and other conventional crops. Much money from farming went to the production of industry. The South built factories, mines, steel mills, and railroads, to name a few. Mills were created by groups of people in abundance. After the Compromise of 1877, most of these plans remained the same, with the exception of the position of blacks. After this date, the states severely limited the rights of blacks to vote as well as their position in society. In conclusion, there were many political, economic, and social reforms that were introduced in the South between 1865 and 1877. Most of them survived the Compromise of 1877. These reforms continue to remain until today. How to cite Facing the Effects of the Civil War, Papers

Gender Identity free essay sample

What is gender identity Gender identity is a person’s concept of him or herself whether male or female, this can be either the same as their biological gender or it could be different (Schwartz, 2008). Most of the people out there are satisfied at being the gender they were born, though some may feel that they should be the opposite sex. Nature The debate between nature versus nurture concerning gender differences has gone on for many years. It is believed that women who believe in a social gender theory would tend to be more likely to not accept gender stereotypical characteristics including negative feminine traits than women who believed in a biological gender theory (Coleman, Hong, Jan-Mar 2008). â€Å"Biological, and certain physical conditions (chromosomes, external and internal genitalia, hormonal states and secondary sex characteristics), lead to the determination of male or female sex. † (Ohle, 2006. Para. 3). There are researchers that believe having an excess of one hormone is the cause of homosexuality though there have been no data to prove this as true or false (Schwartz, 2008). A person’s gender role is often created in a society by factors such as observed behaviors and appearances. Different environmental factors can cause sexual differentiation or gender identity disorders (Ghosh, 2009). Nurture A person’s gender as opposed to their sex is mainly a social construction and their own thoughts and feelings about their gender have a large impact on the development of their own identity. Women are the bearers of our children and as such it is tradition which gives them the title of mother. This title has an influence on the type of work women do, including their role in society (Ohle, 2006). This leads to the belief that sex is associated with biology and a man or women’s gender identity in any society is determined socially and psychologically which includes historically and culturally (Ohle, 2006). In the determination of gender identity, social and cultural perceptions of what is considered masculine and feminine traits along with roles have to be considered. It is believed that gender is a learned process through socialization and by the culture of the society involved (Ohle, 2006). Most cultures encourage boys to participate in acts associated with conceived male traits such as playing with guns and physical games such as football and baseball, while girls are encouraged to play with dolls and have tea parties while playing dress-up. This encouragement carries over into the type of discipline handed out to each gender and what types of careers they can aspire to. Most of this influence can be found in how men and women are portrayed in the media (Ohle, 2006). It is known, however, that during the gestation period, the brain of a fetus starts to produce testosterone on developing nerve cells which then become either male or female in the absence of hormones (Swaab Garcia-Falgueras, 2009). The fetus will become a male if testosterone is produced and female if it is not. Every fetus begins life as a female because of the X chromosome coming from the mother; this is the only chromosome active for the first few weeks of gestation. At the eighth week the fetus takes a chromosome from the father who can be either an X or a Y (Wickens, 2005). If the fetus takes an X chromosome it will stay a female, but if it takes a Y chromosome it begins making testosterone and other male hormones and will begin to develop as a male. These different hormones work in the brain to create the male sex organs and genitalia (Wickens, 2005). In some situations during gestation a fetus’s brain produces male hormones but the fetus still becomes a female. Other times the fetus does not produce enough testosterone for the fetus to become completely male. This is known as hermaphroditism (Ghosh, 2009). Society today calls this intersex. The greater influence Gender identity can take place as early as during gestation; an ultrasound can allow the gender of a fetus to be determined. This usually takes place during the second semester of gestation. Parents tend to use this information as a means of tailoring their parental planning, including gender-specific names, types of clothing and gender based toys (Ghosh, 2009). A parent’s aspirations pertaining to the infant can change due to the anticipated gender. They develop preformed ideas of the infant’s wants and needs prior to its birth (Ghosh, 2009). Examples of this are; if the ultrasound shows a girl, the parents may want her to become a nurse, but if it were a boy they may plan on him being a baseball player. After the child is born and doctors assign it a specific gender, the parents begin to raise the infant as either a boy or girl based on the gender of the child. This is known as the core gender identity (Dreger, 2009). Research has discovered that core gender identity takes place by age two or three, in some cases the child may be as old as five before the core gender identity is complete. It is believed that the parents create the infant’s gender role. The decisions parents make are the largest contributing factor in determining environmental influences (Dreger, 2009). The same research has proven that behavioral changes happen when parents of either sex interact with different genders (Dreger, 2009). Some examples of this are that girls are cuddled more often, and boys are encouraged to play more assertively. Sooner or later the concept of his or her gender develops (Ghosh, 2009). Parents can often become overly worried about certain behaviors, but this tends to only confuse the child even more.