James Baldwin Essay Example for Free

James Baldwin Essay Has writing ever changed your life? Have you wondered about the author of the amazing work? James Baldwin was the author of books, plays, and essays that broke literary ground. His work explored social and racial issues regarding discrimination. James Arthur Baldwin was born in Harlem, New York in August 2, 1924 to Emma Berdis Jones and an unknown father. His stepfather was David Baldwin, a Baptist preacher and a factory worker. Baldwin grew up with an abusive father and a poor family with eight siblings. He wrote and edited the school magazine at his middle school, Frederic Douglass Junior High, at the age of 11. At the ages of 14 through 16, Baldwin was a Pentecostal preacher at Pentecostal Church, delivered by the difficulties of life, as well as his abusive stepfather, who was also a preacher. At the age of 15, a running buddy, Emile Capouya, recommended the young Baldwin to meet Beauford Delaney, an American modernist painter. Delaney became Baldwin’s mentor, living proof that African-American artists exist and that he could become one himself. You might be wondering what Baldwin achieved in young adulthood as he matured into the revolutionary writer he became. After attending high school, Baldwin started a string of ill paid jobs, self-study, but earned a literary apprenticeship in New York City. Around the age of 20, Baldwin moved to Greenwich Village, New York a popular home of African American artists and writers. While in New York, he befriended Richard Wright, a fellow African-American writer. At the age of 21, Baldwin landed a fellowship through Wright. He started to publish his first essays and short stories (ex: The Nation, Partisan Review, and Commentary). Three years later, at the age of 24, Baldwin moved to Paris on another fellowship. His personal life was lonely. He once loved Lucien Happersberg, a Swiss artist that he lived with while he stayed in Switzerland. He was single and had no children. His personal hobbies included writing and reading which lead to his writing career. He enjoyed writing poems, essays, short stories, and plays that were against discrimination. Baldwin was one of the leading voices in the civil rights movement. His work broke literary ground by influencing others. Maya Angelou called Baldwin her friend and brother and was greatly influenced by his work. He was especially well known for his essays on the black experience in America. He provided an unflinching look at the black experience in America through his work. Nobody Knows My Name, one of Baldwin’s touching books, hit the best-sellers list, selling more than a million copies. Early on December 1, 1987, Baldwin died of esophageal cancer in Saint-Paul-de-Venice, France. He was buried at the Ferncliff Cemetery in Hartsdale, near New York City. Baldwin was cheerful and active days before his death, hosting a Thanksgiving dinner. He had continued to write until his death at the age of 63. He had finished Cross of Redemption: Uncollected Writings, and had published The Price of the Ticket in 1985, just two years from his death. James Baldwin was an influential person. I learned that anyone can change things within and without your reach with determination. I was impressed that he was eager to change people’s perspectives of the world around them. The lesson that I learned from him was that one should do the right thing in bad situations. James Baldwin was a truly amazing person.

The Articles of Confederation Essay -- articles of confederation, cent

A few hundred years ago, the United States first Constitution, the Articles of Confederation, was created. This Constitution created a weak central government in order to give the people the rights that they deserve. This plan of government, however, proved to be too weak and it could not control the people or pay the debts that the country had acquired from the Revolutionary War. One of the many problems of the Articles of Confederation was that it had no power to collect taxes(wikipedia.org). This made the new nation go in huge debt because it had no way of paying the army for their services in the Revolutionary War. The United States did receive some money from neighboring countries in order to pay of the debt and they had also gotten a few pence from the states, but this was insufficient and they still could not pay their debt. Another problem of the Articles of Confederation was that it could not enforce its laws and make the states pay the money that they promised the government. One of the many effects that this problem made was Shays' Rebellion. This rebellion was caused by the taxes that the government made. It stated that everybody must pay for the taxes or they would have their land taken away from them and be sent to jail. This angered the farmers since they could not pay the taxes, and so, this rebellion was formed. In order to prevent any further outbreaks from occurring, our Founding Fathers got together to form a convention, which was called the Constitutional Convention. This convention was to be held to fix the government and stop other occurrences, such as Shays' Rebellion, from ever happening again. When the Founding Fathers went to Philladelphia, they quickly decided that their gov... ...ticles of Confederation was the first constitution of the United States. A few years later, the Founding Fathers found out that the Articles weren't working as they had in mind and they then went to Philladelphia to revise it. When they go there, there were many disagreements about slavery and representation. To stop these arguments, the Connecticut and the Three-fifths Compromise was made. Then, all but Virginia and Washington agreed to ratify the Constitution because it had no Bill of Rights. To fix this problem, James Madison then promised to create a Bill of Rights to protect the people and ensure that there new government would never again turn into one like Great Britain's. Works Cited The Articles of Confederation, https://en.wikipedia.org/wiki/Articles_of_Confederation The U.S. Constitution, https://en.wikipedia.org/wiki/United_States_Constitution

Primary Education in Sub Saharan Africa Essay

| Primary education and enrolment levels in sub-Saharan Africa remain a major development issue in the 21st century. The region has seen levels of primary enrollment climb from 47% to 87% since 1950 (UN 2010). It is now evident that nearly everywhere in the world; there are currently more children in receipt of primary education than 15 years ago. Nevertheless, 15% of all children around the globe, and 25% of children in sub-Saharan Africa still do not. (UN 2010) | Figure 1 Children receiving primary education. (UN 2010) Figure 1 Children receiving primary education. (UN 2010) Policy Briefing Paper Why does it constitute a development issue? Although there has been some progress in the proportions of children of primary school age actually receiving and completing primary education, about 100 million children worldwide are still denied this right. Not surprisingly, most of these children live in developing countries. Figure 2 Children of primary school age not primary education. Expressed in millions (One 2012) Figure 2 Children of primary school age not primary education. Expressed in millions (One 2012) Figure 3 Distribution of out-of-school children by region. (UN 2010) Figure 3 Distribution of out-of-school children by region. (UN 2010) Jandhyala B. G. Tilak cited in the Journal of International Cooperation in Education (2009) stated that â€Å"The importance of basic education for development is widely acknowledged† before going on to say that â€Å"basic education constitutes one of the most important means by which the poorest society can improve their situation and guarantee a life of dignity for their citizens. † (Jandhyala B. G 2009) Therefore it is evident that basic education particularly at a primary level should be a main component of any development strategy. Many people accept that development in education could be a catalyst to help achieve progress on the Millennium Development Goals (MDGs) as devised by the UN, but this will involve an intensified pledge to equity. Continuing inequalities are hampering progress regarding the Education for All (EFA) goals at global, regional and national levels. The EFA Global Monitoring Report 2009 shows that within countries, inequalities constructed on â€Å"wealth, location, gender, immigration or minority status or disability are the main factors which deny millions of children a good-quality education†. (Thomas 2011) The World Bank said that â€Å"Every person—child, youth and adult—shall be able to benefit from educational opportunities designed to meet their basic learning† (World Bank 2010) Before further going on to state that â€Å"Education is a powerful instrument for reducing poverty and inequality, improving health and social well-being† It can be said therefore, that education can lay the basis for sustained economic growth in the developing world. One of the most important reasons for investment in education and achieving the MDG is the fact that â€Å"in an increasingly complex, knowledge-dependent world† it can be the â€Å"gateway† to even higher levels of education, so therefore education must be the first priority. (World Bank 2010) In fact Irina Bokova UNESCO’s Director-General said that â€Å"Youth is Africa’s main resource. Young people are not only the key to the future, they are also the ones constructing the present,† (Thomas 2011). In fact Irina Bokova UNESCO’s Director-General said that â€Å"Youth is Africa’s main resource. Young people are not only the key to the future, they are also the ones constructing the present,† (Thomas 2011). Figure 4 Progress toward universal primary education. (World Bank 2010) Figure 4 Progress toward universal primary education. (World Bank 2010) The British charity, Oxfam, says that if the money is not found, another generation of Africans will be trapped in illiteracy and poverty. Africa risks being left behind as the global economy becomes increasingly based on skills and knowledge in the next century. Millennium Development Goals The Millennium Development Goals are 8 international goals that the UN wants to achieve by 2015. Goal 2 is to achieve universal primary education in the developing world. Concerning the MDG of achieving universal primary education, sub-Saharan Africa has made more progress than any other region due to strong efforts to increase enrolment. Despite the improvement, almost half of the children out of school live in Sub-Saharan Africa and the majority of them are largely excluded from education, and most will never enter a classroom. Moreover the region has the lowest youth literacy rate (72 per cent in 2009). Figure 5 Progress towards universal primary education. (UN 2010) Figure 5 Progress towards universal primary education. (UN 2010) Causes and consequences of poor enrolment levels in primary education The main cause of poor enrolment levels in sub-Saharan African is capital. Many countries are unable to afford and implement adequate education strategies. Jandhyala B. G. Tilak cited in Journal of International Cooperation in Education (2009) stated that â€Å"Making primary education free and compulsory requires public funds. But governments everywhere are starved of resources for education. Particularly in developing counties the allocations to education have been far from adequate. † Jandhyala also uses figures to illustrate just how little is spent on education, particularly on the primary sector in sub-Saharan Africa, compared to the rest of the world: â€Å"Sub-Saharan Africa allocated 4. 4 per GNP to education, compared to 5. 3 per cent in the developed countries and the world average of 4. 9 per cent in 2005. † Additionally when looking at primary education specifically â€Å"Expenditure on primary education per pupil as per cent of GNP per capita was 13 per cent in Sub-Saharan Africa in 2006, compared to 17 per cent in the developed countries and 14 per cent in the world on average. † (Jandhyala B. G. Tilak 2009) The Guardian published an article in 2010 stating that â€Å"A glaring lack of mutual accountability between primary schools and parents, poor financial record keeping and bad management is threatening the quality of basic education in seven African countries, including Uganda. † Moreover, â€Å"poor governance systems and practices, with limited availability of financial documentation at district education offices and schools, which was impeding progress in achieving the six aims of the Education For All (EFA) initiative and the Millennium Development Goals (MDGs). † (Ford, L and Kavuma, R. 2010) The article then describes the results of the Africa Education Watch: Good governance lessons for primary education report which concludes that increased thought needs to be put into to management training and building expertise on a more local scale to ensure money is well spent. The report also expresses that the implementation of decentralizing may seem a good idea but has led to poor performance and negative financial results. There has been much debate surrounding non-formal education such as farmer training as opposed to formal classroom tuition. In chapter 5 of ‘Geographies of Development’ (2008) it is suggested that education is â€Å"a legacy of the colonial period† and is â€Å"often inappropriate for the present-day needs of individuals, communities and nations. † It uses the example of what the most appropriate form and structure of education provision should be for poorer countries, proposing â€Å"what proportion of the budget should be spent on the different sectors (primary, secondary and tertiary)† and later questioning â€Å"should more attention be given to non-formal education†? Such as craft skills as opposed to more formal classroom tuition. (Potter et al. 2008) There has also been much debate over the capability and quality of teaching in sub-Saharan Africa, in fact Novicki (1998) stated that â€Å"Among the myriad problems plaguing education in Africa is the low quality of schooling in much of the region, with overly large class sizes and the average number of students per teacher higher than in any other world region except South Asia. † Many teachers are unqualified, teaching aids are few and far between and textbook provision is desperately poor, therefore learning achievement is low. Novicki also says that there are â€Å"unequal opportunities for rural children and the urban poor. † (Novicki 1998) Another cause of low enrolment levels in primary education is inequality, especially between boys and girls. A lack of education and economic security affects millions of women and girls, whose literacy levels are generally lower than men and boys. The MDGs attempt to eliminate gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. Studies have clearly shown that educating girls has a significant impact on the health and welfare of households. Girls who have been educated are more likely to marry later and to engage in economic activity outside the home. Furthermore, they tend to provide better care and nutrition for themselves and their children which leads to a reduction in disease and lower child mortality. (Potter et al. 2008) It is also evident that many young children have other roles to play in their community and family life. Culturally; education is still not seen as a priority for many people. For instance children are encouraged to stay at home and work on the farm or go out collecting water. Figure 6: Gender parity in education in sub-Saharan Africa (UN 2010) Figure 6: Gender parity in education in sub-Saharan Africa (UN 2010) Table 1: Riddell, A (On behalf of UNESCO). (2003). Table 1: Riddell, A (On behalf of UNESCO). (2003). Which development strategies have addressed the issue? The 1990 World Conference on Education for All identified a need for â€Å"diverse, flexible approaches within a unified national system of education† (Potter et al. 2008) the conference then came to an agreement over 5 broad objectives for primary education: * Teach useful skills * Be more flexible * Get girls into school * Raise the quality and status of teachers * Cut the families school bill(Potter et al. 2008). Novicki (1998) stated that more partnerships were needed in order to reverse declining enrolment in the early 21st century, she said that â€Å"in addition to encouraging national leadership and a coordinated donor approach† partnerships between â€Å"parents, students, civil society and teachers unions need to be built in support of education†. (Novicki 1998) In order to achieve the UNESCO EFA goals, the Dakar Framework for Action, which was agreed upon in 2000, sets out a two-part gender equity agenda: first, to achieve gender parity in school participation and second, to improve gender equality in educational opportunities and outcomes. One development scheme which has seen success in recent years has been the Schools for Africa initiative which has attempted to give education toâ€Å" the most disadvantaged children – including those who suffer from discrimination and harassment and those who face extreme poverty, political unrest or natural disaster† (Dolan 2012). The results of this have been that 5. 5 million children across Africa are now receiving better education. The initiative is active in Angola, Burkina Faso, Ethiopia, Madagascar, Malawi, Mali, Mozambique, Niger, Rwanda, South Africa and Zimbabwe. It aims to â€Å"operate in the best interest of every child, and uses measurements to improve children’s learning environment in a gender-sensitive way† and this has been shown to lower drop-out rates. Schools for Africa uses a â€Å"child-friendly school approach† with sex separated sanitation facilities, safe drinking water (â€Å"which has helped children spend more time in classrooms and less time collecting water. †) and finally better school environments (Dolan 2012). UNESCO says that education is vital to development in sub-Saharan Africa and has its Regional Bureau for Education in Dakar, Senegal. It has 15 field offices serving sub-Saharan Africa that work to keep education high on the agenda of governments and development partners. Furthermore UNESCO’s International Institute for Capacity Building in Africa (IICBA) focuses on improving the quality of teacher education in the region. In addition UNESCO supports the Basic Education in Africa Program, advocating for countries to adopt legal frameworks which guarantee 8-10 years of uninterrupted basic education. (UN 2010) What has worked well? United Nations Summit 2010 said that various solutions are being attempted. * Abolishing school fees at primary school level has seen a surge in enrolment in countries like Ethiopia, Ghana, Kenya, Mozambique and Malawi. * Investing in teaching infrastructure and resources – Recruiting referees and volunteers to meet teacher demand in places like Ghana. * Promoting education for girls – Botswana has reduced female drop-out rates by half by implementing readmission policies. Malawi has been promoting girls’ education in grades 1-4 by providing learning materials. * Expanding access to remote and rural areas – Introducing mobile schools to reach children who do not have regular access. Furthermore introducing a bilingual education program; using indigenous languages to expand access to education for indigenous children in remote areas. (United Nations Summit 2010) Many African governments have focused their reserves from debt relief in the direction of the education sector. Mali, for example, has allotted virtually half its debt relief savings in the way of education. Debt relief has also enabled many African governments to abolish primary school fees, opening school doors for millions of the poorest children. The Fast Track Initiative (FTI) created in 2002 as a partnership to accelerate progress towards achieving UPE. Developing countries create a national education plan that is endorsed by technical experts and then donors in turn provide technical expertise and additional funding to support the plan. The Tanzanian government instigated a Primary Education Development Program to enhance the primary education system with help from donors. Between 2002 and 2004, Tanzania hired new primary school teachers, and built 30,000 new classrooms. By 2006, nearly all primary school aged children were enrolled in school. Ethiopia has generated immense strides regarding achieving universal primary enrolment. Thanks to increased budget commitments and increases in development assistance. Beginning in 1997, the Ethiopian government emphasized â€Å"increased access, greater equity and improved quality of national education. † Ethiopia is targeting public spending on education in rural areas. This move has had a marked impact on demand for and access to education, as distance to school is a significant barrier for many children, especially for girls. (One. org 2012) What needs to be done? Further investment in primary education is clearly needed and Thomas (2011) wrote that â€Å"The Financing Education in Sub-Saharan Africa report reveals â€Å"tremendous† gains in the provision of basic education on the back of a 6 percent annual increase in real education expenditure across the region in the past decade. This includes a 48 percent increase in primary enrolment, while enrolment in pre-primary, secondary and tertiary education grew by more than 60 percent over the same period. † (Thomas 2011) UNESCO declare that achieving the goal of EFA involves understanding what holds girls and boys back, so that policies can be designed to overcome these obstacles and improve access to, and participation in education. Urgent action is needed in countries where the gender gap is still large in primary and secondary education. An overriding priority is to tackle poverty constraints by reducing the direct and indirect cost of schooling to families and addressing the incidences of child labour. (UNESCO 2003) When deducing what action should be taken in sub-Saharan Africa it seems obvious that capital is needed but it is vital that this capital is spent wisely. That investment should compromise elements from the 1990 World Conference on Education for All which were: teach useful skills, be more flexible, get girls into school, raise the quality and status of teachers and to cut the families school bill. (Potter et al. 2008) As well as eliminating gender and other inequalities such as those between the rural and urban. Finally, strategies need to involve communities and take a bottom-up approach from a local scale to ensure EFA and achievement of the MDG by 2015. References Dolan, S. (2012). Thanks to supporters, the Schools for Africa programme is reaching millions. Available: http://www. unicef. org/education/index_61242. html Last accessed 15/03/2012 Ford, L and Kavuma, R. (2010). Lack of transparency undermining primary education in Africa. Available: http://www. guardian. co. uk/katine/2010/feb/23/primary-education-africa. Last accessed 15/03/2012. Jandhyala B. G. Tilak cited in CICE Hiroshima University, Journal of International Cooperation in Education, Vol. 12 No. 1 (2009) pp. 5 ~ 17. (2009). Basic Education and Development in Sub-Saharan Africa. Available: http://home. hiroshima-u. ac. jp/cice/12-1Jandhyala. pdf. Last accessed 15/03/2012. Novicki, M. (1998). Boosting basic education in Africa. Available: http://www. un. org/en/africarenewal/subjindx/114spedu. htm. Last accessed 15/03/2012. One. org. (2012). Education in sub-Saharan Africa. Available: http://www. one. org/c/us/progressreport/776/. Last accessed 15/03/2012. Potter et al. (2008). Chapter 5: People in the development process. In: Geographies of Development: An Introduction to Development Studies. 3rd ed. London: Prentice Hall. 222-224. Riddell, A (On behalf of UNESCO). (2003). The introduction of free primary education in sub-Saharan Africa. Available: http://unesdoc. unesco. org/images/0014/001469/146914e. pdf. Last accessed 15/03/2012. The World Bank. (2010). Education key to achieving Millennium Development Goals . Available: http://data. worldbank. org/news/education-key-to-achieving-MDGs. Last accessed 15/03/2012. Thomas, D. (2011). UNESCO: Sub-Saharan African primary education boosted by increased spending . Available: http://web. thisisafricaonline. com/news/2011/04/28/unesco-sub-saharan-african-primary-education-boosted-by-increased-spending/. Last accessed 15/03/2012. UN. (2010). The Millennium Development Goals Report. Available: http://www. un. org/millenniumgoals/pdf/MDG%20Report%202010%20En%20r15%20-low%20res%2020100615%20-. pdf. Last accessed 15/03/2012 United Nations Summit. (2010). Goal 2 Achieve Universal Primary Education. In: High-level Plenary meeting of the General assembly. New York: UN Department of Public Information. UNESCO. (2003). Gender and Education for All: Sub-Saharan Africa1. Available: http://www. unesco. org/education/efa_report/zoom_regions_pdf/ssafrica. pdf. Last accessed 15/03/2012.

The Psychology Of Mental Illness - 973 Words

The history as well as the present study of psychological disorders is confusing and intriguing.Psychological disorders have been misunderstood since the 4th century BC. Throughout history knowledge and science have presented various causes, treatments and diagnoses. With the basic idea proposed by Hippocrates of the connection of our mood to the color of our bodily fluids to today s modern and scientific diagnoses and treatments , psychological disorders can now be effectively treated (â€Å"The History Of The Psychiatric Diagnostic System,† 2013). The psychological disorders videos in MyPsychLab were all informative. Out of the 10 videos I found the â€Å"History of Mental Illness†, â€Å"Personality Disorders† and â€Å"Tami Greens Congressional Briefing on Borderline Personality† to be informative and created awareness in different areas and ways. The â€Å"History of Mental Illness† is an informative podcast based off of an interview with Dr. Rodger Christenfeld, the research director at the Hudson River Psychiatric Center located in Poughkeepsie, NY. Dr. Christenfeld spoke of the psychiatric centers change of names over time from an â€Å"Insane Asylum† to the present name â€Å"Psychiatrist Center† as well as the possibility of different labels in the future. He discussed a time of social reform approximately 50 years before Freud in which Charles Dickens presented the idea of psychological disorders being an illness . Christenfeld addressed the treatment of the mentally ill throughout history.Show MoreRelatedThe Psychology Of Mental Illness1177 Words   |  5 PagesWhen it comes to mental illness, I have the point of view of someone who is training to be a health care professional. 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Some other questions that came to mind during my research are what is normal psychology and what is abnormal psychology? nbsp;nbsp;nbsp;nbsp;nbsp;What is normal psychology? Most people consider oneRead MoreCritically Compare and Contrast Community Psychology and Public Health Approaches to Social Problems851 Words   |  4 Pagescommunity psychology and public health approaches to social problems. I will do this by comparing strengths and weaknesses of both approaches, as well as similarities between these approaches. To compare these two concepts, one should first have a basic understanding of the origins and historical development of community psychology and public health. According to the American Heritage Medical dictionary (www.ahdictionary.com) Community Psychology is â€Å"the application of psychology to communityRead MoreAbnormal Psychology and Therapy: Physical Illnesses and Disorders1228 Words   |  5 PagesAbnormal Psychology and Therapy If you have an infection, you go to the doctor. There are many different treatments for any number of physical illnesses and disorders, but what if the illness or disorder is in your mind? For psychology to have any validity as a science, research must show there is a common way to think, react, and feel amongst humans; uniform mental processes. 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