Tuesday, March 17, 2020
Racism and the Civil Rights essays Racism has existed in the United States for hundreds of years. While the issues of racism came to a head in the civil rights era of this country, the issue is still alive and well within many aspects of society. Research shows that Americans are still very influenced by ethnic origin, and that there are still enormous differences in the treatment of people in this country based on race. The President's Initiative on Race, a research organization, has also found that discrimination against groups based on their race still exists today, and still limits the opportunities available to them. This is seen in almost all areas, from the housing market, to employment and banking institutions (Diversity Digest, par. 1). While great improvements have occurred, there is still much racism to overcome. As early as the 1860's, the civil rights movement was beginning to slowly take form. With the end of the Civil War, and with the passage of the Thirteenth Amendment, which abolished slavery, the Fourteenth Amendment, which guaranteed protection of citizens, and the Fifteenth Amendment, which barred voting restrictions, the issue of civil rights came to the forefront. Yet the so called "freedoms" gained through the passage of the Amendments were quickly doused by "scientific" ideas that whites were supreme, and by state governments enacting numerous laws to severely restrict suffrage in the South. Through the combination of local, state and federal government, racial segregation began to emerge as a result. In addition, group such as the Klu Klux Klan formed to show white supremacy and began to emerge in both the north and the south, further limiting the freedoms of the African Americans (Sullivan, par. 1-6). By the 1900's, African Americans were virtually eliminated in all forms of government. Most areas in the south had banned African Americans from streetcars, created se...
Sunday, March 1, 2020
Battle of Omdurman in the Mahdist War The Battle of Omdurman took place in present-day Sudan during the Mahdist War (1881-1899). Battle of Omdurman - Date The British triumphed on September 2, 1898. Armies Commanders British: Major General Horatio Kitchener8,200 British, 17,600 Egyptian Sudanese Mahdists: Abdullah al-Taashiapprox. 52,000 men Battle of Omdurman - Background Following the capture of Khartoum by the Mahdists and the death Major General Charles Gordon on January 26, 1885, British leaders began contemplating how to retake power in Sudan. Over the next several years, the urgency of this operation waxed and waned as William Gladstones Liberal Party exchanged power with Lord Salisburys Conservatives. In 1895, the British consul-general of Egypt, Sir Evelyn Baring, Earl of Cromer, finally convinced Salisburys government to take action citing the desire to create a Cape-to-Cairo chain of colonies and the need to prevent foreign powers from entering the area. Concerned about the nations finances and international opinion, Salisbury gave permission for Cromer to began planning the reconquest of Sudan, but stipulated that he was to use only Egyptian forces and that all actions were to appear to take place under Egyptian authority. To lead Egypts army, Cromer selected Colonel Horatio Kitchener of the Royal Engineers. An efficient planner, Kitchener was promoted to major general (in Egyptian service) and appointed sirdar (commander-in-chief). Taking command of Egypts forces, Kitchener began a rigorous training program and equipped his men with modern weapons. Battle of Omdurman - Planning By 1896, the sirdars army numbered around 18,000 well-trained men. Advancing up the Nile in March 1896, Kitcheners forces moved slowly, consolidating their gains as they went. By September, they had occupied Dongala, just above the third cataract of the Nile, and had met little resistance from the Mahdists. With his supply lines badly stretched, Kitchener turned to Cromer for additional funding. Playing on the governments fears of French intrigue in East Africa, Cromer was able to secure more money from London. With this in hand, Kitchener began building the Sudan Military Railroad from his base at Wadi Halfa to a terminus at Abu Hamed, 200 miles to the southeast. As the construction crews pressed through the desert, Kitchener dispatched troops under Sir Archibald Hunter to clear Abu Hamed of Mahdist forces. This was accomplished with minimal casualties on August 7, 1897. With the completion of the railroad on in late October, Salisbury decided to expand the governments commitment to the operation and began sending the first of 8,200 British troops to Kitchener. These were joined by several gunboats. Battle of Omdurman - Kitcheners Victory Concerned about the Kitcheners advance, the leader of the Mahdist army, Abdullah al-Taashi sent 14,000 men to attack the British near Atara. On April 7, 1898, they were badly defeated and suffered 3,000 dead. As Kitchener prepared for the push to Khartoum, Abdullah raised a force of 52,000 to block the Anglo-Egyptian advance. Armed with a mix of spears and antique firearms they mustered near the Mahdist capital of Omdurman. On September 1, British gunboats appeared in the river off Omdurman and shelled the city. This was followed by the arrival of Kitcheners army in the nearby village of Egeiga. Forming a perimeter around the village, with theÃ river at their back, Kitcheners men waited for the arrival of the Mahdist army. Around dawn on September 2, Abdullah attacked the Anglo-Egyptian position with 15,000 men while a second Mahdist force continued moving north. Equipped with the latest European rifles, Maxim machine guns, and artillery, Kitcheners men mowed down the attacking Mahdist dervishes (infantry). With the attack defeated, the 21st Lancers were ordered to reconnoiter in force towards Omdurman. Moving out, they met a group of 700 Hadenoa tribesman. Switching to the attack, they were soon confronted by 2,500 dervishes which had been hiding in a dry streambed. Charging through the enemy, they fought a bitter battle before rejoining the main army. Around 9:15, believing the battle won, Kitchener ordered his men to begin advancing on Omdurman. This movement exposed his right flank to a Mahdist force that was lurking to west. Shortly after beginning their march, three Sudanese and one Egyptian battalion came under fire from this force. Compounding the situation was the arrival of 20,000 men under Osman Shiekh El Din which had moved north earlier in the battle. Shiekh El Dins men soon began attacking the Sudanese brigade of Colonel Hector MacDonald. While the threatened units made a stand and poured disciplined fire into the approaching enemy, Kitchener began wheeling the rest of the army around to join the fight. As at Egeiga, modern weaponry triumphed and the dervishes were shot down in alarming numbers. By 11:30, Abdullah gave up the battle as lost and fled the field. With the Mahdist army destroyed, the march to Omdurman and Khartoum was resumed. Battle of Omdurman - Aftermath The Battle of Omdurman cost the Mahdists a stunning 9,700 killed, 13,000 wounded, and 5,000 captured. Kitcheners losses were a mere 47 dead and 340 wounded. The victory at Omdurman concluded the campaign to retake Sudan and Khartoum was quickly reoccupied. Despite the victory, several officers were critical of Kitcheners handling of the battle and cited MacDonalds stand for saving the day. Arriving at Khartoum, Kitchener was ordered to proceed south to Fashoda to block French incursions in the area.
Thursday, February 13, 2020
International Urben Policy - Essay Example The paper tries to analyse the problems facing the growth of this unplanned city and tries to formulate measures whereby these can be tackled so as to make it more progressive and habitable. Nairobi is a city that faces a major influx of refugees moving into its urban areas. Interestingly, this migration pattern into Nairobi is not only for economic opportunities. Apart from economic migrants, the country also has hordes of people who move out of camps providing assistance to them, as the quality of aid is very low. Regarding this, it would be worth observing that whereas the period 1997 - 2001 was characterised by a 24 percent decline in the global refugee population compared to the pervious five years, the share of refugee from Africa rose from 20 to 45 percent during the same period. Also, as the demographic status of refugees varies across regions, and even within countries, it is dependent on the normative value of the refugees themselves. By end of 2001, Kenya was home to over a quarter of a million refugees. And out of this, almost about 50% of the refugees were aged above 18 years while about 45% of the total population were female. These refugees including thos e in urban areas posed a challenge not only to the government, but also to the indigenous populations. The host country saw them as an imposing and alarming threat to their own sovereignty, security and global stability. The governmental failure to unify the various clans and tribes of the city along with the influx of the refugees is inter-related to the demographics of the inter ethnic relations of the city. Research involving the various tribes such as the Luyia, Kuria, Suba, Luo, Maasai, or the Kalenjin and their inter racial interactions has shown that the relation of these refugees with the people, as well as the relation within the tribes themselves is pretty complicated. What makes it more dangerous is the existence of separate political affiliations of ethnically defined groups to political parties in the multi-party system of Kenya. Even with the coming of self governance, the colonial power is still considered to be an important influence on ethnic identification. Among the Luo, Maasai and their Bantu neighbours, there is a cultural gradient or a culture prestige gradient with the Nilotes at the upper end, and this status differentiation in several cases is stabilised by the appointment of chiefs from high status groups by the colonial power. This intra racial differentiation leads to a process of social exclusion. This, on the other hand, is also propagated by what has been termed as the 'filtering down process' of educational facilities being provided to the people of the different groups: broadly speaking the 'haves and the have nots'. Put in a nut shell, the educational policy in Kenya is such that it is generally the children from educated and well to do parents who can pursue higher education. The process of filtering down ensures that even when the government adopts a policy of educational expansion, it fails to lead to intergenerational job mobility. As Hazlewood puts it, the much greater expansion of secondary education, drawing in many more, and a much higher proportion, of the children of the uneducated in Kenya than in Tanzania, has made access to secondary educatio
Saturday, February 1, 2020
Music -Blues - Assignment Example The new living conditions experienced by the Negros made them to start blues music as a form of appropriating and deconstructing white musical elements. These musical conducts created the images of solitary and a need for modifying the NegroÃ¢â¬â¢s way of life and new structure. Most blues-singers were considered as outcasts even among their own race because many of the laws that had been made at the time, which divided the Africans amongst themselves. The AAB format uses the 12 bar structure and is a common structure in blues music. AAB denotes the structure of every individual verse in a song and is often used as a compound form in both melody and lyrics. An example of a song, which uses the format, is Pride and Joy 1983 uploaded on February 8, 2010 and was produced on December 6 1983 at the CHCH Studios in Canada-Hamilton. The recording artists for the song are Stevie Ray Vaughan and Albert King. The song is about love and does not comprise one of the topics that reflected the hostility and desire for success among the
Friday, January 24, 2020
Reread the exchange between Charlotte and Elizabeth about marriage. How does this section of the novel provide a foundation for the novelÃ¢â¬â¢s central messages regarding marriage? In Jane AustenÃ¢â¬â¢s novel Ã¢â¬ËPride and PrejudiceÃ¢â¬â¢ one of the main themes through out is marriage. In the exchange between Elizabeth Bennett and her friend Charlotte Lucas in Chapter six two main views on marriage are bought to the forefront. Charlotte gives the view that marriage is more of a necessity so that women can have financial stability, whereas it is evident that Elizabeth believes marriage should be a union of two loving people and a lasting emotional situation. CharlotteÃ¢â¬â¢s view is that she will marry Collins because she needs to hold her situation financially and socially, and not because of any mutual feeling of love between them. She thinks that it is neither necessary nor beneficial to know some one well or to particularly like some one before you marry them. Ã¢â¬ËHappiness in marriage is entirely a matter of chanceÃ¢â¬â¢ says Charlotte. She then also says Ã¢â¬ËI should think she has a good a chance of happiness as if she were to be studying his character for a twelvemonthÃ¢â¬â¢. By saying this, she is implying that it doesnÃ¢â¬â¢t matter how well you know someone before you marry him or her, as it will make no difference to whether or not it is a happy marriage. Charlotte even goes a step further and states that people Ã¢â¬Ëalways continue to grow sufficiently unlike afterwards to have their share of vexationÃ¢â¬â¢ meaning that it might be worse to know someone well before marriage. This interpretation is affirmed when Charlotte says Ã¢â¬ËIt is better to know as little as possible of the defects of the person you are going to spend the rest of your life withÃ¢â¬â¢. The view that Charlotte puts forward in Chapter six was a common opinion held in the late 18th and early 19th century. Many women who were part of the middle classes were often not sent to school and so didnÃ¢â¬â¢t usually learn a skill that they could use to make a living. Consequently, as they were women and so were often not left much, if any, inheritance when their parents died, women found that they must marry in order to have money and to keep their place in society. Charlotte takes advantage of her situation to marry purely for money and not for love, this is what many women did and what society encouraged. ElizabethÃ¢â¬â¢s views are a contrast to CharlotteÃ¢â¬â¢s. Elizabeth believes that to have happiness in marriage there must be love.
Thursday, January 16, 2020
|Title |HSC 027 Contribute to health and safety in health and social care | |Level |2 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |1. Understand own responsibilities, and the |1. 1 Identify legislation relating to general health and safety in a health or social | |responsibilities of others, relating to health and |care work setting | |safety in the work setting |1. 2 Describe the main points of the health and safety policies and procedures agreed | | |with the employer | | |1. Outline the main health and safety responsibilities of: | | |self | | |the employer or manager | | |others in the work setting | | |1. 4 Identify tasks relating to health and safety that should not be carried out | | |without special training | | |1. Explain how to access additional support and information relating to health and | | |safety | |2. Understand the use of risk assessments in |2. 1 Explain why it is important to assess health and safety hazards posed by the work | |relation to health and safety |setting or by particular activities | | |2. 2 Explain how and when to report potential health and safety risks that have been | | |identified | | |2. Explain how risk assessment can help address | | |dilemmas between rights and health and safety | | |concerns | |3. Understand procedures for responding to |3. 1 Describe different types of accidents and | |accidents and sudden illness |sudden illness that may occur in own work setting | | |3. 2 Outline the procedures to be followed if an | | |accident or sudden illness should occur | |4.Be able to reduce the spread of infection |Demonstrate the recommended method for hand washing | | |Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at| | |work | |5. Be able to move and handle equipment and other|Identify legislation that relates to moving and handling | |objects safely |Explain principles for moving and handling equip ment and other objects safely | | |Move and handle equipment or other objects safely | |6.Know how to handle hazardous substances and |Identify hazardous substances and materials that may be found in the work setting | |materials |Describe safe practices for: | | |Storing hazardous substances | | |Using hazardous substances | | |Disposing of hazardous substances and | | |materials | |7.Understand how to promote fire safety in the |Describe practices that prevent fires from: | |work setting |starting | | |spreading | | |Outline emergency procedures to be followed in the event of a fire in the work setting| | |Explain the importance of maintaining clear evacuation routes at all times | |8. Be able to implement security measures in the |Use agreed ways of working for checking the identity of anyone requesting access to: | |work setting |Premises | | |Information | | |8. Implement measures to protect own security and the security of others in the | | |work setting | | |8. 3 Explain the importance of ensuring that others are aware of own whereabouts | |9. Know how to manage own stress |Identify common signs and indicators of stress | | |Identify circumstances that tend to trigger own stress | | |Describe ways to manage own stress | Additional information about the unit | |NOS ref |HSC 22 HSC 221 HSC 223 | | |Content recurs throughout HSC NOS knowledge requirements | |Unit purpose and aims |This unit is aimed at those working in a wide range of settings. It provides the learner | | |with the knowledge and skills required to carry out their work safely. | |Assessment requirements or guidance |This unit must be assessed in accordance with Skills for Care and Development QCF | | |Assessment Principles. | | | | |LO 4, 5, and 8 must be assessed in a real work environment | |Additional Information |Others may include: | | |Team members | | |Other colleagues | | |Those who use or commission their own health or social care services | | |Famil ies, carers and advocates | | | | | |Work setting may include one specific location or a range of locations, depending on the | | |context of a particular work role | | | | | |Policies and procedures may include other agreed ways of working as well as formal | | |policies and procedures | | | | |Tasks that the learner should not carry out without special training may include those | | |relating to: | | |Use of equipment | | |First aid | | |Medication | | |Health care procedures | | |Food handling and preparation | | | | | |Stress can have positive as well as negative effects, but in this unit the word is used | | |to refer to negative stress |
Wednesday, January 8, 2020
How and why is Customer Relationship Management (CRM) important to sports marketing managers? Introduction In the past two decades, huge marketing and mass marketing have been changed competitive landscape due to growing goods available for consumers. Proliferation of business activities would focus on customer relationship management, which is to achieve competitiveness (Chen et al., 2003). As the concept of customer relationship management has a significant change, there are a variety of CRM definitions depending on the angle of view. An important concept in customer relationship management is customer value. Customer value is the customer relationship to the enterprise s financial value. It can be reflected in the contribution margin or net profit. Customer value is widely used by enterprises to evaluate their marketing efforts. As mentions above, Kumar et al. 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