Wednesday, July 31, 2019

Greek Stuff

THE ANCIENT GREEKS NAME ___Harrison Funk_________________________________ To complete this worksheet use the information found on the following website: http://www. mythologyteacher. com/GreekIntro. html GREEK INTRO 1. At roughly what time period was the golden age of ancient Greece? 500 B. C. 2. Who was an ancient Greek writer of fables? Homer 3. Who was a Greek mathematician? Pythrogras 4. Why should Americans study ancient Greece? We oew everything to ancient Greece. GREEK CITY-STATES 5. How is a city-state more than just a city? It had no desire to join a larger country. 6.What term was not in use during the golden age of Greece? Why not? They did not say greece so it was dotted with city-states 7. What is an agora? Assembly of the people/ town meeting THE LIFE OF A GREEK GIRL 8. How were women oppressed in ancient Greece? Treated with disrespect 9. What would happen if a family did not have a male heir? All wealth would go to the closest male relative 10. At what age did most gi rls get married? 14 11. What is a dowry? Money goods estate 12. What was the goal of every Greek wife? To produce male heir 13. When was murder completely legal in ancient Greece?When someone was caught in a affair with a married women. THE LIFE OF A GREEK BOY 14. What is a Greek adage about their newborn children? If its a boy keep it and if its a girl expose it 15. What ceremony did boys go through before becoming men? They cut their hair 16. Boys were sent to do what at the age of eighteen? Left for two years for military purposes. 17. What does the word gymnos mean? Means wearing no clothes 18. How long were men subject to the military draft? Two years 19. What is a lyre? harp 20. What is rhetoric? Is persuasive speaking 21.What was the Greek word for one who participates in sport contests? 22. What was a sophist? 23. What was the most dangerous Greek sport? 24. What is the â€Å"bible of the Greeks†? 25. The gymnasium was the ancient predecessor of what modern institutio n? 26. What were the two tools teachers used to teach reading and writing? 27. When did education end for most boys? 28. Why were Greek men expected to keep their bodies in shape? GREEK RELIGION 29. According to the Greek moral code, what two crimes were capital offenses? 30. Explain how Greece did not have a strict religious code: 31.Spotting what kind of bird during the daytime foretold death? 32. What could priests tell from an animal’s organs? 33. What does fortuitous mean? 34. What is a pantheon? 35. What is augury? 36. What usually occurred after a Greek sacrifice? 37. Where did the Oracle of Delphi sit? 38. Which god or goddess was most honored in Athens? 39. Whom did kings consult to learn their future? GREEK DEMOCRACY 40. How did citizens vote sometimes vote in Athens? 41. What groups were excluded from Athenian citizenship? 42. What type of democracy did Athens have? GREEK OLYMPICS 43. When did the first Olympics occur? 4. What Olympic contest was held at the Olympi an hippodrome? 45. Were the Olympics the only games held in ancient Greece? 46. What was the Heraia? 47. What are the five sports in the pentathlon? SPARTA 48. How were the lives of Spartan women different from the lives of Athenian women? 49. Sparta was one of the few societies to produce no _______. 50. Spartan boys started their training at what age? 51. Spartan boys were yearly flogged for what reason? 52. What did an apprenticeship of a young boy to an older boy accomplish? 53. How were Spartan boys taught stealth? 54.What did the Spartans do with their unwanted children? Toss them of a cliff 55. What story demonstrated the Spartan discipline? 56. What was a Spartan wedding night ritual? 57. What word is a synonym for gorge? 58. Sparta was completely dedicated to the art of what? HIPPOCRATES 59. Hippocrates is often called: 60. How many children died in ancient Greece before the age of ten? 61. What is leeching? 62. Write one line from the Hippocratic Oath: ALEXANDER THE GREAT 63. How old was Alexander the Great when he became the King of Macedon? 64. What did Alexander spread around the world? 65.What empire did Alexander conquer? 66. What did Alexander the great die of? 67. Why was Alexander a successful conqueror? SOCRATES & PLATO 68. How was Socrates different from the sophists? 69. Who were the â€Å"scientists† of ancient Greek? 70. What does philosophy mean in Greek? 71. What poison did Socrates drink? 72. What is the Socratic Method? 73. What was Plato’s Academy named for? 74. What was the charge brought against Socrates? HOMER, THE ILIAD & ODYSSEY 75. How was the dark age of Greece different from the golden age of Greece? 76. What are three rumors concerning Homer the poet? 77.What is an â€Å"epic poem†? 78. What is the plot of the Odyssey? 79. What started the Trojan War? 80. When did the â€Å"real† Trojan War probably occur? 81. Which did the Greeks like better: the Iliad or Odyssey? Why? HERODOTUS 82. Herodotus is often called: 83. What wars did Herodotus write about? 84. What else did Herodotus write about? 85. What is â€Å"western civilization†? GREEK SLAVERY 86. Most Greek households had how many slaves? 87. What does humane mean? 88. What is the rack? 89. What were lawyers allowed to do to slaves in order to get information? 90. What were three jobs a slave might receive? 91.Where did the Greeks obtain their slaves? DEATH & BURIAL 92. Greeks believed your spirit would never be at rest if: 93. What were two capital offenses in ancient Greece? 94. What is a garland? 95. What is a libation? GREEK WARFARE 96. How did one warship defeat another? 97. How did the rowers on a warship keep in time with each other? 98. Sparta was known for its infantry; Athens was known for its ________. 99. What is a hoplite? 100. Where did Sparta and Athens stop King Xerxes’ march into Greece? 101. What is a phalanx? GREEK THEATER 102. How many spectators could be seated in the theatron? 03. What amplified the voices of Greek actors? 104. What are satyrs? 105. What does obscene mean in Greek? 106. What innovation did Sophocles create? 107. What is a chorus? 108. What is catharsis? 109. What theatrical innovation did the playwright Aeschylus come up with? 110. What type of play is a crude parody? 111. What type of play tells the downfall of a noble character? 112. Who was the patron god of the theater? 113. Whose opinion did the chorus represent in Greek plays? 114. Why are modern actors called thespians? 115. Which type of play made fun of daily life in Athens?

Glutten Free, Sugar Free, Low Carb Cake Balls Essay

So have you ever been to a party where there were cake balls and they were so good that you couldn’t stop eating them? Well I have and I know that I don’t like how I feel after I eat all of them. After going to a couple of different parties where these addicting treats were present I decided that I needed to find a way to make them better for you while still maintaining there amazing great taste. So I did some research with my kid sister and we found the perfect recipe. This amazing recipe is gluten free, sugar free, and it is also low carb. Today I’m going to inform you on how to make this fabulous batch of cake balls, which is set to make fifty. a. First I will tell you the differences in a batch of cake balls from a box cake and the healthy cake balls I’m going to give you. i. First a box of cake mix is already mixed and ready to go not much of a hassle to make, but the healthy cake balls require you to mix a bunch of different ingredients together. While it is time consuming if your making them with a friend or with your family members then it would be a great way to bond and talk. Second the texture of the healthy cake balls is sort of rough because there is applesauce in it and a regular cake mix is going to be smooth and â€Å"normal†. b. The second thing that I’m going to inform you on is how to make the cake balls. i. First you need to make sure you have all your ingredients 1. Ingredients such as almond flour, unsweetened coco powder, sea salt, baking powder, applesauce, eggs, vanilla extract, raspberry fruit spread (no sugar added) ii. Next you have to pre-heat the oven to 350 °. You also need to have a 13Ãâ€"9-baking pan to put the cake mix to place in the oven. You then have to combine all your dry ingredients together in a large mixing bowl, and in a medium bowl mix together all your wet ingredients. iv. After you have mixed the dry and wet ingredients separately slowly mix them together into the large mixing bowl until thoroughly combined. Then pour into the baking pan. v. Once the cake has baked for roughly thirty-five minutes (or until toothpick comes out clean) let the cake cool off completely before you crumble the cake into a large bowl and mash the raspberry spread. Now that you know how to make the mix for cake balls you just have to form them and add a candy coating. i. Once the mixture is completely mixed take it and start making one-inch balls then put a lolli stick in it. ii. The candy coating is just an unsweetened 100% Cacao chocolate baking bar melted with vanilla extract. All you have to do is simply dip the stick into the melted chocolate (or your choice of flavor) III. Conclusion: Now that you know how to make healthy gluten and sugar free, low carb cake balls, you can be the one to bring them to parties and share the recipe.

Tuesday, July 30, 2019

Canadian Charter of Rights and Freedoms

Canadian Charter of Rights and Freedoms One charter of Right I feel passionate about is the one that talks about each and every person having freedom to live, to have liberty, and to have security. This charter states, â€Å"Everyone has the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice. â€Å" This charter protects all citizens of Canada from any cruel and unusual treatment or punishment from others.People who do not treat others to the standards will get punished by the judicial system. Another Charter of right I feel strongly about says, â€Å"freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication† Not all counties are lucky enough to have this freedom and so I cherish this one. Because we have this freedom, Canadians are able to be very social and more connected throughout communities. We have the freedo m to express our ideas, and I like this a lot because we can be a stronger, more collected country.My final charter I have chosen is the democratic right. This rights enables every individual the right to vote and the right to hold office. (become a politician or an elected representative) Everyone has an equal say in our communities, provinces, and our federal government. We get to choose a leader that will befit us where and when we need him or her. With these Charters I am free to live my life the way I want, and I'm free to think what I want. This article, When rights collide with freedoms talks about what happens when religion and human rights collide.

Monday, July 29, 2019

An informative report Essay Example | Topics and Well Written Essays - 500 words

An informative report - Essay Example The stress that he experiences otherwise gets added to the stress that waits for him at the workplace. In today’s world where leaders have to cope with difficult economic situations, they essentially have to go through stress both emotionally and physically. During financial crisis, stress adds up. For the management, layoffs, delayed salaries, low budgets, and pressure from senior staff produces put strain over the managers’ minds which then results in decreased productivity and poor output. They undergo fear, become irritable, suffer through nuisance, and all this reflects in their relationship with the co-workers. Workplace stress includes: fatigue due to overworking without lunch or rest breaks or working for longer hours without naps dissatisfaction caused by lack of motivation when the employees are not given their due rewards lack of interest in the job due to constant pressure coming from seniors and poor communication among the leaders, management and the emplo yees. It becomes important for the leaders and the management to learn how to deal with stressful situations to escape fear, tension and uncertainty. This stress management ability decides whether a leader is going to prove himself as success or failure. Stress is, mostly, very much related to how a person deals with the situation. According to the research carried out by Professor Cox (qtd.

Sunday, July 28, 2019

Grid Computing Essay Example | Topics and Well Written Essays - 2000 words

Grid Computing - Essay Example Grid computing increases the throughput of a networked system. Various heterogeneous but networked resources across administrative boundaries can be modeled in to virtual computer architecture for resource sharing. The concept of grid computing is to solve complex computational problems that can not be solved by the limited resources of a single computer or group of computers within an organization. It is apparent from the above figure that networking technologies are more rapidly than the microprocessor technology. There is always a large chunk of processing power that remains underutilized in many computer clusters. Advancement in networking technology can logically be used to club all these underutilized resource thus solving the crunch of processing power in some computing clusters and considerably reducing the processing cost. Software complexity has been rapidly increasing in last four decades and it has reached to such a level that it became difficult to deal with. With this, need of swiftness in response to business requirement is also increasing. IT industry has been through various computing architectures of distributed processing for better resource utilization. This led to the evolution of various programming languages running on different platforms and a number of networking products. However, full resource integration is still very complex due to multiple development platforms. Service Oriented Architecture (SOA) is now considered as next big leap in computational architecture which may help IT industry to meet complex future needs. The concept of SOA has been in development since a long time. Ever since its inception it has been bogged down due to various problems of integrating different available object models and development of a robust architecture for simple, fast and secure integration of various development platforms. Defining SOA An SOA application is a composition of various distributed services performing some well defined tasks. A service-oriented architecture (SOA) is a specific type of distributed system in which the agents are "software services" that perform some well-defined operation (i.e., it provides a service), and this type of architecture can be invoked outside of the context of a larger application. IBM also defines SOA as

Saturday, July 27, 2019

Recommendations for Tesco (UK only) Essay Example | Topics and Well Written Essays - 1000 words - 1

Recommendations for Tesco (UK only) - Essay Example Therefore, human resource is concerned with getting better results through collaborating with people. It is an important and distinctive part of the management of an organisation, concerned with people at work and how they relate to the enterprise. Human resource management helps in achieving maximum individual development, better working relationships among employees and employers, among employees themselves and productive modeling of human resources as contrasted with physical resources. Reward refers to the incentive given to an employee of an organisation based on performance measure.A good majority of human resources professionals seem to believe that employees are likely to over emphasize the importance of pay in employee surveys. However, research suggests the opposite is actually true(Armstrong, Brown & Reilly, 2010, p. 187).Some researchers have suggested that some employees have the tendency of overrating the importance of pay. It has been found that employees are more likely to underestimate the importance of pay rather than overestimate, as suggested above. To put it in a different way, research seems to suggest that pay is actually important in influencing people’s choices and their behaviors than it is in their self-report of what motivates them, more or less like the cartoon viewers mentioned above. Considering that employees take pay to be less important than it actually is to them is an important point is an important point the evaluation of reward since if their view is taken at face value, then HR professionals are likely to seriously underestimate the importance of pay in motivating employees (Searle 2011, p. 201). It is exigent that in evaluating reward, the organisation and the HR team need to factor the views of the employees so as to implement a reward system that is to maximize productionthrough employee motivation.Also necessary is that the

Friday, July 26, 2019

Discussion Board Essay Example | Topics and Well Written Essays - 750 words - 1

Discussion Board - Essay Example Conversely, "passive" ITS probe vehicles are vehicles that are already in the traffic stream for purposes other than data collection. passenger in the test vehicle; Historically, the manual method has been the most commonly used travel time data collection technique. This method requires a driver and a passenger to be in the test vehicle. The driver operates the test vehicle while the passenger records time information at predefined checkpoints to the transmission of the test vehicle; Technology has automated the manual method with the use of an electronic DMI. The DMI is connected to a portable computer in the test vehicle and receives pulses at given intervals from the transmission of the vehicle. Distance and speed information are then determined from these pulses satellites. GPS has become the most recent technology to be used for travel time data collection. A GPS receiver is connected to a portable computer and collects the latitude and longitude information that enables tracking of the test vehicle. Each of these test vehicle techniques is described in detail in the following sections of this chapter. The following elements are included for each technique: overview, advantages and disadvantages, cost and equipment requirements, data collection instructions, data reduction and quality control, and previous experiences. Since the driver of the test vehicle is a member of the data collection team, driving styles and behavior can be controlled to match desired driving behavior. The following are three common test vehicle driving styles (1): - Average car - test vehicle travels according to the driver's judgement of the average speed of the traffic stream; - Floating car - driver "floats" with the traffic by attempting to safely pass as many vehicles as pass the test vehicle; and - Maximum car - test vehicle is driven at the posted speed limit unless impeded by actual traffic conditions or safety considerations. The floating car driving style is the most commonly referenced. In practice, however, drivers will likely adopt a hybrid of the floating car and average car because of the inherent difficulties of keeping track of passed and passing vehicles in high traffic volume conditions Advantages and Disadvantages The manual method (pen and paper) has the following advantages: - No special equipment needs; - Low skill level (no special hardware training); and - Minimal equipment costs. The manual method (pen and paper) has the following disadvantages: - High labor requirements (driver and observer); - Low level of detail (average speeds for 0.4 to 0.8 km, or 0.25 to 0.5 mi). Average speed and delay are reasonable while queue length and speed profiles are difficult; - Greater potential for human error (potential for marking wrong checkpoints or inaccurate times); - Potential data entry errors (e.g.,

Thursday, July 25, 2019

Use of drugs in Sports Dissertation Example | Topics and Well Written Essays - 1500 words

Use of drugs in Sports - Dissertation Example A quick review of print and electronic literatures reveals that doping has been an integral and controversial issue for the sports fraternity since historical times. In most literatures on doping in sports, the types of drugs used and their effects on individual sportsmen, sportswomen, their families, their nations, their fans and the sporting fraternity have been given quite a wide coverage. This kind of coverage emphasizes the importance of the fight against doping in sports. Besides, seeking to ensure a level and fair playing field for sportsmen and women, the fight against doping has been portrayed in literatures as seeking to eliminate and reduce the negative effects of doping on health, well being and the image of sports (Berryman, 1992). Literatures have also covered the interventions designed and impended to curtail doping problems in sports. For example, as a consequent of drug use by athletes and the subsequent health effects and deaths, sports governing bodies such as the International Olympic Committee (IOC) set up medical and testing commissions to test athletes for signs of illicit substances and ban the use of these drugs and other performance enhancing substances. Although these testing started in a small scale in the 1968 Mexico Olympics, it would be introduced in a full-scale at the Olympic Games in Munich four years later (Wayne, 2000). Following the banning of substances such as anabolic steroids, many sportsmen were disqualified in the years that followed 1975 and 1983.

Cycle of Kolb Essay Example | Topics and Well Written Essays - 750 words

Cycle of Kolb - Essay Example According to the theory, concrete experience is followed by reflection of the experience on a personal level. Based on the reflection, one may try to conceptualise some general rules followed by an attempt to see if the rules are logic. This leads to the next concrete experience. When I joined the OB team, I had a lot of expectations and hopes about my performance in the team. I dreamt of getting a good reputation the team, and I hoped to be happy as I always loved to be cared and appreciated by others. However, after joining the team, I realized that things were not exactly the same as I imagined. I was hardly getting any attention nor was I able to perform well as I had many areas in my work where I was weak. However, I was reluctant to seek others’ help as I thought it would make my position more vulnerable. In addition, as I was too sensitive to comments, even the slightest hints of neglect and negative comments depressed me. Soon, team activities became a nightmare for me . I became too conscious to avoid any mistake. In addition, I had a rather poor relation with other members of the team. The bitter experience that made me reflect upon my own nature took place in March 2011. There was a meeting of my team to develop a plan to handle a serious case. To my utter surprise and dismay, I found that I was given no important role to play in the case. Though removing me was not directly discussed, many members were indicating the need of bringing someone with proficiency and experience. This was much beyond my expectations and control. So, at tea time, I left the meeting. On reaching home, I analysed as to what went so seriously wrong in my case because things were moving further and further away from my hands, and if something was not done, the situation was going to ruin my career and life. I tried to analyze the problem from a neutral view point. As West (172) observes, there are three types of conflict in teams; conflict about the task, conflict about team processes, and interpersonal conflict. In my team, everyone seemed happy working together and I could not find any conflict about tasks. On the other hand, successful completion of each task made the members growing closer in their relations, though I was growing more and more disappointed about my poor contribution. Moreover, there was no conflict about team process, and even personal relations. I was the only element in the team that was feeling detached and disappointed. When I looked into my faults, I could find that the first problem about me was my introverted nature. It did not allow me to be a good team player. As Thomas and Kilman (as cited in West, 2004) identified, there are five personality styles. They are: (1) competitive- taking a firm stand, and is useful when defending against a malicious motive, (2) collaborative- cooperative and takes into consideration the view point of all, (3) compromising- trying to reach a solution that at least partially satisfy all, (4 ) accommodating- trying to accommodate the interests of the other group, often surrendering ones own, and (5) avoiding- trying to evade the conflict entirely. (Source: Conflict Resolution, Mindtools). When I looked into my own position, I found that it was more of an avoiding type. Though I was well aware about my abilities, my attitude was ‘good for nothing’ most of the time, giving me a non- competent image in the team. Yet another serious issue I could identify with me was my egocentric nature. As I mentioned, I had lack of knowledge in certain fields but my hesitation to ask others only exaggerated the problem. If I asked someone in my team, they would only be happy to offer a solution at any time I prefer. It was unwise from my part to cover up the issues. I seemed seriously erred in not

Wednesday, July 24, 2019

A commitment to science and rationality and their application in Essay

A commitment to science and rationality and their application in public policy was a defining characteristic of modernity - Essay Example Positivism was founded upon the belief that society (civilisation) is progressing ever forward, and that the social scientist can study society, provide a more accurate understanding of how society works, and ultimately provide a rational means of overcoming existing social problems and ills by using scientific methods. Social scientists were interested in promoting a positive view of the social order, and in providing positive interventions in social life to make things better. This required systematic study of existing social problems, and the development of a wide range of techniques and strategies to deal with issues relating to schooling, poverty and family life.Under the rubric of positive reform, a wide variety of "experts" - medical, doctors, psychiatrists, health workers, teachers, criminal justice officials and social workers - began to devise "scientific" ways to raise children better, to professionalise parenting, to deal with personal troubles and individual deficiencies , to deal with young offenders and generally to engineer wide scale social reform. The development of positivism was related to efforts to adopt natural science methods and concepts in the study of society. Positivism is based on the idea of a scientific understanding of crime and criminality. It assumes that there is a distinction between the "normal" and the "deviant" and attempts to study the specific factors that give rise to deviant or criminal behaviour. Behaviour is a reflection of certain influences on a person, whether biological, psychological, or social in nature. It is believed that offenders vary: individual differences exist between offenders and these in turn can be measured and classified in some way. The focus of analysis therefore is on the nature and characteristics of the offender, rather than on the criminal act. The positivist approach is directed towards the treatment of offenders. Offending behaviour is analysed in terms of factors or forces beyond the conscious control of the individual. Since each individual offender is different from all others, treatment must be individualised. One strand of scientific research attempted to provide biological explanations for criminal behaviour; the other focused on psychological factors associated with criminality. Biological positivism Biological positivism was first popularised through the work of Lombroso. Borrowing heavily from evolutionary theories, Lombroso attempted to distinguish different types of human individuals, and to classify them on the basis of racial and biological difference. In a form of "criminal anthropology", the argument here was that a general theory of crime can be developed on the basis of measurable physical differences between the criminal and the no criminal. For Lombroso, the criminal was born, not made. The idea of a "born criminal" reflected the notion that crime is the result of something essential to the nature of the individual criminal. The emphasis on biological factors in explanations of crime was reflected in a number of subsequent studies. The study conducted on 355 male inmates of Pentridge

Tuesday, July 23, 2019

Britain and Ethnic Divisions Essay Example | Topics and Well Written Essays - 1250 words

Britain and Ethnic Divisions - Essay Example While on one side, it is the cultural conquest, most often referred to as the internal colonialism, the colonies of the Celtic fringe continued to exist from Middle Ages. Whereas, these areas showed a renewed frenzy of nationalism every now and then, English had hardly any nationalism or nationalistic movement. In case of the other ethnic minority, since there was a subjugation of rights, there was a spirit of nationalism among them too. While colonisation of other parts of the world by the English have been history, the settlement and colonisation of the Celtic fringe has been subtle. The first empire of the English was to establish the British. This is possibly the reason why nationalism and ethnicity were not referred to in the context of the British. The Celtic Fringe in British National Development 1536 - 1966. The colonisation started in the sixteenth century and in many cases was very subtle. 'They had been sleep walking towards their extinction. Not knowing what internal colonialism has done to them'. (Ken Saro Wiwa 1 Jan 1996). Internal colonialism is not easily recognised either by the settler or by the conquered. A similar colony was created in the Celtic Fringe by the English. This was to be an integrating effort resulting in the English becoming the British. The English culture became overpowering. ... Though the entire event started as a migration of the English from the lowlands to the rest of the regions, the regions soon become colonies of England. This trend was continued by the English when they colonised many other nation states across the world. English did not thrust their culture or practices on to the people whom they colonised. This also happened in the Celtic fringe (Ellis, Summer 2003) where the original culture of the Irish, the Scottish and that of the Welsh continue to exist in addition to the imperial culture of the English. Ethnic Migration The Ethnic migration, on the other end, resembles more for a want of better living conditions and of course, financial gain. Migration of the people in other countries was towards greener pastures. Large number of ethnic migrants came into the UK. Larger groups are the Caribbean, Black African, Indian, Pakistani, Bangladeshi, Chinese and others apart from white migrants settled elsewhere. All these people contribute to the large scale migration into the country. Nature of work they get themselves into after getting into the country, indicates the type of life they lead and their capability to work. Most of the people end up doing routine and manual work while a few do get into professional work. Figure: 1 Data on nature of work ethnic migrants get into. (National Statistics 2001) Figure 2: Social Class of the ethnic migrants (National Statistics 2001) Similarly the migrants mostly end up in the working class which amounts to almost 73.1% of the total ethnic migrants from 1971 to 1981. The nature of people who come into the country are from either the poor or the low level

Monday, July 22, 2019

Social Work Law and Practice Assignment Essay Example for Free

Social Work Law and Practice Assignment Essay â€Å"To be accountable is literally to be liable to be called upon to give an account of what one has done or not done. The account may include all or some of descriptions, explanations, excuses or justifications. † (Banks, 2004, p. 150). Within my current agency context I have a professional accountability which appoints me a duty to carry out and justify my work through; informed theoretical knowledge, professional judgements and legal frameworks which govern the social work profession in the field of criminal justice (Kleinig, 2008). To date I have carried out my ‘supervised direct practice placement’ within a third sector agency whose aim within the ideal of social care and protection is to promote the economic and social welfare in Scotland in working with ex-offenders and young people deemed ‘at risk’ to provide them with the transferable skills they each require to help them find or stay within employment or education (Agency Policy, 2010a). The variety of settings and engagement styles I worked within over this period of time, although diverse, all aimed to uphold the organisations statement of purpose which defines that, â€Å"our work adheres to the use of the organisation’s employability model to; identify, assess and tackle barriers faced by our service users such as debt, family problems and offending. This service delivery should reflect upon the relevant techniques and guidance which focus on reducing re-offending and providing both guidance and advice on conviction relevance and disclosure† (Agency Policy, 2011b). As a social work student I have accountability and adherence to various bodies and individuals whom govern my professional practice. This duty to the work within the lines of multiple accountabilities which are often in tension with each other pose complexity on the work I deliver, which in turn both represents thus public bodies whilst safeguards and promotes the welfare of service users. This statement is agreed by Ingram (2011) who indicates that social workers within Scotland have â€Å"complex interdependencies and relationships in delivering safe, effective, accountable and professional practice† (Scottish Government, 2011). This comment also expands on the crucial professional partnerships I have with other agencies and statutory services. In the purpose of my professional practice I have worked together with the appropriate officials and agencies that all have the common purpose of tackling and delivering practice of various degrees to service users within the criminal justice field. Our service users are the key components of our interest focus and have brought us together to work with a common purpose; their welfare (Banks, 2004). Knowledge of the remit in which other agencies work within is vital, allowing for the reduction in both overlaps and voids in our service delivery (Glasby and Peck, 2004). In my current agency I have used partnership working as a tool to both source information and gather professional opinions from those working with individuals in a different capacity. This has marginally been in liaising with social workers for developed background information on the service users I have worked with and informing their professional decision making with regard to each individual’s progression with the organisation following referral. This multi-disciplinary style of working, although beneficial to my development and progression of work with individuals is additionally a legal standard of conduct which governs my professional performance (Pycroft and Gough, 2010). The Scottish Social Services Council (SSSC) is the regulatory body whom describes and governs the standards of conduct which I am accountable to deliver in my work with individuals. Through my essential registration to them it is their guidance that outlines those standards and values I must adhere to in my professional practice. It is this Council that foresees the essentiality of; â€Å"Recognising and respecting the roles and expertise of workers from other agencies and working in partnership with them† (SSSC, 2003: 6. 7). This code of conduct influenced my role of with a number of service user during practice placement in collecting data both verbally and in the form of documentation from professionals, most commonly their social workers, whilst elaborating on the underlying goals I had in terms of developing ‘employability skills’. This in turn reflected upon my code’s of practice in contributing to the learning of others in improving and developing my knowledge of our each specific; accountabilities, powers and skills within our contrasting roles of working (SSSC, 2003: 6. ). Various research and informative legislation outlines my upheld values and duties within the Scottish context of social work. It is this legal writing alongside academic literature that influences my ‘need’ to act in particular ways and deliver ‘required’ services. It is in balancing my duties and accountabilities outlined by this published guidance that I am obligated to make my informed decisions and professional judgements with regard to my service user group (Lishman, 2007). Alongside this is additionally my duty o service users and my practice organisation, they may both have expectation from the practice I deliver, however striving to compliment this by working closely within the remit of my allowances as a trainee practitioner is what I have aimed to evidence to date (Fraser and Matthews, 2008). â€Å"It seems that the balance of accountabilities of social work practice has become somewhat skewed, with too much emphasis on accountability to the employer and not enough on individual professional accountability† (Scottish Executive, 2006, p. 30). This argument agrees that the delivery of effective practice is often focused more heavily upon one group or organisation. My working has aimed to display professional accountable to all those individuals and appropriate agencies during this practice learning whilst still implementing and working within the legislation that governs my work as a student social worker. Within my individual working with service users I have used both theory and ‘skills’ derived from the professional context such as active listening and open ended questions. These ‘skills’ are essential in portraying my professional competence as a social work student and beneficial to the forming of effective professional relationships and information gathering. As well as displaying my ability to practice these methods within my working I am accountable to do so by the SSSC who state that I must ; meet the outlines standards of practice whilst working in both an effective and safe way whilst within the boundaries of current legislation (SSSC, 2003: 6. 1). This has been displayed most commonly been through the initial contact assessment meetings I have both conducted and participated within. The main purpose of these meetings is to; inform, assess and discuss available routes and options available to each service user whilst anticipating their offending behaviour and criminal convictions and other relevant factors which could influence the sustaining of current or future employment (Agency Policy, 2010b). A common example of my working in this service delivery is in collaborating a disclosure letter with an individual, this document details their criminal convictions and gives an account for their occurrence; whilst drawing on the influences that were apparent for them to have happened. In order to complete such a letter with a service user I have had to obtain signed authorisation from them in order to access their charge sheet which is in the possession of their social worker. This element of work is governed by Shedule 20 of the Data Portection Act 1998; which outlines that the social worker has the authority as an official worker to supply confidential information if requested whilst permitted by the individual who is specified within the data (Gibbons-Wood, 2008). Upon receiving a copy of this official summary of convictions, I then calculate what convictions are ‘spent’ and ‘unspent’ under the Rehabilitation of Offenders Act 1974. This legislation governs the provision of the ‘employment and guidance’ service the organisation delivers. I worked within the remit of its legal guidance by calculating what convictions need to be disclosed to an employer and what ones do not in each service user’s case. This calculation is made dependant on; nature of conviction, time in between offending and reoffending and the length of sentence/probation period they served (Croall, et al. 010). The outcome of supporting service users to write a disclosure letter is ultimately to have a paper document that will support their job applications and interviews. The letter, in accordance with the relevant legislation provides the information that will allow an employer to assess the relevance of an individual’s convictions to the post being applied for (McLaughlin, 2008). Within this work I was mindful to be honest in my recommendations with regard to service user’s wishes towards employment whilst respecting their decisions and desires towards work. I did not at any point wish to be seen as discouraging or negative about their ambitions but had to be realistic about how the nature of their convictions could affect the post they want. One example of this lies within my working with Stacey*; she was eager to learn about the most appropriate way to disclose your past to en employer including her criminal convictions with the help of the organisation. Stacey wished to pursue a career in child care however had four convictions of ‘assault causing permanent disfigurement’ and several pending charges of theft. Although she may have been deemed as having the ambition and caring nature which is required for this work her convictions would most likely put a barrier on working with children and those within a vulnerable people grouping. I had to convey this information to her appropriately whilst being sensitive to her feelings. Ultimately I explained that I could not provide a factual answer to whether or not employment in this field would be possible as it is always at the employers’ discretion, however had to be realistic in terms of how these convictions may influence er working with children. Delivering this information in the most; open honest and accurate way I could posed complexity on the relationship I was building with Stacey through this discussion as I was unable to determine how she would respond although I aimed to not allow any false pretences within her expectations. This honesty to service users is a factor governed by my professional duty to practice and uphold the ap propriate ethical decision making and values for social workers (Walker and Crawford, 2010). My values and ethics although in part derive from some personal beliefs and experiences are governed within my professional practice through my accountability to the British Association for Social Workers (BASW*). This association defines my responsibility to service users alongside the ethics and values I must adhere to within my work with them. It is within this guidance that my obligation and duty to respect service user’s backgrounds and beliefs are outlined as well as valuing their thoughts and wishes whilst working at all times to meet their needs and interests (BASW, 2002). The dilemma I faced in working with Stacey came following the discussion we engaged in about her criminal convictions posing limitations on her desire to work with children. She told me that she understood why she may not be able to work in this sector and how limitations to other jobs in the care and support field may also be a result of this. Despite Stacey acknowledging and showing understanding to this information she disclosed that if she thought within any job application that she would not be considered due to her criminal record she would simply claim that she has no criminal convictions or pending charges. This left me with a an ethical decision to make; although I felt that Stacey had many personal attributes and the passion to make a success of a career within child care her not disclosing this information could ultimately put individuals including the children she may come to work with at risk. I was both duty bound and accountable to convey this information to employers or other professionals in this instance for the purpose of both public and child protection if she were not to do so herself and I made this clear to Stacey. Although I encouraged the importance of being honest with employers when it comes to the criminal history of service users I am bound by governmental policy in relation to child protection to share any information that may put the welfare or safety of children in jeopardy (Scottish Executive, 2002). Parallel with my accountability to service users are my additional accountabilities to my organisation and practice of the social work profession in which I represent as a student. I upheld this obligation through adherence to and practice within the diverse organisational policies which were in place and abided by the local and national policy that administers work within the field of criminal justice. A key document which outlines my learning requirements and elements I must both adhere to and demonstrate is The Framework for Social Work Education in Scotland. It is this document, set out by the government, which displays thus guiding principles I am expected to uphold and practice through my work with service users. One of which is my ability to demonstrate within a practice setting a â€Å"high level of transferable skills† (Scottish Government, 2003). This in turn defines my obligation to put my learning of theory and a range of; modules, skills and information I have studied from the social work context into practice within my practice organisation and demonstrate it to a competent standard. An obligation I have which is outlined in sections within the Social Work (Scotland) Act 1968 is to record with respect to each individual; what I did, why I done it and the outcomes or professional judgements I made in each instance (Davis and Gordon, 2011). In relation to my organisation I fulfilled this duty by keeping records up to date and accurate, documenting only information that was relevant to the welfare of the service user and purposeful regarding their employment needs. Most of my work with the organisation has been with young people aged between 16-25 years who are in contact with social work. A large proportion of my working with them has been influenced by conditions/orders or convictions they have incurred through the Crime and Punishment (Scotland) Act 1997 and Care and Protection (Scotland) Act 1995 (Gibbons-Wood, 2008). However it is dependent on the nature of conviction which deems what legislation most heavily influences the sentencing of each service user and also the diverse nature and aims of the working style being formed with them. In my working with convicted sex offenders I was aware of the relevant legislation and guidance in place a national level which governs my working objectives and outlines my duty to be proactive in sharing information with external organisations and local authority teams. The Multi-Agency Public Protection Arrangements (MAPPA’S) framework was formed following the Management of Offenders Act 2005. It is this framework that governs my professional working with those convicted of a sexual offence making me â€Å"obligated by a statutory duty to cooperate, all relevant agencies including local authorities, voluntary organisations and, crucially, health services are jointly charged with the ‘management’ of such offenders (Gibbons-Wood, 2008, p. 232). Prior to my first assessment meeting with an individual charged with a sexual offence I used supervision from my workplace supervisor to discuss my concerns over my lack of experience in dealing with those service users convicted of schedule one offences. I felt I required more information on the individual’s circumstances and convictions prior to this arranged contact to aid my preparation and knowledge of his criminal history. I explained to my supervisor that I wished to contact his social worker to collect this information, which would ease my concerns on this occasion with respect to his referral information being extremely brief. This allowed for more relevant preparation to be conducted and a strengthening in partnership working with his social worker as we shared professional opinions and other information relevant to the purpose of his referral to the service. This professional partnership working adhered to the MAPPA framework in assisting our delivery of effective and applicable practice (McNeill and Whyte, 2007). The preparation on this occasion also included me independently requesting a risk assessment to be carried out before meeting the individual via one-to-one engagement. As I have to date had no sex offender or collusion training I requested this be carried out with support from my colleagues. My workplace supervisor explained to me that this is not mandatory within the policies and procedures of the organisation however I explained that I felt it to be necessary on this occasion and how I felt it would positively assist future practice. Following the expression my concern I was forwarded risk assessment paperwork from my superior in which I passed onto the individual’s social worker to be completed. The risk assessment paperwork aimed to allow his social worker to; â€Å"Make professional judgement on the level of risk this individual may pose onto staff members whilst detailing their conviction and victim group and showing what they recommend for risk management for the named individual† (Agency Policy, 2011a). I felt in my request for such an assessment to be carried out I displayed competence in my ability to use resources to aid my working relationships and support a ‘safe’ working environment. Although it was not essentially common practice within my agency is proved to be good practice in assisting my readiness for initial contact. Conclusively, a dilemma I faced throughout the duration of my practice placement was that the agency was not a statutory organisation. This meant that my work on a day to day basis was not always governed by national guidelines and government legislation, instead by organisational policies and procedures which were in certain cases only influenced by this relevant legislation. I responded to this by working as well as I could within the provisions set from both my organisation and those in place for me to best utilise my skills as a social work student. Working in the closest relation to the obligations I have as a trainee practicioner from the Social Work (Scotland) Act 1968 I acknowledged that; â€Å"the need to have an understanding of legal issues which service users may face even though there may not be a direct social work responsibility involved in the issue† (Brammer, 2010, p. ). I understand that I am not a qualified or approved social worker therefore I am not yet liable for to make individual decisions without the input of supervision from colleagues (Lackey, 2006). However, I aimed to show my accountability to the vast array of individuals and organisations I came into contact with over the duration of direct practice learning despite my obligations lying mostly with the organisation I was practicing within.

Sunday, July 21, 2019

Causes of the American Civil War

Causes of the American Civil War The United States maintain their position of the world as the strongest, most influential country for many decades. Observing their history closely, we can see that they had gone through many ups and downs, and harsh yet necessary battles within the nation and with other countries. In order to examine the Civil War and reconstruction of the United States, we need to understand the causes of the war, what happened during the war, and the changes that the war had brought. I believe that the Civil War of 1861 played a significant role in building the stronger nation; likewise, I will discuss three major causes of the war which are the slavery, the conflicts between the North and South states, and the Presidential election of 1860 describe how dreadful the war was, and how the slavery, the relationship among the states, and the economic and political situation changed after the war. Moreover, I will present my own views on the Civil war. First, the slavery was one of the greatest causes of the Civil War. The Slavery in all across North America has had existed for 168 years. Eventually, by 1804, most of the Northern states abolished slavery institution, but the invention of cotton gin in 1793 increased the use of slaves in the South and the slavery became very important for the South. Before the Civil War, the tension between the North and the South was invested in Slavery. The North was insisting that America should become free country and need to industrialize the South. On the other hand, the South was opposing the North by being pro-slavery for their agricultural industry. The U.S. Constitution was clearly permitting slavery even though the document did not include the words slaves and slavery. For example, in U.S. Constitution Section 2 of Article IV said held to Service or Labor in one State, under the Laws thereof, escaping into another (Constitution On Slavery). It shows the fugitive slaves must be returned to their owners. Moreover, the Bill of Rights in 1791 did not mention about slavery, yet on the Fifth Amendment, it says Be deprived of life, liberty, or property, without due process of law (Constitution On Slavery). According to the Fifth Amendment, the slaveholders were given an absolute right to take their property with them. Since the slaves were equaled properties, they could take their slaves even to the free Northern states. It developed into negative conflicts between the North and the South. However, America gained huge part of the West from the victory in the War with Mexico, including California, Utah Territory and New Mexico Territory. In Addition, the amount of gold that was discovered in California was huge and it led the Gold Rush in America, which did not last for long. The issue of whether the new states in the West should be opened to slavery or should be free from the slavery brought a big political confusion. The state of California was extremely important for the both powers. The North was asserting completely opposite opinions from that of the South. Since California got so much richer quickly, if the slavery in California got abolished, the South states would significantly lose their political and economic power. In contrast, if the slavery got permitted and protected by the federal government, the South states would be able to gain more power. The South was saying that they would leave the Union if California becomes a free state. Eventually, the issue drove the South to assert their opinion, which was to elect two different presidents between the North and the South The old compromiser Henry Clay addressed the Compromise of 1850 in order to keep the peace between the two different powers. Clay, Calhoun, and Webster proposed that California should be admitted as a free state, and while the slave holding could be legally admitted, the Slave trade should be abolished in Washington D.C. For the South states, they offered stronger fugitive slave act, which was to return the runaway slaves back to their owners by using force. Also, the other new territories in the west such as New Mexico and Utah were opened to slavery (Keesee 265). The Compromise of 1850 was debated for around 8 months and finally passed. The president Taylor disagreed with the Compromise, saying that it could divide the territories and extend slavery. His anticipation turned into reality when the fugitive slave act brought a counter result, awakening people in the North about the slavery issue. Likewise, the Whigs party changed their name as the Republicans. After the Compromise of 1850, another controversy arose when the Kansas-Nebraska Act was proposed. Senator Stephen A. Douglas of Illinois envisioned constructing a transcontinental railroad which connects the East and the West, and the railroad had to go through the unorganized part of the Louisiana Purchase. When the region required an organized government for the construction, many Southerners resisted territorial organization; hence, Douglas sought to win Southern support for his railroad by a clever piece of legislation (Keesee 270), which was the Kansas-Nebraska Act. The Act stated that Kansas and Nebraska states would choose on the status of slavery for themselves, and the Southerners welcomed this idea because they want to expand the slavery. Also, the South and the North both wanted those states in order to gain more power in the House of Representatives. The Kansas-Nebraska Act resulted in two events which eventually destroyed Democratic dominance of American politics: the rise of the Republican Party and a virtual civil war in Kansas (Keesee 270). In an attempt to win the region, proslavery border ruffians from Missouri and antislavery free-staters clashed in Kansas. On May 21, 1856, border ruffians ransacked the town of Lawrence, Kansas, which was known to be a staunch free-state area. (Martin), and the fighting known as Bleeding Kansas had begun. The brutal attack happened in Lawrence triggered another outrageous event. One of the most publicized events that occurred in Kansas was Brooks-Sumner Episode (Keesee 272). In Washington D.C., Senator Charles Sumner of Massachusetts, representing the angry North, made a speech that apparently disdaining and criticizing Andrew Butler, a senator of South Carolina. As a consequence, Preston Brooks, a relative of Butlers, got angry and confronted Sumner. Brooks hit him repeatedly with a cane (Keesee 272) and Sumner got badly injured. This scandalous event worsened the conflicts between the North and the South, and led to a violent solution. Furthermore, the event which finally triggered the Civil War was the Election of 1860. The Presidential Election of 1860 contained four presidential candidates from different parties: Stephan Douglas, John C. Breckinridge, Abraham Lincoln and John Bell. The Northern Democrats nominated Stephan Douglas and the Southern Democrats nominated John C. Breckinridge. John Bell was nominated by the Constitutional Union Party. In the end, Abraham Lincoln who was representing the Republicans got the most votes. When Lincoln got elected as the President of the U.S., the secession began. Leaders in the Deep South had insisted that if Lincoln won, they would not submit themselves to what they considered a hostile, strictly Northern party; likewise they would secede, or leave the Union (Keesee 280). On December 20th of 1860, the first Ordinance of Secession began by South Carolina. South Carolina declared independency by leaving the Union, and other Southern states considered following South Carolinas path. Ultimately, the 10 other states from the South joined South Carolina by 1861, under the name of Confederate States of America [C.S.A]. Jefferson Davis, a Senator from Mississippi was elected as the president of C.S.A. Southern diarist Mary Boykin Chesnut wrote, We are divorced, North and South, because we have hated each other so (South Carolina Secedes). Secondly, as the Union and the Confederates were separated, they began the bloodiest war of the U.S. History. The Union was willing to force the Confederates to rejoin, but the Confederates kept refusing. However, on March 5, 1861, the Fort Sumter in Charlestown Harbor, South Carolina was in need of supplies. Abraham Lincoln was notified by Robert Anderson, the Commander of the Fort, saying that they had less than a six week supply of food left in fort (Fort Sumter). In Addition, the Fort Sumter was located in C.S.A. governed area, so the Confederates wanted the Fort to be evacuated. Consequently, the General P.G.T. Beauregard, the Commander of Charlestown was ordered by Confederate government to clear out the Fort. Anderson announced to Beauregard that the Fort will evacuate by noon on April 15 unless the additional supplies arrive. Beauregard replied that the announcement was unacceptable and stated that their guns will no longer hold fire more than an hour. On April 12th, 1861, the Confederate soldiers began to fire, and even though the Fort did not have enough supplies of food nor guns, they bravely defended over 30 hours. At last, they surrendered and went back to the North. (Fort Sumter) The battle was not slaughter because the soldiers from both sides did not die or seriously injured; however, the Battle of Fort Sumter significantly gave rise to the most slaughter and violent war of U.S. History. The Civil War began with the Battle of Fort Sumter. As the time passed on, the War got more violent and serious. Brothers killed each other and thousands of men died. The War had numerous battles yet the Battle of Gettysburg was the most significant battle of all. Lincoln addressed the Union army to surround the little town of Gettysburg in order to defend the Confederates. On July 1st, 1864, the Battle began. General Robert E. Lee was in charge of the Union army and Maj. Gen. George Gordon Meade was in charge of the Confederate army. On the first day of the battle, Union army was forced to retreat to south of Gettysburg. Moreover, they retreated up to the hills, which gave them an important advantage to possibly win the battle. On the third day, the Union army ruled the battle by successfully defending Confederates sudden attack with 12,500 soldiers. The Confederates were defeated and retreated to Virginia (Borade). Eventually, the Union won the battle by pushing the Confederates back to the South. In fact, both sides had close number of casualties. As a result, 51,000 casualties from both side and 28,000 were Confederates (Kelly). It was the bloodiest battle of all the other battles during the Civil War. Also, it was the climax of the War and a key battle for the Union to conclude the whole War. On April 3, Richmond fell to Union troops as Robert E. Lee led his Army of Northern Virginia in retreat to the West pursued by Grant and the Army of the Potomac. A running battle ensued as each Army moved farther to the West in an effort to oust flank, or prevent being out flanked by the enemy. Finally, on April 7, General Grant initiated a series of dispatches leading to a meeting between the two commanders (Surrender at Appomattox, 1865). According to the text, Lee eventually retreated back to the South and finally gave up on the Civil War. On April 9th, 1865, Lee and Grant met at Appomattox Court House. Grant suggested Lee to surrender and offered a chance to surrender with honor. The Confederate General Robert E. Lee surrendered 26,765 troops of the Army of Northern Virginia with honor (Lee Surrenders to Grant at Appomattox, Ending Civil War). Thirdly, on 1865, the congress passed the 13th Amendment which abolished slavery. The victory of the Union gave them power to free all the blacks across America. The government of U.S. had to reconstruct the whole country. Unfortunately, they faced other difficulties on legislating laws to give full citizen ships to the all freed blacks. Confederate defeat and the end of slavery brought far-reaching changes in the lives of all Southerners. The destruction of slavery led inevitably to conflict between blacks seeking to breathe substantive meaning into their freedom by asserting their independence from white control, and whites seeking to retain as much as possible of the old order. The meaning of freedom itself became a point of conflict in the Reconstruction South. Former slaves relished the opportunity to flaunt their liberation from the innumerable regulations of slavery. Immediately after the Civil War, they sought to give meaning to freedom by reuniting families separated under slavery, establishing their own churches and schools, seeking economic autonomy, and demanding equal civil and political rights (Americas Reconstruction: People and Politics After the Civil War). The slaves got the freedom and privileges that they always dreamed about, but they also faced on the harsh discriminations. The increasing discriminations were the white Southerners response to the end of slavery. The discriminations were getting seriously violence and the Ku Klux Klan appeared in 1866. Schools, churches, and other community institutions, symbols of black freedom, became the targets of violence, as well as private homes and individual African-Americans (Americas Reconstruction: People and Politics After the Civil War). It was not easy for the nation to combine together again when they were separated and had the bloodiest War in the history. During the Reconstruction period, President Andrew Johnsons plan was rejected by the Congress. Eventually, the Reconstruction Acts of 1867 was passes over President Johnsons veto on March 2nd. Johnsons veto of these measures moved many moderates into the radical camp, and inaugurated a bitter conflict over control of Reconstruction policy, which culminated in 1868 when he was nearly removed from office by impeachment (Americas Reconstruction: People and Politics After the Civil War). The 14th Amendment and the 15th Amendment were each ratified on 1868 and 1870 by the Congress. By the end of the Reconstruction, when Souths violent discriminations and terrorisms would not stop, the North retreated from having responsibility of equality. After the War, the North was on the way with industrial revolution. The Civil War resulted differently in the North than in the South. Unexpectedly, their economy apparently benefited from the War. Instead of fighting in battles, they had rebuilding to do. There were new markets for products used by the Union Army. Northern factories were producing more than ever before. Booming factories meant that bankers and investors were making profits. This money supported new inventions and better ways to produce goods. New technologies sprouted from this period of growth. While the Civil War was in progress, Cyrus Fields of Massachusetts developed the first trans-Atlantic telegraph cable. The cable was laid on the ocean floor in 1866. At this same time, Christopher Sholes invented the typewriter. Alexander Bell developed the telephone, testing it successfully in 1876. Thomas Edison was experimenting with the phonograph and the light bulb. Both these inventions were made public in the 1870s as well. During the war, the need for weapons and other metal products had caused a boost in steel production. Raw materials were plentiful. Now, mining and refining of metals became the backbone of Northern industry. (Robinson) Nowadays, people think of America as a country full of freedom. Slavery was a terrible condition and nobody wanted to be under the condition. The Civil War ended and brought freedom to nearly 8 million slaves. It also brought a dramatic transition from slavery to citizen ship. The Civil War was inevitable and necessary since there were the anti-slavery Northerners and the pro-slavery Southerners existed in the same country. Slavery must have been banned because all human beings are created equally and should be treated equally. The United States 16th President Abraham Lincoln said, As I would not be a slave, so I would not be a master. This expresses my idea of democracy (LINCOLNS DEFINITION OF DEMOCRACY As He Would Not Be a Slave, So He Would Not Be a Master. Article NYTimes.com). Lincoln was elected in the year of 1860. He was also the President of the Union side and kept his position during the Civil war. He was legendary and famously known as the Father of the United States of America. People say that Abraham Lincoln blew in freedom to the country by purposing freedom of the slaves. In Conclusion, The Civil War was caused because of the slavery, numerous conflicts between the North and the South and the Secession of 11 States eventually caused by the Election of 1860. I believe that the Civil War of 1861 played a significant role in building the stronger nation because it gave freedom to the country by freeing slaves, the outer conflicts between the North and South states were concluded by Unions victory, and the War affected positively on the Industrial Revolution of the America. By observing the Civil War, we can learn that the War within the nation night be necessary in building stronger and more stable nation. In fact, the United States of America has the strongest position in the world now.

Relationship Between The Income Inequality And Development Economics Essay

Relationship Between The Income Inequality And Development Economics Essay Income inequality within the majority of developing countries has been rising in some cases, sharply over the years. Various studies such as; (Cornia 2004, Birdsall 2005, Van der Hoeven 2008) concluded that the last two decades have witnessed a widespread and symmetric rise in within-country inequality in developing countries. This persistence rise in income inequality in many developing economies has made it difficult to reduce poverty and promote economic development. There is a growing consensus that excessive inequality can stunt growth itself (Birdsall 2005). The effects are not only economic; there are also political and social consequences of income inequality. Alesina and Peroti (1996) found that high income inequality can also have undesirable political and social consequences. Where the institutions of government are weak, inequality exacerbates the problem of creating and maintaining accountable government, increasing the probability of economic and social policies that i nhibit growth, and poverty reduction and where social institutions are fragile, inequality further discourages the civic and social life that undergirds collective decision-making which is necessary to the functioning of healthy societies (Birdsall 2005). Put differently, high inequality is associated with higher crime rates, lower life expectancy and conflicts. Also According to Alexis de Tocqueville ([1835-40] 1961, 302), Almost all of the revolutions which have changed the aspect of nations have been made to consolidate or to destroy social inequality. Making generalizations about the causes of income inequality in developing countries must be done with care. The situation in each nation depends on country-specific circumstances and policy mixes. Yet, it is clear that there are some common factors behind the widespread surges in income inequality around the world. It has been noted that a worsening situation in the traditional causes of inequality such as land concentration, urban bias and inequality in education has not caused the recent increases in inequality in developing countries, although these factors still do explain most of the variation in cross-country inequality (Cornia 1994). Rather, the evidence points to new causes associated with neo-liberal policy reforms that have increasingly been adopted in transitional and developing countries (Cornia and Court 2001, Birdsall 2005, Van der Hoeven 2008, UNRISD 2010). The most important of such policy reforms are macro-economic reforms including, inter alia, financial and labour market liberalization, privatization, and reforms in the tax and transfer systems. Despite the numerous studies on income inequality, the extent to which it affects development hasnt yet been fully explored. Uganda among other developing countries has been experiencing a gradual and sustained economic growth and poverty reduction over the years. Currently the country is growing at a rate of 6.4% (CIA 2011). The benefits of growth, however, are not being distributed equally. In all regions of the country, income and consumption are growing at a slower rate in rural areas than in their urban counterparts (Ssewanyana N. S. et al, 2009). Moreover, both rural and urban areas are experiencing growing inequality between the top and bottom income quintiles (Appleton Ssewanyana, 2003). According to Valentine (1993), inequality increases as the incomes of the asset-rich rise at a faster rate than those of the asset-poor. Some policies such as privatisation and financial liberalization may contribute to concentrate the ownership of resources among the few hence affecting the distribution of present and future income which then might affect the development of a country. This study therefore will seek to analyse the causes of income inequality and establish its effects on development. Trends in income inequality in Uganda will also be analysed to establish clearly how its increase or decrease has affected the level of the countrys development. This study will also explore the consequences of income inequality to Uganda. Empirical studies, such as Appleton (2001), and Appleton Ssewanyana (2003), provide limited policy guidance on how to address the inequality problem in Uganda. The thesis will also look at policy options to curb the rising income inequality levels in Uganda hence fostering development. Statement of the Problem In order for Uganda whose economy is experiencing economic growth, to continue on a straight and consistent development path, one of the issues that have to be taken into great consideration is the growing disparity in income distribution. Currently the country is experiencing a high level of income inequality with most of the income being concentrated in the hands of the few. If this state of income inequality continues, the development of the country will be greatly affected. Also this disparity in income could lead to social injustices which would have greater consequences on the economy. Research Questions What are the major causes of income inequality in Uganda? Is there a relationship between income inequality and development? What consequences does income inequality pose to Uganda? Scope The study will look at how income has been distributed in Uganda over the years and the countrys level of development in the same years. It will also look at levels of poverty and GDP as a measure of development. Human development will also be taken into consideration while comparing income distribution and improvements in human development of the country. Methodology The study will be based purely on secondary data. It will review journals and books on theories regarding income inequality and development. Statistics from international organisations and Government of Ugandas websites will also be reviewed as part of the study. A comparative analysis of income distribution and Ugandas economic development will be done to assess the relationship between the two variables. Causes of Income Inequality This section looks at the causes of income inequality in Uganda. As highlighted in the introduction section, the rate of income inequality in Uganda has been fluctuating over the years although in an increasing manner. According to the World Bank Gini Index (2011), Ugandas Gini Coefficient was at 44 as of 2009 and rose slightly to 44.3 as of 2011 indicating a rise in income inequality. There is a huge disparity in income distribution in Uganda with a few individuals holding much of the countrys income. The table below shows that as of 2009, 20% of Ugandas population received half of the countrys income indicating a huge disparity in income distribution. Therefore what could be the explanation of the rising income inequality? In response to this question, I discuss the possible causes of income inequality and how they relate to Ugandas case. Table 1: Ugandas income distribution for the years 2006 and 2009 Indicator 2009 2006 Income share held by fourth 20% 20 20.7 Income share held by highest 10% 36.1 34.1 Income share held by highest 20% 50.7 49.3 Income share held by lowest 10% 2.35 2.59 Income share held by lowest 20% 5.84 6.08 Income share held by second 20% 9.64 9.78 Income share held by third 20% 13.8 14.1 Source: World Bank Database Over the years, economists and social scientists have been discussing factors that are responsible for the rising incoming inequality both in developing and developed countries. Some of the identified causes are specific to developing countries and have been discussed from various dimensions. These dimensions range from social, economic to the political causes of income inequality. One of the factors which is familiar with developing and less developed countries and has been associated with rising income inequality is the issue of foreign aid. Developing and less developed countries have been receiving aid since attaining independence yet the question of aid effectiveness is still highly contestable with some studies suggesting that aid hasnt done much to improve the living standards in such countries. Several studies have been conducted to ascertain the association between foreign aid and income inequality. Some studies such as (Herzer and Nunnenkamp, 2012; Alesina and Dollar, 2000) showed that foreign aid contributes to income inequality. However the extent of foreign aids effect on income inequality hasnt been conclusive yet. Donor countries and organisation have been donating large sums of money to developing countries as aid, one of such countries is Uganda, whose ODA (Official Development Assistance) had reached 1.8 billion in 2010 according to Global Hum anitarian Assistance. Despite this figure having risen over the years, some funds which are aimed at improving the well being of the poor actually end up in the hands of a few individuals hence exacerbating the widening income gap in the country. Foreign aid may lead to income inequality through various mechanisms all of which point in the direction of aid money flowing to a particular group of people in a society. Layton and Nielson (2009) in their study titled Aiding Inequality: The Effect of Foreign Aid on Income Inequality, which included Uganda showed that foreign aid has contributed to increases in income inequality in the developing world. In their analysis (although inconclusive), they found that the effect of foreign aid on income inequality is somewhere between zero and weakly positive. They also found that an increase in aid of 10% would increase inequality by 2.5 points which according to them, is substantially significant given the slow moving nature of income inequality. Their study also showed that foreign aid has an impact on income distribution with it favouring mostly rich individuals. Layton and Nielson identified politics as one of the channels through which foreign aid benefits the rich. This finding is s upported by Boone (1996) who stated that all political systems favour a high-income political elite when it comes to income distribution. In most cases this distribution of income is in favour of private and selfish interests of their supporters who are more likely to be societys wealthy and prominent individuals. The assumption here is that these individuals will enable them win subsequent elections in office and also contribute to their campaigns. This creates a widening gap in income inequality with the majority of the population who are poor and supposed to benefit from the aid money usually remaining poor while a few individuals income increasing. With the increase in income, the rich are able to invest and amass more wealth which can lead to a decade of income inequality unless the government embarks on re-distributive policies. Ethnic diversity has also been seen as having a linkage with income inequality. According to Meisenberg (2007), ethnic diversity at certain levels leads to large discrepancies in income distribution. In countries whose ethnicity is diverse such as Uganda, political leaders from a particular ethnic group might favour individuals from such groups both in terms of resource allocations and distribution of opportunities. Such is common in African countries especially those that are undemocratic where political leaders tend to divert funds meant for public services to such individuals. Diversion of funds causes a discrepancy in income distribution since one group is preferred over others hence exposing that group to opportunities such as better jobs and government contracts which allows them to have a higher level of income. Also an interplay between ethnic diversity, politics and institutions contribute to a rise in income inequality Similarly, Milanovic (2003) whose focus was on the political-economy side of the story found that ethnic diversity contributes to income inequality. He found that inequality in African countries is high especially in those countries whose ethnic diversity is high. He added that inequality in such countries is even higher if such countries are undemocratic (This is consistent with Mickiewicz and Gerry (2008) who also discovered that countries introducing sustainable democratic institutions early are characterised by lower inequality), and poor. Millanovic also considers the interplay of ethnic fragmentation, low per capita income and lack of democratic pluralism to be an important determinant of income inequality in Africa. Given the status of developing countries whose ethnicity is diverse and at the same time being recipients of foreign aid, diversion of aid to a particular ethnicity is likely to be much higher. This is likely to contribute to higher income discrepancies especially since the political leaders might divert most of this money to individuals from their ethnicity. Apart from distributing money to people from a particular ethnicity, they will also use the money to directly improve infrastructure in the areas where members of their ethnic group reside. This will ensure that individuals from such areas have better access to certain services, such as; education and health services including better paying jobs; which can guarantee an increase in their income. With only a section of the society being exposed to better services and facilities, the income gap is bound to widen. Another factor which has been cited as a cause of income inequality is Corruption. This is a channel, through which public funds get diverted for private interests. With public funds being siphoned by certain individuals, a country is bound to have a few wealthy individuals while the majority of the population remain poor hence a wide income gap. According to an IMF working paper (May 1998) titled Does Corruption affect Income Inequality and Poverty?, high and rising corruption increases income inequality and poverty by reducing economic growth, the progressivity of the tax system, the level and effectiveness of social spending, and the formation of human capital, and by perpetuating an unequal distribution of asset ownership and unequal access to education. The World of Work report (2008) also suggested a positive relationship between inequality and corruption. According to the First Annual Report on Corruption in Uganda (2010) by the Inspectorate General of Government, corruption remains a hindrance to development and a barrier to poverty reduction in Uganda. The World Bank estimates show that Uganda loses $300 million (Ugx 500 billion) annually to corruption. Likewise, the 2011 Transparency International Perception Index gives Uganda a decimal score of 2.4 on scale of 10, placing it as the 143rd  out of the worlds 183 countries. Currently with the discovery of oil and the prospects of oil revenue in the relatively near future, Uganda is bound to face major challenges with regards to corruption. With evidence showing that corruption accelerates income inequality, then the income gap in Uganda is also bound to widen. Education levels in a country also have an effect on how income is distributed; with those individuals whose level of education is low getting less income compared to their highly educated counterparts. In an economy characterised by globalisation and demand for skilled labour, the less educated tend to receive little pay compared to the highly educated; this exerts income in-equalizing effects. A study by Gregorio and Lee (2002) supports this argument. They found that the level of education of the population in a country has an effect on income distribution. Their study also found that equal distribution of education and higher attainment of education; both have equalizing effects on income distribution. Education levels in Uganda are also unevenly distributed. According to Mugendawala (2012), the Ugandan education system still manifests inequities based on sex, location and income quintile. He further mentioned that the inequities also explain the income gaps in Uganda. The difference in education attainment is also an explanation for the variation in income distribution and inequality levels between urban and rural areas in the country. Mugendawala found that education disparities between rural and urban areas also caused income disparities between the two. Also in terms of socio-economic classes, he found that there is more inequality amongst the poor while more equality prevails among the rich. This could be due to the ability of the rich to afford better education services for their children unlike the poor who are in rural areas with access to free government education whose quality is questionable. With this disparity in access to education, a vicious cycle might be created wh ere the poor remain less educated hence receiving little income while the rich attaining higher education and eventually accessing well paying jobs. This disparity will most likely maintain or accelerate the disparity in incomes over time. Other studies which share the above argument include; Odedokun and Round (2001) who found that a high level of illiteracy (and, hence, low level of skilled workers) exerts in-equalizing effects. Also Ssewanyana et al. (2004) showed that education is as a key factor in explaining most of the observed variations in income in Uganda. In this case, education was seen as a means through which policies that seek to make education accessible could lead to a reduction in income inequality over time. Mickiewicz and Gerry (2008) found that education fosters equality. Other scholars who found that education has income equalizing effects over time included (Morely, 1995; Alderson and Nielsen, 1995; Lee, 2005). According to these studies, the equalizing effect occurs because education allows the poor to escape poverty and enter into jobs that pay better wages. A number of economic factors have also been found to contribute to income disparities; one of such factors is globalisation. Globalisation through a number of variables has also been identified as a determinant of income inequality. Some studies which particularly looked at the effects of trade liberalisation on inequality showed that it might have an income gap widening effect. Meschi and Vivarelli (2009) found total aggregate trade flows to be weakly related to income inequality. However, once total trade flows were disaggregated according to their areas of origin/destination, they found that trade with high income countries worsens income distribution in developing countries, both through imports and exports. Still with regards to trade, Angeles-Castro (2008), found that manufactured exports reduce inequality, whereas the expansion of primary exports does not have any positive effects on income distribution in any way. As of 2011, Uganda manufactured export was 22.9% as a percenta ge of total merchandise exports while export of primary products such as raw material and food accounted for 74%. With developing countries such as Uganda, whose major exports are primary products, the above argument, is bound to hold. Similarly, Breen and Garcà ­a-Peà ±alosa (2005), showed that greater volatility (which they measured by the standard deviation of the rate of growth of output), is associated with a higher degree of income inequality. Breen and Garcà ­a-Peà ±alosa (2005) also examined the effect of volatility on income shares of various quintiles and found that greater volatility results in redistribution from middle income groups (second and third quintiles) to the top-income group (fifth quintile). They also mentioned that an interplay of factors that previous research has shown as determinants of income inequality such as the degree of dualism and the extent of civil liberties together with volatility prove to have a robust impact on the distribution of income. Anyanwu (2011) in his study of International Remittances and Income Inequality in Africa found that, international migrant remittances have a significant positive impact on income inequality. After instrumenting for the possible endogeneity of remittances, he found that a 10 percent increase in remittances as a percentage of GDP will lead, on average, to a 0.013 percent increase in income inequality. Remittances are also contributing greatly to Ugandas economy. According to a Bank of Uganda Report titled International Remittances 2008, remittances increased from US$406 million in the year 2006 to US$732 million in 2008. Income inequality in Uganda could then be explained as being fuelled by international remittances from. In the same study, Anyanwu (2011) found inflation rate as one of the strongest factors influencing income inequality in Africa. This can be substantiated by findings from several works (Bulir, 2001; Easterly and Fischer, 2001) among others which presented evidence correlating high rates of inflation with income inequality and/or poverty. Table 2: Summary of reviewed literature on causes of income inequality Cause Papers Measured variable Effect on Income Inequality Possible problems Foreign Aid The effect of foreign aid on income inequality: Evidence from panel cointegration Herzer and Nunnenkamp, (2012) Foreign Aid and Income Inequality Direct Effect: Foreign Aid exerts an income inequality increasing effect Measures aid using Net Aid  Transfers (NAT) which is problematic for aid research and donor evaluation Aiding Inequality: The Effect of Foreign Aid on Income Inequality, Layton and Nielson, (2009) Foreign Aid and Income Inequality Direct Effect: Foreign aid has a positive effect on income inequality Findings inconclusive Politics and the Effectiveness of Foreign Aid, Boone (1996) Foreign aid and politics Indirect Effect on income inequality: Politics influences allocation of foreign aid. Effects on income inequality not measured Ethnic Diversity Is Inequality in Africa Really Different, Millanovic (2003) Income Inequality and Politics Direct Effect: High ethnic fractionalisation results to high income inequality Findings not satisfactory due to inability to test for ethnicity conclusively Corruption IMF working paper (May 1998): Does Corruption affect Income Inequality and Poverty? Corruption, Income Inequality and poverty Direct Effect: Increase in corruption increases income inequality Education Education and Income Inequality: New Evidence from cross country data. Gregorio and Lee (20020 Education and Income Inequality Education has equalizing effects on income inequality Didnt discuss the issues of reverse causation between variables International Remittances International Remittances and Income Inequality in Africa, Anyanwu (2011) International Remittances and income inequality Direct Effect: International Remittance increases income inequality Inflation International Remittances and Income Inequality in Africa, Anyanwu (2011) International Remittances and income inequality Indirect Effect; International Remittances increase inflation which fuels income inequality Relationship between Income Inequality and Development This section looks at the relationship between income inequality and development. In a bid to ascertain the nature of the relationship, it discusses mechanisms through which income inequality affects or might affect development. Measuring the development of a country can be done using a number of economic and social variables. Such variables include GDP, GDP per capita, life expectancy, and literacy rate among other. The UNDP also developed the Human Development Index which is a compound indicator that uses the above variables to determine the level of human development of a country. In determining the relationship between income inequality and development, the above variables for measuring development are taken into consideration. Studies on the relationship between income inequality and development originated from the groundbreaking research by Simon Kuznets where he studied economic growth and income inequality and came up with a hypothesis that is currently regarded as the Kuznets hypothesis or the inverted U shaped hypothesis. The Kuznets hypothesis formed the basis from which most preceding studies analysed the relationship between income inequality and growth. Kuznets (1955) postulated that in the early stages of development, both a countrys economic growth and its inequality increase. As countries grow and develop, the income gap between the rich and the poor should decrease. Indeed, according to Kuznets, there is a gradual shift from a low-inequality, low-income, agricultural economy, towards a high-income and medium-inequality economy characterized by industrial production. This shift would lead to the inverted U-shaped relationship between real GDP per capita and inequality. Kuznets argues that in th e initial period, agriculture represents the majority of a countrys economy, which is also characterized by low levels of inequality. According to Kuznets, a shift towards the secondary and the tertiary sectors has in essence two effects in the short run. The first effect is that it accelerates economic growth leading to higher levels of GDP per capita. The second and most dramatic effect is that this increases the level of inequality. Consequently, in the initial stages of economic development, the level of GDP per capita and inequality are positively correlated. As countries develop they shift more and more resources from agriculture to industry (and later to services), and this will in time decrease the income gap between the industry and agriculture simply because there will be more and more workers working in the industrial sector. Consequently, the long run relationship between inequality and GDP per capita is negative. The Kuznets hypothesis therefore showed causality from de velopment to income inequality. Although several investigations have found some support for the Kuznets hypothesis (e.g. Oswang, (1994); Milanovic, (1994); Fishlow, (1995) as well as Ali, (1998), some studies such as Ahluwalia, (1976); Bruno, Ravallion and Squire, (1995) and UNCTAD, (1997) however, found no such relationship between growth rates and income inequality. Deininger and Squire (1996) also did not find any evidence for the existence of such (Kuznets Relationship) a relationship between development and inequality. This shows that not all economies follow the inverted U shaped hypothesis during their development path. Apart from Kuznets, several scholars have shown the relationship between income inequality and development mostly through a number of social variables such as; health and education and also through economic variables such as; taxation, credit markets and investment. The political mechanism has also been emphasised as one through which income inequality is associated with development. Most literature on the subject shows evidence of income inequality being detrimental to development. The World Banks World Development Report (2006) says in its introduction that there is considerable evidence that equity is also instrumental to the pursuit of long-term prosperity in aggregate terms for society as a whole. This goes a long way in saying that income inequality is detrimental to the welfare of a society. Galor and Zeira (1993) found that inequality affects growth through credit market imperfections for financing investment in education. In this case, their finding was in regards to the poor who face borrowing constraints in financing education and hence in accumulating human capital. This has further effects on investment by the poor since they are forced to forego human capital even if the investments have a high rate of return. Therefore, the greater the degree of wealth and income inequality, the greater the number of people for which the constraints would be binding and, therefore, the lower is the stock of human capital in the economy. Economic growth is presumed to be enhanced through human capital accumulation. Therefore with less or no human capital accumulation, growth tends to be affected. Low levels of human capital formation are associated with low levels of human development which leads to low levels of development especially among the poor. However, the effect of this c hannel is weaker if education is being financed by the state of if its made compulsory; for example, in a country like Uganda where primary and secondary school education is being financed by the government. The poor though would still find challenges in financing higher education. With education being seen as a mechanism through which the poor can escape poverty, its limited accessibility by the poor has huge impact on the development of the country. Perotti (1996) after carefully examining the various channels through which income inequality may affect economic growth provided support for the Galor-Zeira hypothesis showing that inequality is indeed associated with lower level of human capital formation, and lower human capital formation is associated with lower levels of economic growth. Further support for the education channel is advanced by Deninger and Squire (1998) who utilized the distribution of land as a proxy for the distribution of assets and found that initial inequality has a significant adverse effect on education and economic growth. Moreover, consistent with the theories advanced by the credit market imperfections approach that these imperfections ought to have a larger effect on the investment decisions of individuals with lower income they find that initial inequality primarily hurts the poor. From a social perspective, various studies have shown that social political unrest hurts development. Countries that have experienced such unrests provide evidence of the extent to which their development is affected. Alesina and Rodrik (1993) after studying a set of 70 countries found quite solidly that income inequality increases socio-political instability which in turn decreases investment. Subsequently, Alesina and Perotti (1996) linked inequality to social political unrest where they showed the likely negative effects of high inequality on economic growth through increased crime, social unrest and political instability. Despite its effect on growth, social political unrest also has an effect on development, first since all development activities will be halted in areas experiencing the unrest. This will affect various social variables such as education, health and access to basic services. These unrests tend to cause death and destruction of property in countries where they hap pen. Also institutions in such countries especially when the unrests are severe tend not to function optimally. A countrys development therefore either gets retarded or remains stagnant as a result of the unrests, even the economy ceases to grow. Foreign Direct Investment to such countries gets halted since investors are scared of investing in countries that are unruly. All these factors combined have far reaching dangers on development. Alesina and Rodrik (1994) argued that inequality affects the economy through endogenous fiscal policy or political economy. They argue that a high level of inequality leads to redistributive fiscal policy in the form of higher government expenditure and distortionary taxation which, in turn, are believed to retard growth. They formed the median voter paradigm which is based on the assumption that political power (e.g. one-person-one-vote in a democratic settin