The Role of African Americans in the American Revolution.

The Role of African Americans in the American Revolution. While the Patriots were ultimately victorious in the American Revolution, choosing sides and deciding whether to fight in the war was far from an easy choice for American colonists. The great majority were neutral or Loyalist. For the African Americans, what mattered most was freedom. As the Revolutionary War spread through every region, those in slavery sided with whichever army promised them freedom. The British actively recruited slaves belonging to Patriot masters and, consequently, more African Americans fought for the British. An estimated 20,000 African Americans offered their services to the British. They had many roles, such as laborers, orderlies, scouts, and spies. Since they had lived in the areas of the battles, they knew the local roads and rivers, which made them excellent scouts and spies. On the American side, slaves were not given guns at first, because they were feared to revolt. Soon, they were needed, and Rhode Island offered to set any slave free who volunteered for the regiment.This (attributed to ) originally appeared during t...At the end of the war, 100,000 slaves were either freed or had escaped.

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6 Introduction Some of the most interesting aspects of child development are the biosocial, cognitive and psychological development.Reading these aspects can be interesting, especially if you have a child who is still developing. In order to understand these aspects fully, scientists have come up with numerous theories to explain the development stages right from birth to adulthood.Advertising We will write a custom case study sample on 6-year-old childs biosocial, cognitive and psychosocial development specifically for you for only $16.05 $11/page Learn More Although some people have widely criticized some of the theories, the truth of the matter is they address the various development stages we take the general based model to address the biosocial, cognitive, and psychological development of a six-year-old child. In trying to address these three paramount issues, the paper takes note of the extensive variations in what very many child development experts con sider as â€Å"normal†. Some of the factors behind child development include family, cognitive, educational, and genetic. Depending on the suitability of these factors, children will reach certain stages at different times. However, this paper discusses development stages of a normal six-year-old child. This is simply because every child is unique and therefore, the development stages can vary with time and other factors (Rollercoaster, 2012, p.1). Six-year-old child In very many developed countries, six-year-old kids are conversant with school and kindergarten related activities. In other words, a child develops aggression towards independence in this year. However, the idea to separate from their parents is not something that they are in apposition to do no matter how independent they want to be. These kids are taking steps towards discovering the world they found themselves in some years ago. The truth of the matter is that not all six-year-old children share similar abili ties and development traits. They can actually vary form one child to another due to their uniqueness. At this age, the kids have different preferences, experiences, and each one of them is capable of things in certain ways. This is the reason why their abilities are not the same. Although each kid is unique, we assume a general milestone in addressing the similarities in the development stages of all six-year-old kids (Ruben, Fein Vandenberg, 1983, pp. 690-698). As seen above, one of the most significant things to note about six-year-old kids id their increased aggression towards routines and independence. This does not necessarily mean that they want to leave their parents and become independent. In most cases, these kids spend most of their time in school, and away from their parents. In school, these kids participate in various activities, sometimes on their own. Sometimes, they can form groups and play together, or attend parties of their friends. Six-year-old kids also experi ence physical development.Advertising Looking for case study on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, the motor skills and the coordination are likely to develop as compared to the rest. Additionally, this is the age when most children develop athletic abilities. You will find many of them playing or running around. The growth rate will vary form one child to another, and that is the main reason why their heights will vary to a certain extent. Experts also argue that six-year-old children always feel insecure when they are far away from the parents or their homes. They therefore crave for relieve and security either at home or from their parents. Other theories also depict that six-year-old children tend to experience an incredible learning augmentation once they enter kindergarten and start handling intricate materials. This is the period they start learning how to read, and some basic math, art, science and history solving skills will start develop (Higgins Parsons, 1983, pp.15-66). Biosocial development The biosocial development of a six-year-old child is also active at this particular age. In most cases, the child starts to develop interaction and other social skills. Friends It is quite amusing to note that these kids tend to emphasis relationships with people outside their homes, for example, teachers and pupils. Even as their aggression towards independence continues, these kids also tend to focus in other areas like forming very many fiends comprising of peers, teachers, and maybe other parents. As time goes by, they find that social interactions with the peers, friends or other people outside the family are complex. Nevertheless, this does not stop them from interacting, as they become increasingly aware on what to do with such friendships. Another positive thing to note about these kids is that at this age, they understand rules better, and majority of them want t o make sure that their friends follow the rules. For instance, if they are playing, they aggravate for organized games, which are devoid of controversy. You will find them forming teams to play each other a soccer match. Gender is also important here. Those of the same gender would always want to play together, and one kid would choose another as the â€Å"best friend†. However, it is imperative for parents to watch the biosocial developments of the six-year-old child lest they develop abnormal behaviors such as hounding, cliques, and banishing others. Otherwise, this is the age when a kid navigates from one relationship to another hoping to find security and comfort (Ruben, Fein Vandenberg, 1983, pp. 702-734). Morals and rules At six years of age, a child becomes increasingly aware of what is right and wrong. You will find many of them reporting or even summoning those who are not doing the right thing. At this age, break-ups among close friends are so common, but the goodn ess is they do not last for long, and you will find them becoming friends almost immediately.Advertising We will write a custom case study sample on 6-year-old childs biosocial, cognitive and psychosocial development specifically for you for only $16.05 $11/page Learn More Giving, Sharing and Empathy Having acquired a good number of friends and now playing together, six-year-old kids always like sharing some of the things they own for example, snacks and toys. The truth of the matter is that there is rivalry and scuffling towards picking the best-looking toy or taking many snacks, but as we have seen above, they forget their differences easily. In fact, they can work out their conflicts without the involvement of a teacher or a parent. Perhaps one major thing to note about six-year-old kids is that they are too egotistical, and therefore they need tender support for them to learn the other side of life (Parten, 1932, pp. 243-269). Cognitive development As w e have seen above, six-year-old children have developed learning skills and therefore they are now reedy to enter school. At this age, they could be in kindergarten or in a nursery school. In school, they find a new world that is much different from that in their homes. Story telling, allotment, practical activities, and designing become so common, even as they embark on a journey of discovering what is in the books. They are now ready to learn new skills such as decoding words due to the developed phonemic awareness. Their attention span begins to lengthen, and they become familiar with intricate projects and assignments assigned to them both at schools and home (Parkhurst Asher, 1992, pp. 231-241). Reading and Writing This is the right age when children start learning how to read. In some cases, majority of the children of this age even begin to read on their own. Amazingly, some of them can even begin to write short stories (one paragraph) about their family, friends, or vacatio ns. They are able to identify some words and with time, they break their sound. Since they are still developing cognitively, with time, they become conversant with many vocabularies, and they can spell some words correctly. Children of this age can also identify punctuation marks, and apply capitalization in the sentences they construct. They also like reading simple stories about animals and monsters. Notably, after reading the story, they can re-tell it. Numbers and Math Six-year-old kids can count numbers much easier than they were in a year or two ago. Even as their cognitive skills increase, they will start mastering even higher numbers. Using sticks or other materials, they can add and subtract numbers in a given problem. They enjoy solving puzzles as well (Hagen, (1972, pp.66-78).Advertising Looking for case study on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Concepts Six-year-old kids are good in mastering concepts. For example, they can read the time, and tell all days of the week. By this age, they can say more about the world, name some towns, and even state the day’s weather conditions. We can say that at this age, they are able to differentiate between real and imaginary things. Psychological Development Six-year-old children are also developing psychologically. However, this type of development is in most cases characterized by contradictions. For instance, although they want to be independent, they also feel insecure and would always want to be at home with their parents. Emotional Awareness At this age, this kids experience emotions. Although they are a bit conversant on what to say, they are able to read the emotions of other people. They also remain careful in uttering some critical words so that they do not offend others. Confidence and Insecurity Since they are involved in various activities both at home and school, t hey always crave for recognition and praise. In a way, this boosts their confidence. Parents should also be instrumental in teaching them the lines of confidence. When they feel insecure, they should be encouraged, and it is paramount to mention that these kids dislike criticisms and other negative admonishments. All they need is reaffirming assurance and understanding on the part of friends and parents. Inflexibility and Preferences Six-year-old kids always prefer to do things according to their way. If this does not happen, then they feel dejected. To them some things are good and some are bad. However, parents can educate them on what is good and bad (Rollercoaster, 2012, p.1). Privacy At six years of age, children crave for some form of privacy. For instance, when they are dressing, they hide and they do not want anybody to see them. They also discourage the idea of bathing in front of their parents as well. Astonishingly, these children are also curious, as they want to discove r their gender and sex. They may also start questioning their parents the origin of babies. Reference List Hagen, J. W. (1972). Strategies for remembering. New York: Academic Press. Higgins, E.T. Parsons, J.E. (1983). Social cognition and the social life of the child:  Stages as sub-cultures. Cambridge, MA: Cambridge University Press. Parkhurst, J.T. Asher, S.R. (1992).Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28(1), 231–241. Parten, M. (1932). Social participation among preschool children.  Journal of Abnormal and Social Psychology, 27, 243–269. Rollercoaster. (2012). Stages of Development. Web. Ruben, K. H., Fein, G. G., Vandenberg, B. (1983). Socialization, personality, and  social development. (4th ed.). New York: Wiley and Sons.

Health Policy and Professional Practice- Assignment

Health Policy and Professional Practice- - Assignment Example The purpose of this essay is to discuss and critically analyze the Cancer Reform Strategy implemented by the Department of health in 2007 with reference to Clinical Nurse Specialist. The main focus of this essay will be on the Cancer Reform Strategy of 2007 (DOH, 2007). Various historical events related to cancer care that have influenced the development of the cancer Reform Strategy will be discussed. The essay will also examine the role of Clinical Nurse Specialists that has evolved as various developments took place in cancer care in England. In the mean time, various proposals of the coalition government, their policies, the role of Clinical Nurse Specialists and the implications of these policies and services on the patients will be discussed and critically analyzed. The role of the Clinical Nurse Specialist. Cancer is one of the major public health challenges all over the world including England. According to DOH (2007), each year, about 230,000 individuals in England are likel y to be diagnosed on cancer and more than half this number are likely to succumb to the disease. Thus, cancer is the leading cause of mortality under those 75 years of age. In 2005, 38 percent of premature deaths in population less than 75 years of age was because of cancer. 3 decades ago, the state of cancer therapy in England and other parts of UK were worst in the Western European region (DOH, 2000). Patients were referred late for treatment and those referred were diagnosed and treated late. There was no proper coordination between various health professionals and referrals were not made to the right place and in the right time. Also, there existed a wide gap and inequality in health care access. Those who were poor had poor access to health care facilities and were more likely to die once a diagnosis of cancer was established (DOH, 2000). Due to such and several other reasons, cancer patients in England has less survival prospects than those in other countries of Europe. For ca ncers like breast and bowel cancers, diagnosis was usually done in advanced stages due to lack of information for both the patient and general practitioner. Also, whatever services were available were patchy. The number of cancer specialists were less and the equipment for cancer detection, prevention, screening and management were outdated (Morries et al, 2007). The type of treatment delivered also was varied. While some received excellent care, others received neglected care in an insensitive manner. Long time periods of waiting and uncertainty of treatment outcomes harassed the patients. This was evident from the report by the Chief Medical Officers of England and Wales, popularly known as the Calman Hine report (1995), in which it was evident that the survival and services with reference to cancer had geographical inequalities. In this report, the authors suggested restructuring of cancer services in order to provide suitable access of cancer services to all communities, geograp hical areas and socioeconomic strata to high levels of expertise. They recommended improvements in cancer networks. In 1997, the government pledged that death rate due to cancer in those under 75 years of age will be reduced to by atleast 50 percent by 2010. It was then that the White paper for "Smoking Kills" was passed as a part of comprehensive tobacco control programme. The government also began to focus or energy and money for boosting up the

Course Project Part 2 Coursework Example | Topics and Well Written Essays - 2000 words

Course Project Part 2 - Coursework Example These two ground are enough to take up this project. Depreciation is a non cash expense and it is also tax deductible. The depreciation is first reduced from the operating income to get earnings before interest and taxes. The amount of depreciation deducted is then added back in the cash flow statements to get the operating cash flows. We know that the net present value is determined by the cash flows expected from the project therefore; this non cash expense eventually increases the cash flows of the project. Ultimately, the net present value of the cash flows will increase which is beneficial for the company. In addition to the above, a company which opts for straight line depreciation method will have equal positive cash flows every year. For example: Depreciation of $100,000 per year, with an income tax of 35%, saves $35,000 of taxes each year and that amount is accounted as a positive cash flow. This amount is also known as the depreciation tax shield. Sunk Cost is a sum of money which has already been spent and it is not recoverable. It is essential to understand because many people feel intuitively that if an investment is made then it is essential to get a return on it. This will lead to rejection of one course of action which favors the other one to actually generate smaller cash flows. One needs to understand that sunk costs are irrelevant to financial decisions. Opportunity cost is a profit that is forgone by not investing in a particular opportunity. This is particularly true when there are mutually exclusive projects and you have to choose the best out of two good projects. The profit forgone from not choosing the other project is your opportunity cost (Shim & Siegel, 2008). Erosion is the slow but sure redirection of funds from profitable sections or projects within a business to new project and areas. It is considered to be an investment in the long, money flowing in new

E-books, Libraries, and Hard Cover Books Essay Example | Topics and Well Written Essays - 500 words

E-books, Libraries, and Hard Cover Books - Essay Example The main fears of publishers will be discussed, for example, a feeling that they will lose out on revenues if librarians have unfettered rights to purchase and distribute books. This chapter will progress by by discussing the reasons and possible reasons why publishers want the buying and lending model changed being that the content if now in electronic e-Book form and not the usual paperback books. The paragraph will then be concluded by summarizing the main points.The third paragraph will discuss the reasons why there is a conflict between publishers and librarians, from the point of view of the librarians. This will be the main point for this paragraph and will expound the main in details. The details will discuss the librarians’ revenue model for selling the paperback books and the model they use for the e-Books. The point at which this creates disagreements and conflicts with publishers will also be discussed. For instance, the fact that e-Books have no wear and tear or p ossible loss, and creates convenience for library patrons in that they don’t have to go to the library physically to review or even borrow a book. The benefits that librarians confer publishers will be discussed. The sources of information to be used will e verifiable scholarly sources such as journals and books that have done preliminary research. The paragraph will be concluded by reviewing the main pointsThe concept of e-Books being software will also be discussed before the paragraph is concluded.

Food safety Assignment Essay Example | Topics and Well Written Essays - 1000 words - 1

Food safety Assignment - Essay Example In food establishments, MSDS sheets are important because they illustrate the various physical and physical properties of the particular hazardous product in use. This information is essential because it informs the user about the toxicity of the substance, safe procedures of usage and appropriate methods of storage and disposal. Food establishments use a diversity of chemicals to prepare various dishes. OSHA requires the MSDS sheet written in English and to include information about the hazardous substance used in food establishments and other working places. The MSDS sheet should include the name of the chemical as indicated in the label from the manufacturer and the common names used for that particular substance. In addition, the sheet should list the ingredients used to make the hazardous substance and list the health hazards of each toxic ingredients used in the substance, including whether they are carcinogenic or have other adverse medical effects. The provision of this infor mation on MSDS sheets improves the safety of both the employees and the consumers of the products in food establishments. Knowledge of the hazardous substance minimizes accidents associated with improper use such as using excess amounts, errors in applying it for unintended purposes and lack of wearing or observing the appropriate precautionary measures while using the product. Cleaning entails the removal of the dirt such as food, soil, rust stains, minerals from a surface and it is achieved by using a cleaning agent that has the ability to remove the particular dirt. Some of the common food contact surfaces in food establishments that attract the dirt include dishes, chopping boards, utensils, cutleries among others appliances. There are four different classes of cleaning agents, including detergents, acid, solvent and abrasive

Ambiguilty and meaning in the Heart of Darkness by Joseph Conrad Essay

Ambiguilty and meaning in the Heart of Darkness by Joseph Conrad - Essay Example No, not very clear" (21). There are several sub-meanings in the novel that can be interpreted in several ways. The story in itself was narrated in a non-conventional way that there was a story within a story adding to the ambiguity of the narrative. But the most prominent ambiguity in the novel is moral ambiguity because its standard and application in the novel was uncertain that it is difficult to tell what constitutes right and wrong, good and evil because these standards were unclear and not easily understood in the novel. One of the most prominent ambiguity in the novel is Kurtz and the circumstances about him. Marlow first heard about Kurtz during a meeting with the accountant of the Company on his way to Congo making him a subject of a subject in a novel or a story of a story as Marlow, the protagonist of the story narrates about him. At first Marlow was somewhat impressed by the reputation Kurtz as he was described as â€Å"very remarkable person† (37) in the novel. Bu t as the novel progresses and as more information was revealed about him, his character becomes blurry that it is difficult to describe his circumstances. ... And perhaps being a novel, maybe device some unusual way to extract vengeance from him for his brutality. But no, he was strangely revered by the natives and was even treated like a god. In his deathbed, natives even surrounded him when Marlow paid Kurtz a visit. And even he felt kinship with the natives that the attack on Marlow’s boat was made with the prodding of Kurtz as revealed by the Russian trader so that Kurtz will not be found and perhaps, to be left alone with the natives. These circumstances blur the logical sequence of morality that you will be hated if you harm people. Instead, Kurtz seemed to be adored by the natives whom he used to slaughter for ivory. The use of words and description of places is also ambiguous that made the novel quite difficult to understand. Congo which is a part of Africa and Africa in general was referred to as the real heart of darkness as the title of the novel suggests but it is also described to be not as dark and gloomy as the coloni sts place such as London and Belgium. This run counters to the common view that we are accustomed with that Africa was supposed to be uncivilized and therefore darker and the Europeans which were supposed to be educated and civilize were supposed to be the bearer of light. But this was negated in the narrative because it was Europe that was darker and not the heart of darkness which was Congo. Here, the standard of what is morally desirable is blurred because the place that was assigned to be the heart of darkness was not after all darker but in fact better than Europe which we used to think as civilized. The ending of the novel was also ambiguous.