Sustainable Business Development -- Paper Essay

Sustainable Business Development -- Paper - Essay Example Due to globalization, the demand for newsprint is increasing with more and more books and magazines selling in the streets. Modernization seems to be changing the use of paper, today more currents seem to be using paper for sanitary products, packaging and office paper among other uses. Unfortunately, most of this paper goes as a waste. A study by Foghmontensen et al. (2001 p. 12), show that paper, pulp, and board take up 45% of the world’s commercial timber. In addition, many countries use paper for their packaging. In Europe, Asia, America, and many other countries, paper production manages these forests eliminating the non-timber uses, which is crucial for the local people. In addition, cutting down forests for paper production affects biodiversity and the environment, which includes water and soil. Further research shows that foreigners often purchase these forest plantations, and this keeps the local government from their control. According to a report by UNEP (2013), paper production may sometimes use non-timber plant materials like the bamboo forests that seem to disappear slowly in India. These plants have environmental effects similar to the timber forests especially during wood pulp production. During paper production, there are ranges of pollutant emissions, which pollute the water and marine ecosystems whether through chemical or mechanical bleaching. These pollutants equally affect the human health. The wastes from paper production fill the landfill sites although paper recycling is now common especially because it saves energy and resources. It is unfortunate how these loggers continue clearing the natural forests considering that these forests help in rain formation. Industries have cleared the natural forests in order to have the fabricated forest. These forests are homes to much wildlife, and clearing these forests affects their habitat. Paper production and use are on the increase, and, unfortunately, this has caused

Analysis of the affectivity of new curriculum Essay Example for Free

Analysis of the affectivity of new curriculum Essay The method of selecting a part of the aggregate statistical substance for finding out the information concerning the characteristics of the whole is known as sampling. (Das, 2000, p 160). In analyzing the data of the schools for studying the effectivity and successfulness of the new curriculum over the older one the stratified sampling strategy has been taken. In the total sample of 80 schools, 40 schools would be selected from 100 schools that took the new experimental curriculum and the other 40 schools would be taken from 300 schools that kept the old curriculum. Regarding the sampling, the members of the school board have made three suggestions for increasing the effectivity of the analysis in support of the new experimental curriculum. All these three suggestions, however, if taken would dampen the quality of the experiment in many ways and ultimately the whole study would fail to produce the true picture about the successfulness of the new experimental curriculum. According to the first suggestion, all the 80 schools should be taken from the best performing schools which have taken the new experimental curriculum. If this suggestion is taken for sampling then the test will be biased toward the success of the new experimental curriculum. Sampling error of the test will also be very high since this sampling procedure does not incorporate those schools which are still performing better with the old curriculum and those schools which have performed worse with the new curriculum. Similarly if sampling is done with the second suggestion or the third suggestion, the test will also be biased and sampling error of the test will be high. Besides, if sampling is done with any of these three suggestions, the result of data analysis will not provide the clear picture. In that case by analyzing data we may infer that the new curriculum is better than the old curriculum or worse than the old curriculum though in real it is not the case. Therefore we will not be able to justify whether or not the new curriculum should be roll out to all schools in the district. 2) We have analysed the data which are collected through stratified sampling. a) In our study when we compare the outcome of the analysis of the schools which took new curriculum with those which took old curriculum we find some interesting features which have been shown by the table 1 and table 2 as follows.

Computer Vision In Bad Weather.

Computer Vision In Bad Weather. Saswati Rakshit Aim: To take advantage of bad weather in estimation of depth of a scene from its image. As in bad weather atmosphere modulates original information of an image to the observer so based on observation,we develop model methods for recovering scene properties(e.g. 3D structure,depth etc). Scope/Application: Computer Vision is widely used in various fields now a days. It is used in Optical character recognition: Technology to convert scanned docs to text  Face detection,Smile detection: Many new digital cameras now detect faces and smiles. surveillance and traffic monitoring. Image to a 3D model : turning a collection of photographs into a 3D model Google Self driving Car uses computer vision for distance estimation Introduction : Vision and Atmosphere: Normally in good weather we assume reflected light passes through air without attenuation.so it is assumed brightness of an image point in the scene will be same.But due to atmospheric scattering,absorption and emission light intensity and color are altered. Here our main consideration is on scattering. Bad weather(Particles in space):- weather condition differ in type and size of particles and their concentration. Air (molecule): scattering due to air is minimal Haze (aerosol): haze is certain to effect visibility. Fog (water droplet): Fog and haze has similar origins.but haze extends to altitude of several miles while fog is few hundred feet thick. Cloud is present in high altitude. Rain and snow both effects in image. Here our main consideration is on haze and fog because they appear in low altitude as compared to cloud. Mechanisms of atmospheric scattering Scattering is dependent on particle size and shape.small particles scatter equally in forward and backward,medium size particle scatters more in forward direction and large particle scatters all in forward direction. In nature particles are separated from each other so they scatter independently.i.e. do not interfere others.but In multiple scattering a particle is exposed not only incident light but also light scattered by other particles. Single scattering function can be written as follows I(Ó ¨,ÃŽ »)=E(ÃŽ »).ÃŽ ²(Ó ¨,ÃŽ ») (1) Where E(ÃŽ ») is total incident flux on the volume per unit cross section area I(Ó ¨,ÃŽ ») is flux radiated per unit solid angle per unit volume of medium and ÃŽ ²(Ó ¨,ÃŽ ») is the angular scattering coefficient Objectives: To identify effects caused by bad weather that can be turned to our advantages.understanding attenuation and airlight model that is helpful to measure depth maps of scenes without making assumption about scene properties or the atmospheric conditions. System flow: Here our main goal is to estimate depth and forming 3D of a scene in bad weather condition. For this purpose we used Two different scattering model 1) Attenuation model 2) Airlight model Now first we have used attenuation model and In this model image is taken at night.so environmental illumination are minimal. To estimate depth of light sources in the scene from two images taken under different atmospheric conditions. And applying different mathematical formula used in attenuation model we can compute relative depth of all sources in the scene from two images taken under two different weather condition. Next to work with airlight model we need images in day or when environmental illumination can not be ignored.that is image of a scene is effected by airlight. After selecting the 2D image we apply mathematical formulas of airlight model and comparing the intensity of scene point depth can be easily measured an 3D reconstruction of that scene is also possible. Mathmatics And Description: Attenuation Model We know that beam of light that travels through atmosphere can be attenuated by scattering.and the radiance(intensity) decreases if pathlength increases. Attenuation model developed by McCartney is summarized below If a beam passing through a small sheet(medium) of thickness dx, intensity scattered by the sheet can be written as follows I(Ó ¨,ÃŽ »)=E(ÃŽ »).ÃŽ ²(Ó ¨,ÃŽ ») dx [it represents scattering in Ó ¨ direction] Now total flux scattered in all direction is obtained by integrating over entire spherical sheet φ(ÃŽ »)=E(ÃŽ »).ÃŽ ²(ÃŽ ») dx -(2) fractional change in irradiance at location x can be written as follows: -(3) By integrating both side of eqn(3) between limits x=0 and x=d we get E(d,)= -(4) Where I0(ÃŽ ») is the intensity of the point source and d is the distance between object and observer’ Sometimes attenuation due to scattering can be expressed in terms of optical thickness which is T= [here is constant over horizontal path] Here eqn (4) gives direct transmission which we get after removing scattered flux. Airlight Model Here atmosphere behaves as source of light.environmental illumination has several light sources including direct sunlight,diffuse skylight and light reflected by the ground.In airlight model light intensity increases with pathlength and so apparent brightness increases. If the object is in infinite distance the radiance of airlight is maximum and radiance of airlight for an object right in front of the observer is zero. To describe the geometry of that model,first we need to consider environmental illumination along the observer’s line of sight is assumed to be constant but direction and intensity is unknown. Let the cone of solid angle dω subtended by a receptor at observer end.and truncated by the object at distance d. This cone between observer and object scatters environmental illumination in the direction of observer.so it acts as airlight(source of light) whose brightness increases with pathlength. So the small volume dV at distance x from observer is dV= dω x2 dx Now the intensity of light incident on dV is dI(x,)= dV k = dω x2 dx k †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(5) now light scatters in dV.so irradiance it produces at observer end is dE(x,) = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(6) [also given in eqn (4)] Now we can find radiance of dV from its irradiance as: dL(x,) = = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..(7) by substituting (5) we get, dL(x,)= now we will find total radiance of pathlength d from observer to object by integrating the above expression between x=0 to x=d L(d,)= k (1-) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(8) If d =∞ the radiance of airlight is maximum L(∞,=k So , L(d,)= L(∞, (1-) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(9) Estimation of depth using Attenuation Model: In this model image is taken at night.so environmental illumination are minimal and so airlight model is not chosen.At night bright points of image are normally street light,windows of lit rooms.In clear night these light sources are visible to observer in brightest and clearest form but in bad weather condition the intensity diminish due to attenuation. Our goal is to estimate depth of light sources in the scene from two images taken under different atmospheric conditions. Here image irradiance can be written using eqn(4) as: E(d,)= g (10) [g is optical parameters of camera] If the detector of the camera has spectral response s(ÃŽ »),he final image brightness value is E/== (11) We know spectral bandwidth of camera is limited so we can assume as constant. And we can write, E/=g=g I/ (12) Now if we take image in two different weather condition i.e. in mild and dense fog then there will be two different scattering coefficient. Let it will be ÃŽ ²1 and ÃŽ ²2.now if we take ratio of two resulting image brightness we get R== -(13) Using natural log R/=ln R= †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..(14) This ratio is independent of camera sensor gain and intensity of source. In fact it is only difference in optical thickness(DOT) of the source for two weather conditions. Now if we compute the DOT of two different light source and take the ratio we determine relative depths of two source locations So we can write, = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(15) Since we may not entirely trust the DOT computed for any single source.so above calculation can be made more robust = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..(16) [here we assume to find the intensity of a single source pi,which is at distance di from observer.so to calculate its relative depth from other sources we need to compute depth of all sources of the scene upto a scale factor] The main goal of using this model is to compute relative depth of all sources in the scene from two images taken under two different weather condition. Estimation of depth using Airlight Model: At noon or daytime in dense haze or fog or mild fog most visible scene points are not illuminated and airlight effects.airlight causes intensity to increase when distance increases. Here we consider a single airlight image and try to compute 3d scene structure by measuring depth cues. Let,a scene point is at distance d and produce airlight radiance L(d,).if our camera has spectral response S( The brightness value of that scene point is: E/(d)= †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(17) Substituting it by eqn (9),we get E/(d)= †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(18) If is constant we can write, E/(d)= †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(19) Now Let, S= †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(20) By substituting eqn(19) at eqn (20),and taking natural logarithm we can write, S/= ln S = -ÃŽ ²d †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(21) Here S/ is scale factor and a 3D structure of scene can be recovered upto this scale factor The part of horizon in the image which has intensity will be the brightest region of the image.(sky background) Future work:Next we will understand and discuss about Dichromatic Atmospheric Scattering and structure from Chromatic Decomposition. References: http://www.canberra.edu.au/irps/archives/vol21no1/blbalaw.html (Accessed on 20.04.2015) Narasimhan, S. G., Nayar, S. K., â€Å"Vision and the Atmosphere†, International Journal of Computer Vision, vol. 48(3), pp. 233–254, 2002. Allard’s Law, http://eilv.cie.co.at/term/34. (Accessed on 18.03.2015) Relation between Radiance and Irradiance, 2013, http://physics.stackexchange.com/questions/68353/relation-between-radiance-and-irradiance. (Accessed on 18.03.2015) Radiaometry and Photometry, http://electron6.phys.utk.edu/optics421/modules/m4/radiometry.htm (Accessed on 28.03.2015

lesson plan for race class :: essays research papers

1. Course Description: Study of historical and contemporary race relations. We will Study how racism was created and how it is still present in society today. Examine how modern racism is in a way masked through language and actions. Course Objectives: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Show how racism effects the community as a whole not just certain groups. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Study past problems and show what affects it still has on today’s society. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Identify the different forms of prejudice. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Show how people unconsciously through language seem to justify racism 5.  Ã‚  Ã‚  Ã‚  Ã‚  Identify how racism began and possible solutions. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Recognize the problem with categorizing by race. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Explore explanations for discrimination and inequality Course format: The class will meet once a week for 2 hours. The class will consist of lecture, discussion, group work, movies, and a fieldtrip. Course Outline: Week 1: Introduction to the course. Discuss expectations and fears of the course. Prejudice vs. Discrimination. Talk about how prejudice is learned and perpetuated. Week 2: How is race defined? Is race determined socially or biologically, or both? Talk about good and bad things associated with black and white. Week 3: Show â€Å"Racism 101†. Discuss how people change slower than institutions. Has the concept of â€Å"race† changed over time? Week 4: Talk about language, present clips from TV shows or movies that show how people can unconsciously justify racism through language. Week 5: Talk about prejudices against multiracial people. How do they fit in? What problems do they face? Week 6: Show â€Å" The Autobiography of Malcolm X.† Week 7: Finish watching â€Å"The Autobiography of Malcolm X† and discuss different opinions of his work and what he did to fight racism and discrimination. Agree or disagree with him? Week 8: Show â€Å"Cry Freedom† start to discuss how Steve Biko was different from Malcolm and compare and contrast their fights against oppression. Discuss how it effected the whole country. Week 9: Finish â€Å"Cry Freedom† discuss the hardships that Donald Woods and his family had to go through just to try and educate people about what was going on in South Africa. Week 10: Take fieldtrip to the Underground Railroad Museum, write a reflection paper. How have things changed and what things still remain today? Week 10: Discuss racism in the past. Jim Crow Laws, Different Rulings in the Supreme Court that led to the end of segregation. The â€Å"Little Rock Nine† Week 11: Show â€Å"4 Little Girls† – video about a racially motivated bombing of a black Baptist church in 1963 that takes the lives of four young girls.

African American History. Heritage Essay

Heritage makes up a large portion of our History. Combine that heritage with race and you have a foundation for establishing different beginnings of races that can trace their early origins back to the beginning of the United States. A giant melting pot as it has been described due to all of the immigration that occurred in the early nineteenth century. African Americans have established an enormous role in the beginnings and the history of the America. Their continuous fight for equality and rights as American people have spanned many years. The actions against African Americans immediately following the conclusion of the civil war were not fair. This initial unfair treatment sparked numerous debates that all can be followed back to their initial start of fair treatment after many years of mistreatment. The Black Codes were established to restrict and control the lives of ex-slaves. (Bowles 2011) That is not a way to be granted freedom if your life is still controlled. Freedom isn’t freedom if you are still treated unfairly amongst other races. The thirteenth amendment established to abolish slavery in the United States. This was a major step to equality among African Americans. The industrial boom in the north sparked the interest of many looking for work. The promise of a job and being able to provide for your family drew the attention of millions of African Americans. These jobs caused a mass movement of African Americans from the south to the north. This move was the Great Migration. The entry into World War Two brought some unique opportunities for African Americans. Key components to the war were the Tuskegee Airmen. Moving on in their fight for equal rights and treatments, Rosa Parks made a stand and refused to give up her seat on a bus. Seeing the need for more action by the government, Martin Luther king assembled a massive million man march into the Nation’s capital. The struggle for African Americans has been a long and at times dangerous struggle. Former slave owners and many others in the south did not wish to abandon their way of life and what they saw as fair and equal treatment for African Americans. With the determination, the will to make a difference, and legislative actions. African Americans have changed the laws and made remarkable steps towards the fair and equal treatment they were always entitled to as any American should be. Their nonstop pursuit of change has had an everlasting effect on history. The hopes and dreams of freedom for African Americans were destroyed immediately following the end of the civil war, because of black codes and the intimidation with terror and violence from veteran confederates that formed the terrorist group called the Ku Klux Klan. As newly freed slaves, blacks found out very soon that freedom was not how they dreamed. â€Å"In 1865, southerners created black code that controlled all aspects of black’s lives and stopped new found African Americans from the freedom that they had won from the civil war. † (The Black Codes of the South 1966) Almost every part of free slaves life was regulated by black codes even the freedom to migrate. Blacks could not enter certain towns without permission so hopes of finding family that were sold during slavery proved to be a challenge. There was also vagrancy laws that stated all freedman were vagrant if they did not have a job or they were homeless. Black codes made segregation in public facilities, carrying any kind of weapons, and to testify in court against white men illegal. If a black person disobeyed these codes and imprisonment would occur most of the time. This was a backwards step towards equality and freedom. Black codes did offer a few certain rights to blacks. They were given the right to marry, and the right to own some land. Although being a free black slave during this time period was a monumental step towards a unified country, blacks would face bigger challenges throughout the next century. The Thirteenth Amendment was one of the most influential amendments to have ever been passed in our country. The Thirteenth Amendment states, â€Å"Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction† (US Constitution, Amendment 13, Section 1) The intent of the Thirteenth amendment was to abolish slavery and begin the long process of just and equal rights for all American citizens. The passing of this amendment put an end to slavery and caused disruption to the former slave owners in the South. The Southern States that seceded from the union were forced to free their slaves and pass the amendment to be allowed back into the union. The south was then forced to find a new means of supporting themselves and working their cash crops. With this amendment passed, the African Americans were finally free and the vast majority of slaves the worked on plantations were gone because they were free. Although racism and segregation still played a major role in their lives, they were no longer forced to work as slaves. Slavery was not only a form of forced labor. Many slaves also faced humiliation, punishment, and harsh lives. They were some slaves that were treated as they were lower than they animals they were forced to care for. The origins of slavery and the continuation of slaves well into after the civil war were tarnish on America. The thirteen amendment abolished slavery, it did not offer much regulation onto gender equality. This was certainly true for former black female slaves. They were not afforded the same equal rights and opportunities as free former black male slaves. â€Å"Female slaves suffered unique hardships, being exploited for both labor and reproduction. † (Tsesis, A.2012). With the initial passing of the thirteenth amendment, the future road was being paved for equality amongst black both male and female. This amendment would go on to be ratified until eventually equality was achieved for both genders. The great migration covers the movement of millions of African Americans from the south to the north due to industrial expansion. Though this is not the first great migration, being there was a large migration of African Americans shortly after the civil war, this migration had a much larger effect. Populations of African Americans drastically changed because of it. Population diversity was established. During the 20th century, African- Americans participated in one of the most significant demographic events in U. S. history, â€Å"The Great Migration. † The Great Migration was a massive movement of African Americans from the South to the North spanning from 1863 to 1960. The largest movement in the migration occurred from 1910 to 1920. (Bowles 2011) The Great Migration was caused by different reasons that pushed African Americans out of the South, and other chances of opportunity were pulling them to the North. The spring on 1916, Six million African-Americans moved to the North and the West part of the United States of America. After the Emancipation Proclamation was signed in 1863, less than 8 percent of the African- Americans population lived in the Northeastern or Midwestern part of the United States. The U. S. Senate had ordered an investigation into it. In 1900, about 90 percent of blacks still lived in Southern states. They also moved to Canada in order to maintain safe haven from anti-abolitionists. When it was time for the blacks to move the only transportation for them were trains, boats, buses, but sometimes cars were used for their transportation. The promise of good employment, food, money, and a place to take care of your family drew the attention of many African Americans. The Great Migration created the first large urban black communities in the North. Along with massive amounts of blacks relocating to these cities also come problems. Many blacks were crammed into housing. At times, the occupancy of the housing that they lived in exceeded the limits they were designed for. Imagine an apartment that can accommodate five people comfortably being push over the limits by having twelve people reside in it instead. These were perfect conditions for disease, unsanitary conditions, and in some extreme cases, death. These dwellings became to be known as ghettos. All good things must come to an end and many blacks realized that due to the mass amount of laborers that migrated to the North, many of the jobs were taken. The south offered the work of the past, but this time they would be paid for it and not forced to do the work. â€Å"After the Great Migration, blacks continued to move in search of opportunity as some returned to the South, while others moved to suburbs or better neighborhoods within the North. †(Stewart E. Tolnay 2003) An important military milestone is African American history were the Tuskegee Airmen. These brave airmen were the first step towards race equality within the aviation sector of the military. Although African Americans had regularly fought in wars, they were not allowed to participate in actual aerial combat. The airmen were an import key in closing the race inequalities within the military. The Tuskegee airmen have become to be known as the most influential air squadron during world war two. Racism was still a major ongoing issue well into world war two. Many whites did not like the idea of African Americans being allowed to fly airplanes and fight in aerial combat. The Tuskegee Airmen did more than just that. They became the first black Army Air Corps pilots. Their beginnings started when President Roosevelt had arranged a meeting with three African American leaders of the Army and Navy. They argued that equality needed to be stable throughout the military, administration needed to be fair in regards to the ongoing draft, and African Americans should be allowed to fly. (Percy 2003) Shortly after the meeting had concluded, the War Department issued a policy directive stating that black men would be admitted into the military in numbers equal to civilian black population. In December of 1940, the Army Air Corps had submitted a plan that would establish experiments with a fighter squadron that consisted of all black pilots. Initially, thirteen black men were selected as pilot trainees for the program. The training occurred at Tuskegee Alabama, hence the name given, The Tuskegee Airmen. Majority of the instructors assigned to train the men were white. There were high hopes the failure would occur and this would prove to the War Department that African Americans were not suitable for flying. â€Å"The man probably most responsible for the success of the Tuskegee Airmen, the man whom the cadets looked to most often, was Captain Benjamin O. Davis Jr. (Percy 2003) Captain Davis helped keep the fight alive in all of the cadets which allowed them to ignore the Jim Crow laws that were still in place and they were able to focus their attention on becoming pilots. After the success of the Tuskegee Airmen, they became a vital part of the war effort. The Tuskegee Airmen were assigned combat missions, participating in aerial combat, and helping to win the war. The Tuskegee Airmen program was a giant step towards equality within the military and an important historical milestone in our history. A famous name associated with the Civil Rights movements is Rosa Parks. She was the average everyday woman. She rode the bus to and from work every day like any other ordinary person. She had acquired a job as a seamstress at a local department store in Montgomery Alabama. On the night of December 1, 1955, Rosa took the bus home as normal. The public bus was split into two different sections. There was a white section and a black section. If the white section filled up, people in the black section were required to give up their seat for the whites and they would have to stand. This was an unjust law in Montgomery that many blacks disagreed with. This did not seem like the equality that they deserved. Couple this law with all of the segregated services in Alabama; one would think that the hatred for free African Americans ran high. â€Å"Rosa refused to give up her seat despite the threats given to her by the bus driver. † (Wiltenburg, M 2001) She was arrested and forced to pay a fine of $14, which she never did end up paying. Word of her arrest spread fast and immediately following the next day, flyers emerged all around Alabama black schools and businesses pleading that those who rode the bus should seek alternate means of travel. The bus company was owned by whites even though majority of the passengers were black. The actions were to show that the law was not fair to blacks and hopefully the bus company would see this through their loss of profit due to their unfair rule. The boycott lasted well over a year. Finally the United States Supreme Court ruled that it was unlawful and illegal to treat people differently on the bus because of their skin color. (Wiltenburg, M 2001) The actions taken by Rosa Parks to generate a Civil Rights Movement were brave for her to conduct during the racist times of Montgomery. Her actions set off the initial movement that would pave the way for many more to come and challenge the racist laws that restricted the lives of black people. The Million Man March was another major event of the Civil Rights Movement. What better way to peacefully protest the unfair treatment of African Americans than to assemble in the Nation’s Capital and fight for equality among all races. Some Civil Rights Leaders were opposed to the march. Mary Frances Berry, Chair of the U. S. Civil Rights Commission, thought the actions of the march were â€Å"bad due to the black community being in deep trouble already. † (Winter, 1995-1996) Despite her disapproval, the march went on. While the actual number of participants can’t be pin pointed to an exact number, it is estimated that it was between 1. 5 and 2 million participants. This large showing of force allowed for peaceful protest and representation for the black community. They sought to gain the attention of the Federal Government so they could overcome the harsh reality that racism was still an ongoing issue and blacks were still being treated unequally by whites. Majority of the attendees were black males. The march was also attended by origins of race that were not primarily black. They saw an opportunity to take part in the possible change of equality and rights as well. Many famous black speakers were in attendance at the march, from Rosa Parks, Martin Luther King, and many black religious leaders. Although the peaceful protest eventually ended, it still remains one of the most talked about and biggest contributions to the Civil Rights Movements. History has shown that African Americans have faced a lot of challenges. Through unfair treatment in the early beginnings of America, African Americans were used as slaves and the country saw this as a normal and legal way of life. The actions taken by President Lincoln helped shed light on the tarnished actions of the American people and he is credited with having helped free the slaves. The black codes were a way that hateful southerners could still control the lives of black people. The southerners were upset because their way of life and what they saw as normal was being changed. The passing of the Thirteenth Amendment abolished slavery. This was a step in the right direction and it sparked the creation of many amendments to follow in suite. The great migration offered new hopes and promises of work in the North. Millions of African Americans began showing up in cities eager to get a piece of the American workforce. They were met with many housing, health, and physical challenges. Some blacks realized that the work in the North was not for them and they returned to the South to continue farming of their own free will and not under the control of slavery. World War Two brought light to African Americans with the chance of becoming pilots. The Tuskegee Airmen showed courage in the face of racism and overcame the discriminations brought onto them through the military. They became a vital part of the war effort and actively participated in aerial combat and bombing raids. Rosa Parks set the stepping stones for the Civil Rights movement. Her actions that night on the bus spread quickly and blacks refused to ride the buses in Montgomery Alabama. The efforts lasted well over a year and Congress finally determined that the law was unlawful. The million man march is one of the biggest actions in the Civil Rights movement. Blacks showed in large numbers to promote equality and diminish racism on the federal level. Many key speakers participated in this march, even though leaders of the Civil Rights Committee did not agree with the march. These actions taken by African Americans represent a small portion of the triumphs that they have overcome since slavery ended. There are many events and sacrifices that have been made by African Americans through the years. Their nonstop pursuit to end racism, have equality, and bring change to America will have an everlasting change on history. References Bowles, M. (2011). A history of the United States since 1865. San Diego, CA: Bridgepoint Education, Inc. Jim Crow and Uncle Sam: The Tuskegee Flying Units and the U. S. Army Air Forces in Europe during World War II William Alexander Percy The Journal of Military History , Vol. 67, No. 3 (Jul. , 2003), pp. 773-810 Published by: Society for Military History Article Stable URL: http://www. jstor. org/stable/3397326 Tuskegee: A Retrospect and Prospect Booker T. Washington The North American Review , Vol. 182, No. 593 (Apr. , 1906), pp. 513-523 Published by: University of Northern Iowa Article Stable URL: http://www.jstor. org/stable/25105549 Wiltenburg, M. (2001, Feb 20). The story behind the rosa parks story. The Christian Science Monitor. Retrieved from http://search. proquest. com/docview/405670133? accountid=32521 The Black Codes of the South by Theodore B. Wilson Review by: Irwin Unger The Florida Historical Quarterly , Vol. 45, No. 2 (Oct. , 1966), pp. 183-185 Published by: Florida Historical Society Article Stable URL: http://www. jstor. org/stable/30147751 Tsesis, A. (2012). GENDER DISCRIMINATION AND THE THIRTEENTH AMENDMENT. Columbia Law Review, 112(7), 1641-1695. Maloney, T. N. (2002). African American Migration to the North: New Evidence for the 1910s. Economic Inquiry, 40(1), 1-11. Annual Review of Sociology , Vol. 29, (2003), pp. 209-232 Published by: Annual Reviews Article Stable URL: http://www. jstor. org/stable/30036966 Marable, M. (1995). After the march. New Statesman & Society, 8(376), 14. How Black Academics Viewed the Million Man March The Journal of Blacks in Higher Education , No. 10 (Winter, 1995-1996), pp. 59-63 Published by: The JBHE Foundation, Inc Article Stable URL: http://www. jstor. org/stable/2962767.

Human Rights for Individuals with Mental Health Disabilities Essay

This article discussed key human rights points that are not essentially practiced throughout the world. Lawrence Gostin states that liberty, dignity, equality, and entitlement are those points which the World Health Organization are working on further for others to accept as human rights norms for individuals with mental health disabilities. The review will provide examples of the violation of human rights some persons with mental disabilities are exposed to. The group WHO put in place legal precedent and public pressure; created by this body of international law they have encouraged domestic governments to apply human rights principles to their policies affecting mentally disabled individuals at the national and sub-national level. Human Rights for Individuals with Mental Health Disabilities The overlooked and unspoken of disability of mental illness has been brought to the forefront with this article Lawrence Gostin has written. International Human Rights Law and Mental Disability provided great detail of how these individuals are seen, portrayed, and handled out in society. In our society mental illness is seen as instability and people continually turn their noses up in disgust when dealing with persons with such diagnosis. Many human rights are taken away from these people and can lead to some negative experiences. â€Å"The mentally disabled have ended up in prison, in equally deplorable adult homes, or on the streets, homeless and destitute,† says Gostin explaining the disregard for this demographic. As he describes this neglect I relate it to the same mistreatment to the individuals that called Willowbrook State School in Staten Island, New York, home from the 1930’s until 1987. This facili ty’s was planned out for mentally disabled children, after ping-ponging ideas of its patient focused goal from U.S Army hospital to Veteran services, Willowbrook held to its original plan. While beginning seemingly well this insane asylum took a turn for the worst and began experiencing hepatitis outbreaks, extreme overcrowding, unsanitary living conditions, and malnutrition. In 1987 after much controversy the hospital closed down. This facility was a clear example of the violation of human rights and how the mentally disabled are treated not only in society but also the neglect seen in some health care organizations. The World Health Organization, European Court of Human Rights (ECHR), and Inter-American Commission on Human Rights (IACHR) are working together to change that negative connotation. These groups wish to provide all disabled people their â€Å"four interrelated human rights: liberty, dignity, equality, and entitlement.† With these values individuals can ultimately work there in a normal environment instead of being pushed into dark insane asylums. The major initiative now is to engage society as a whole in strive for public mental health. The movement of public mental health reaches to involve population based services, screenings for mental illness, and education on the topic of mental health. History shows society, government included has not treated the mentally disabled population very well, and these measures are a step closer to erasing those d iscrimination and prejudice lines. Reference Gostin, Lawrence O. (March-April 2004). The Hastings Center Report: International Human Rights Law and Mental Disability, 34.2, 11-12. Fisher, Danny (Producer), & Fisher, Jack (Director). (14 February 1997) Unforgotten: Twenty-Five Years After Willowbrook [Motion Picture]. United States of America: Willowbrook State School, Staten Island, New York City, New York.