Tuesday, February 18, 2020

1965 Selma to Montgomery march Essay Example | Topics and Well Written Essays - 1500 words

1965 Selma to Montgomery march - Essay Example History 1). The civil war that had taken place previously had failed to eradicate the social barriers created by some institutions (U.S. History 1). In the south, after the war, there was the creation of laws that only highlighted issues of whites at the expense of African American (U.S. History 1). The situation remained until the beginning of the second part of 20th century. At this period various institutions begun to be sensitive to African American demands. The greatest progress was the school integration ruling of 1954 by the Supreme Court (U.S. History 1). Later, there was a development of peaceful protest by Dr. Martin Luther King Junior. Consequently, this led to increased marches, boycotts, sit-ins, and freedom rides in both the American south and parts of north (U.S. History 1). Moreover, public opinions changed and showed a significant deal of sympathy towards the African Americans. However, there remained obstacles to complete racial equality. Although legal equality had made progress for African Americans, there was reduced economic equality and social acceptance (U.S. History 1). Consequently, this led to increased activism in the 1960s. Malcolm X, the Black Power Movement leader, advocated for the policy of non-violence, and he inspired most of the movements in this period (U.S. History 1). A reflection on the civil rights movements helps in highlighting the role of Selma to Montgomery marches. ... History 1). Consequently, there was reduced hopes for achievements of equal rights among African Americans. Moreover, there was increased discrimination in various states, in the north and south. For example, there was approval of laws creating schools and public facilities for each race (U.S. History 2). One of such laws was the Jim Craw laws that reinforced the white supremacy that had diminished during the reconstruction era. The discrimination was seen as whites, and blacks carried activities in different areas such as in school and restaurants (U.S. History 2). In addition, there was also discrimination in public spending. For example, teachers in white schools were paid better wages, and white schools were well maintained while in black school teachers were paid poorly, and the situation was poor (U.S. History 2). Additionally, there was a failure of implementation of Brown decision on segregation in the south. In fact, one decade after the decision, fewer than ten percent in s outhern public schools had integrated (U.S. History 2). This is because the ruling failed to address the issue that led to segregation such as separate restrooms, bus seats, or hotel rooms (U.S. History 1). There are various reasons for the inspiration to revolution. One of the people that inspired revolution was Rosa Parks. She boarded a Montgomery bus and refused to pave the way for the white passengers (U.S. History 3). This was followed by her arrest, and she was fined $10 (U.S. History 3). Consequently, revolutions began in various parts of the country. One of the instrumental persons for the revolution was Martin Luther King Junior (U.S. History 3). After the Rosa Park development, he organized the boycott of Montgomery’s buses (U.S. History 3). They wanted for equal

Monday, February 3, 2020

Contemporary Moral Problems of Nanotechnologies Essay - 1

Contemporary Moral Problems of Nanotechnologies - Essay Example As a result, the technology is rife with risks and corresponding hazards. The field entails numerous unanticipated effects that could be disastrous not just for people and the environment but for the technology itself as uncertainty impacts development and its regulation. Unit II outlined the conceptual apparatus that is designed to explain and address this challenge. The first component was risk. As has been explained, much of nanotechnology is still within the area of speculation and that the risks are nothing different. These risks, which are seen to impact the environment and human health especially, were classified first by the authors into four: unwanted event that may or may not occur; the cause of an event that may or may not occur; the probability of an unwanted event which may or may not occur; and, the expected outcome of unwanted events. (Alhoff, Lin & Moore 2010, p. 74) Clearly, all the classified risks are not clearly identified especially the first two as they both are qualitative in nature. The unwanted event as cited is quite ambiguous because there is an uncertainty as to its occurrence. It may or may not happen. There is a clear sense of unknowing, which, in itself, constitutes a great part of the risks already. After the risks, the precautionary principles were outlined. The fundamental issue in this respect is the fact that there are numerous suggestions being put forward and, worse, no consensus with regards to how to prevent risks. The UNESCO’s position, however, was given due importance, which states that â€Å"when human activities may lead to morally unacceptable harm that is scientifically plausible but uncertain, actions shall be taken to avoid or diminish that harm.† (Alhoff & Lin 2008, p. 80) Regulation, however, claimed some semblance of common ground in the debate. Unit II was clear on the fact that regulations on nanotechnology vary across the world that is why what they have outlined was a conceptual analysis of t he general debate and did not dwell on specific policy recommendations. A significant portion of this discourse was devoted to the pros and cons of the Stricter-Law argument, which posits that most laws relevant to nanotechnology are already outdated and that it is possible that they can no longer mitigate the risks involved; hence, new laws and regulations must be enacted to remedy the issue. (Alhoff, Lin & Moore, p. 103) Other alternatives cited were a total ban on nanotechnology, maintaining the status quo, and some interim solution that would perhaps balance all concerns and interests of as much stakeholders as possible. The final component of the conceptual apparatus was the equity and access to nanotechnology. It has been argued that it has tremendous potential that could revolutionize the way people live and perhaps solve many human and environmental problems across the globe. This, in combination, with the various elements found in Unit II as cited here, is roughly similar t o an attempt to depict a loose cost-benefit analysis wherein the risks and advantages are set side by side each other in order to determine the best course of action on how to treat nanotechnology as a discipline and how to judge it in ethical and moral terms. Part II: Use the conceptual apparatus you reconstructed in Part I to evaluate the ethical and social implications of one of the applications of nanotechnology we engaged in Unit III. In determining the ethical and s