Risks when Installing Hardware Components

Risks when Installing Hardware Components Explain the potential risks when installing hardware components Equipment damage If you are trying to get a piece of equipment out of the computer system you need to make sure you take it out gently and safely as if you do it roughly then you could be at risk of damaging the equipment you are trying to get out. Some of the ways in which equipment might be damaged include: turning a screw too hard and stripping the thread, dropping a component, bending a pin in a plug or socket or loosening the cable in a plug to avoid damaging it you need to ensure you take the equipment out slowly and carefully. Electrostatic discharge Electrostatic Discharge (ESD) is the sudden transfer of electricity from one object to another. Examples of this are: Lightning, the shock you feel when on a trampoline and then touch the pole or the crackling and sparks when you remove your clothes from a dryer. ESD is usually caused when two objects rub, touch, slide or are separated. ESD can damage a component without you even noticing. A tiny charge or electricity that you cant see or hear is a damaging as a bolt of lightning to components. Nowadays components are much smaller and efficient as so they are more delicate and sensitive to ESD than before. You can prevent this by following 3 rules: Assume that all components and assemblies are sensitive to ESD, Handle ESD-sensitive items only when you are properly grounded at a static-safe work area and store and transport ESD-sensitive items in static shielding containers. Damage to components Not responsible treating hardware components can cause physical damage. When ICT professional do not follow the safety rules and endanger hardware components to be broken or damaged, can cause a serious issue and have a big problem with finishing upgrading hardware components. To prevent the physical damage to devices and cabling you should take every care while upgrading computer system and follow all the safety rules. The most important rule is to use proper tools which overcome the risk. Risk to data Data loss corruption This is very common issue while upgrading hardware components (especially Hard Drive). You can lose your data or corrupt it. Data loss can be caused by damaging or formatting hard disc so then the data which was on this hard drive cannot be used any more. It is possible to recover the data but its very expensive and time-consuming so the best way is to prevent data loss. Data corruption is when some of the files are changed or damaged. You can still see these files in the system but you are unable to read them. There is a way to protect your data by backing up your computer system. Back up your computer means that you have saved the copy of your data. The best way is to have 3 copies on 2 different types of storage devices for one back up. This is called 3 2 1 rule. You can use a back-blaze software which backups your computer in the real time and moves it into the cloud. Service loss Service loss is when somebody who provides you service have got some issue for example when you lost your internet connection which was not caused by your mistake or computer system problems. Its impossible to prevent service loss but in companies are costumer services which helps you solve the problem remote or sent the service to your home to fix the problem. Explain how the risks can be avoided Checking health and safety regulations When installing hardware, you need to make sure you are following the health and safety regulations. This means that you need to report any accidents, take reasonable care of your own health and safety when moving heavy components, not cause any electrical hazards, and make sure that workstations meet safety requirements. You always need to make sure you follow these regulations as they can prevent and harm or injury caused to yourself or others around you. ICT professional needs to protect himself and the working are while working witch computer systems. There are some safety rules that must be abided to avoid any accidents: keep your work area clan and tidy always unplug the computer before upgrading use appropriate tools for your work do not keep any drink near to the working always wear an ESD band and anti-static mat while upgrading hardware components Follow your check list to avoid oversight something Secure back up data As a precaution, you should always ask the user about any data on the system and carefully back up the data if there is any possibility that the upgrade might result in this important data being corrupted or lost. Back up your computer means that you have saved the copy of your data. The best way is to have 3 copies on 2 different types of storage devices for one back up. This is called 3 2 1 rule. Use of antistatic equipment You should always use any anti-static equipment that is provided such as: anti-static packaging wrist straps anti-static mats If none of this equipment is available, you should ask why not and whether it can be provided. Anti-static packaging Anti-static packaging protects components when they are delivered. It is a special type of plastic bag which has shielding built into the plastic to keep static electricity away from the contents of the bag. Anti-static wrist strap An anti-static wrist strap is used to discharge static electricity from the wearers body. It is a band that fits around your wrist with a cable that must be connected to earth this is usually a special main plug with a connector for the cable. The cable has a resistor at one end to give you extra protection when using it. If the cable is not connected to earth, the wrist band is not effective. Anti-static mats Anti-static mats are used to protect components that you are working with. They are often found on a work bench you use them to rest components on when you are dismantling a system. The mat needs to be connected to earth or it is not going to do anything useful.

Sudden Infant Death Syndrome Essay -- Crib Death SIDS

Sudden Infant Death Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Sudden infant death syndrome, better known as S.I.D.S., is one of the leading causes for the inflated infant mortality rate in this country today. It is often misunderstood or unrecognizable. For the most part, the causes of SIDS are unknown to the general public. This is changing, however, as public awareness is ever increasing. Thus, the purpose of this paper will be to explain sudden infant death syndrome and its known or suggested causes. Also, the history of SIDS, the problems and emotional suffering that results from the loss of a child, the toll it takes on the surviving sibling, and possible counseling or other help that is available for parents who may have lost a child to SIDS are such areas that will be explored. Overall I hope to achieve a better understanding of all these suggested topics within the body of the paper.   Ã‚  Ã‚  Ã‚  Ã‚  SIDS is also commonly referred to as crib death. It is said to claim approximately in the range of 6,000 to 7,000 babies a year within the continental United States alone, with a slight increase each year (Bergman xi). This would seem to be an astounding figure, but when the figure of the total amount of babies that are born in the United States is compared to that of the number of deaths due to SIDS, it accounts for only a small percentage. It is a small percentage that hopefully can be reduced. And to any parents, the loss of just one child is definitely one too many, despite of the statistics that are currently available. During the first week of life is where most deaths that are associated with prematurity dominate, SIDS is the leading cause of death among infants under one year of age, according to Bergman. It ranks second only to injuries as the cause of death in children less than fifteen years of age. An unknown fact is that SIDS takes more lives than other more common diseases such as leukemia, heart disease or cystic fibrosis (Bergman 24). Ironically it was not until the middle of the 1970’s until SIDS was no longer ignored as being a cause of death. For the most part, no research was being conducted, leaving families and victims left to wonder why their babies died (Mandell 129). For the family and friends of the family, who also are victims, this was definitely a tragedy. Not knowing the cause of death had to have caused physical and emotional ... ... Gregory, Geoff. "The Discovery of Sudden Infant Death Syndrome." The Journal of the American Medical Association 264 (1990): 2731. Kahn, A., et al. "Problems in Management of Infants With an Apparent Life Threatening Event." Annals of the New York Academy of Sciences 533 (1988): 78-88. Limerick, Sylvia. "Family and Health Professional Interactions." Annals of the New York Academy of Sciences. 533 (1988): 145-154. Malloy, Michael H. "Sudden Infant Death Syndrome and Maternal Smoking." American Journal Of Public Health. 82 (1992): 1380-182. Mandell, Frederick, et al. "the Sudden Infant Death Syndrome." Annals of the New York Academy of Sciences. 533 (1988): 129-131. Mandell, Frederick, et al. "The Surviving Child in the SIDS Family." Pediatrician. 15 (1988): 217-221. Martin, Richard, J. Respiratory Disorders During Sleep in Pediatrics. New York: Futura Publishing Co., 1990. Powell, Maria. "The Psychological Impact of SIDS on Siblings." Irish Journal Of Psychology. 12 (1991): 235-247. Raub, William. "Chronic Fetal Hypoxia May Predispose Infants to Sudden Infant Death Syndrome." The Journal of the American Medical Association. 264 (1990): 2731.

Frenemies Script

Cast Bella Thorne – Rose Zendaya – Selena Stefanie Scott – Chloe Mary Mouser- Kimberly/ Brooke Nick Robinson- Jake Murray- Lucky Everyone is at school. Kimberly and Brooke are in Social Studies. Kimberly: â€Å"Don’t you think this class is boring? † Brooke: â€Å"No, I like learning about different countries! † Kimberly: â€Å"Whatever. † Brittney and her boyfriend are talking and trying to figure out how she’s going to go to a party on Saturday after her mom said no. Brittney: â€Å"Babe, can’t we just sneak out? †Boyfriend: â€Å"Alright, pick you up at 8. † Brittney: â€Å" Yay, see you later. Rose and Selena are talking about ways they can improve their fashion blog. Rose: â€Å"How about †¦ adding pink on everything? † Selena: â€Å"No, that’ll be too much. Oh, how about adding a little bit of geeky flavor? † Rose: *Talking sarcastic* â€Å"Great idea and we can call it smar ty pants! † Selena: â€Å"Okay, how about we finish tomorrow? † Rose: â€Å"Alright. See You Later. † School is over and Jake and his friend Lucky are at home relaxing. Jake: â€Å"Hey boy!How was your day? † Lucky: â€Å"Woof, Woof! † Jake: â€Å"Yes, I did have a good day. Thank you for asking! † Kimberly and Brooke are at home studying. Brooke: â€Å"Don’t you just love Math? † Kimberly: â€Å"Not really, I don’t like it, I hate it! † Brooke: â€Å"Cheer up, it’s only twenty questions. † Kimberly: â€Å"Ugh! I’m bored, let’s call Rose and Selena. † Brooke: â€Å"Alright† The phone rings and Rose and Selena answer. Rose and Selena in unison: â€Å"Hello? † Kimberly: â€Å"Hey Rose. † Brooke: â€Å"Hey Selena. † Rose and Selena in unison: â€Å"Hey. †Kimberly: â€Å"So did you guys figure something out for your blog? † Rose: â€Å"Not re ally, we can’t think of anything. † Brooke: â€Å"Do you want me to help? † Selena: â€Å"Umm, no thank you! † The next day, all 7 friends are at school. They are sitting at the lunch table eating. Kimberly: â€Å"So Brittney, what are you and your boyfriend going to do since you can’t go to that party? † Brittney: â€Å"We’re going to sneak out and come back before she comes home. † Brooke: â€Å"What if she comes back early? † Brittney: â€Å"Don’t worry, she never comes home early.So Rose and Selena, are you guys still working on your blog? † Rose: â€Å"Yes, we can’t figure out what to do! † Selena: â€Å"Exactly! † The bell rings. That means lunch is over. Brittney: â€Å"There goes my boyfriend, later guys! † Rose: â€Å"We have to run too! † Selena: â€Å"Yeah. † Jake: â€Å"See you guys later! † Kimberly: â€Å"Bye! Come on Brooke, or we’ll be late. † Brooke: â€Å"Not if we run! † Kimberly: â€Å"Ugh! † Brooke: â€Å"Oh how I love school! † Rose and Selena are at Rose’s house for their sleepover they have every weekend.Rose: â€Å"We have never been stuck on a situation before. † Selena: â€Å"Yeah! We got to get it together! † Rose: â€Å"Right after this beauty sleep. † Selena: â€Å"Absolutely. † They both lay down to take their beauty rest until Selena pops up from hers. Selena: â€Å"I got it! Rose wake up! I figured it out! † Rose: *Speaking tiredly* â€Å"Figured what out? † Selena: â€Å"Our blog! † Rose: *Still speaking tiredly* â€Å"Yay. †*Goes back to sleep, then quickly wakes back up and starts talking excitedly* â€Å"Wait you Did? † Selena: â€Å"Yeah! † To Be Continued.

The Affect of Aggression on Motivation

Sport psychologists have been becoming increasingly important in the realm of sports; helping athletes in their focus and controlling emotions; such as anxiety. Moreover, they have also become assistants to team organizations In selecting potential players, As previously stated, much research has been completed in an effort to not only increase performance but to also predict future performances. As result, many theories have evolved. These theories range from the achievement goal theory (ACT), to the self determination theory (SDTV), ACT states that an Individual will poses either an ego goal orientation or a task goal orientation.Researchers have examined different aspects of athletes' motivational orientations in hopes to predict a successful performance. Based off this research, it has been shown that when athletes have a high task goal orientation they are more likely to give a successful performance. However, it has been shown that athletes at the elite level of competition pos sess both a high task orientation and ego orientation. This is important to coaches when considering how to motivate players. One motivational tactic that has been heard on the sidelines at sporting events Is the coach telling his players to be aggressive.Moreover, athletes routinely site aggressive play as the factor In a win or loss. In this regard, the focus of this proposed study is to investigate what role aggression has on an athletes' motivational orientation and whether aggression has a positive correlation with performance. Aggression Is seemingly becoming more evident in sports. Moreover, aggression has evolved as a positive attribute In the eyes of athletes and spectators alike, and has earned itself an important role in team sports (Rascal, Coulomb-Cabbage, & Delegate, 2004).However, little research has been conducted on aggression and how TTS manifestation will affect an athlete's performance, or if aggression is more prevalent In one goal orientation over another. To s tudy the occurrence of aggressive behavior, the proposed study will look at athletes In the sport of boxing which is often viewed as a highly aggressive and sometimes barbaric sport. Boxing is 1 OFF play them must also have a certain degree of aggression that motivates them to continue the sport. However, a conceptual definition of aggression is that it is a negative personality trait that is connected with sport participation (Keller, 2004).Aggression has been further broken down into two categories; hostile and instrumental. Hostile aggression is defined as behavior that is performed with the sole intention of inflicting harm on a person and is seen as being an emotional response out of frustration or anger; while instrumental is considered non-emotional and is behavior that intentionally causes injury or harm to an opponent in the pursuit of another non-aggressive goal such as scoring or winning (Rascal, Coulomb- Cabbage, ; Delegate, 2004).With this in mind, this study will also measure assertiveness; which is defined as a non-hostile, non-coercive tendency to behave with intense and energetic behavior to accomplish one's goal, and within the sport setting is within the rules of competition. Assertiveness will primarily be included because the primary goal in boxing is to inflict injury or harm on an opponent. This study will also measure the goal orientations of the athletes. Previous studies have shown that when athletes have a high ego low task orientation they are more prone to aggression and a win at all cost mentality (Rascal, Coulomb-Cabbage, & Delegate, 2004).Therefore, it is hypothesized that 1) the goal orientation of the boxers will be influenced by the level of aggressiveness or assertiveness 2) aggression will be correlated with a high ego-orientation and assertiveness will be correlated with a task-orientation 3) assertiveness will have a positive correlation with performance and aggression will have a negative correlation with performance 4) assertiveness will be viewed and considered to be aggression by the athletes in the study. Method The design of this study will be non-experimental and will utilize surveys and researcher observation.The study will have two independent variables, aggression and assertion; and three dependent variables, task-orientation, ego-orientation and performance. Performance will be Judged by a win or loss. Aggressive behavior will be considered illegal blows. This will include low blows, kidney punches, rabbit punches (punches to the back of the head), hitting on the break (when the referee calls a halt to the action), hitting an opponent while down on a knee, and excessive holding. Assertive behavior will be pressing the action, and a high volume of punchers thrown (>50 punches/round).The distinction between aggression and assertiveness will not be made to the athletes and will be used as criterion for observers when rating the performance of the athlete. The participants in the study will b e 30 active professional (n=10) and amateur (n=20) boxers between the ages of 18 and 25. Active participation will be defined as having at least one fight 2 months prior to the study and the subjects must have a fight scheduled to take place during the study. Participants will receive information on the parameters of the study and will be informed that all data collected will be anonymous.In addition written onset will be obtained by all subjects. The subjects will complete surveys that will rate the performance of their last competition, goal orientation, aggression, and assertiveness. The outcome of their last competition (whether the athlete won or loss) and demographic information will also be used in the data analysis. To assess developed by Roberts and Plague will be used. This scale has shown both reliability and validity for assessing task and ego goal orientations. Aggression will be measured in two ways; first, the subjects' global aggression will be assessed by the Buss-D arker Hostility Inventory (BID) scale.This will be used to see if aggression is a core trait of the athlete. Questions are answered either true or false and indicate whether the actions described are thought to be self-descriptive; and second, the subjects' situation-specific or sport aggression will be measured with the BAG-S scale. This is a 30 item inventory that measures both hostile and instrumental aggression. It uses a 4-point Liker scale with 1 being strong agreement and 4 being strong disagreement. To assess assertiveness, the Rather Assertiveness Schedule (RASA) will be used.This is a 30-item questionnaire that measures perceived assertiveness. It uses a six point scale that ranges from 3 to -3; with 3 being very characteristic of me and -3 being very uncharacteristic. Additionally observers will measure the subjects' level of aggression and assertion during competition using a 4- point Liker scales with 1 being very aggressive and very assertive and 4 being little aggress ion and little assertion. Analysis Analysis of the data will be conducted using several methods. For assessing the levels of aggression and assertion on performance the Pearson Correlation Coefficient will be used.

Critical Response on “One Flew Over The Cuckoo’s Nest” Essay

There have been many struggles in history between authority and those who oppose it. The most obvious and most common example is revolutions against governments. We live in a society where stability and assimilation are not just recommended, but also enforced. We have the right for civil disobedience, so long as it is non-violent and within reason. In the book, One Flew Over the Cuckoo’s Nest, R.P McMurphy, a â€Å"brawling, gambling man† enters a mental asylum in Oregon, and begins to wage war â€Å"on behalf of his fellow inmates†. However he finds himself at odds with Nurse Ratched, a strict, manipulative and methodical woman who runs the ward like a â€Å"precision-made machine†. The book follows McMurphy’s actions that constantly clash with the Nurse, and what she represents: authority. By the end of the book, there are many examples of struggles against the higher power, and it is in my opinion that the statement â€Å"when authority and indi viduals come into conflict, authority always wins out† is incorrect, because individuals do not have to win the physical conflict to win the battle of brains. From day one, the reader finds that McMurphy is out to cause trouble. Gambling is illegal in the ward, but McMurphy declares that he was sent to the institution â€Å"to bring [the inpatients] some fun an’ entertainment around the gaming table†(p. 16). He starts interrupting daily meetings, which the Nurse treats with much importance. And whenever he is reprimanded for something, he laughs. The laughing is the most important part of his self-defence, as it is the only legal way he can fight back against authority. It is a symbol of defiance, and a sign of McMurphy’s freedom. It shows that, no matter what the institution does to him, he still has his mental independence. As the reader progresses further on in the story, McMurphy makes a bet that he can â€Å"get [the Nurse’s] ‘goat'†. When he finds he has no ward-clothes (p. 79), he runs around in a towel, threatening to drop it at times, while the distressed Nurse tries, in vain, to make him get dressed. Then, the same morning, he takes bets on his accuracy about throwing butter at the clock (p. 85). McMurphy wants to watch the World Series, and takes a vote from all the saner patients. While all of them vote to watch it, the Nurse shuts the  idea down, even when McMurphy gets the majority. When airing on television (p. 114), he stops work and proceeds to turn on the television, sit down, and watch the game. When the rest of the men decide to stop work and join him, and the Nurse turns the power off, they continue to watch, just to show that her power and authority has nothing over them. This is an example of individuals fighting against authority. They might not be successful in the real world (having to wear clothes, not being able to watch the baseball game), but inside they’re freer than they’ve ever been before. Being downtrodden and strict by the Nurse forced them to become less Things begin to grow bigger and more important as the story progresses. McMurphy realizes that his release is dependent on his good behavior, and tones down his obnoxious acts. However, he still finds that Nurse Ratched is going to keep him in the hospital for as long as she wants. He tries to be subdued, and in doing so, another rebellious inmate called Cheswick, who had tried very hard to be like McMurphy, kills himself, because he thinks that McMurphy has been defeated (p. 136). Nurse Ratched sees the change in McMurphy, and to gain total control of the ward, she demands penance for the insubordination during the World Series. McMurphy smiles and nods, but destroys the glass that separates the nurses’ room from the ward, to show his true feelings (p. 155). He excuses himself, saying that the window was â€Å"so spick an’ span [that he] completely forgot it was there†. This shows how he is standing up to authority, and while he doesn’t change anything in the real world, it shows the inmates and himself that inside they are free. Part III describes McMurphy’s fishing expedition. He takes the men on an excursion on a fishing boat, much against the Nurse’s wishes, but by tricking the doctor to come along, he succeeds. While there is not much about Nurse Ratched in that part, Chief Bromden, the narrator of the story, notices that the Combine is working on the outside too – with commuters and houses and children (p. 186). He had been in the ward for about 20 years, and a lot had probably passed since he was younger. However, this glimpse into society makes them realize that they (as patients) aren’t as monotonous as this, and they can be more free than they are already. Within a week of the trip, Nurse Ratched is ready with her new plan. She tries to show McMurphy as a con man, stealing and wining money from all the patients. But she is shocked to discover that all the patients were happy to lose that money, as they enjoyed themselves, and weren’t using it for anything else anyway. After a few more instances of insurgence (McMurphy and Bromden’s fight with the staff {p. 215}; continuous interruptions to ward procedures {p. 229}), the final insurrection came: McMurphy’s party. McMurphy organizes for two of his â€Å"friends† to come to the ward for a party that would also serve as his breakout. After a great night, everyone falls asleep, and in the morning, the day-staff came before anyone can wake up in time. After searching for Billy Bibbit, and finding him unashamed of his actions the previous night, the Nurse gives him a guilt trip, threatening to tell his mother, and then locking him in the ward’s doctor’s room. Billy commits suicide, and the Nurse tries to blame it on McMurphy’s lack of respect for authority. Realising that any chances of surviving are ruined, and that his battle with authority is now at it’s final stage, McMurphy sacrifices himself (and consequently his mental-independence) by attacking Nurse Ratched, exposing her as a vulnerable woman, and destroying any sense of authority and control she had left over the patients. This is the final action between two desperate factions: the authority and the autonomy. The showdown ends with McMurphy being captured, but because the other patients see the nurse as a woman, and not as the dominant Nurse, she can never have the same control over them as she had previously had. McMurphy is lobotomized, but before the ward can see him in his vegetable-like state, Chief Bromden smothers him with a pillow, and then breaks down a wall to freedom. The patients never get to see McMurphy as a vegetable, so their last memory of him alive is his attack on the Nurse. McMurphy is remembered as a symbol of resistance, and as a hero against the authority that had cowed the patients for so long. I believe that McMurphy shows the reader that while the authority may be able to make you conform, you can still remain free inside, which is more important than anything else on earth. Because it is against national  regulations to take away freedom, and as long as you have your sanity and your mental independence, nothing can beat you.

Frederick Douglass: His Slavery Years Essay

During the 18th and 19th centuries, the United States was a young nation divided by numerous philosophical and political differences. Arguably, slavery was the most divisive issue at the time. There were individuals who spoke out against slavery; perhaps the most eloquent anti-slavery voice belonged to Frederick Douglass. Douglass was an American abolitionist who altered American views concerning slavery through his writings and actions. He stood in stark contrast to pro slavery advocates’ claim that slaves lacked the intellectual capacity to act as free citizens. Douglass was born into slavery as Frederick Augustus Washington Bailey, in February, 1818. The exact date of his birth is unknown. Douglass chose to celebrate February 14th as his birthday. In his autobiography, The Narrative of Frederick Douglass, An American Slave, Douglass (2002) stated, â€Å"I have no accurate knowledge of my age, never having seen authentic record containing it†(SparkNotes Editors, 2002). Douglass’s birthplace was Holmes Hill Farm, located on Maryland’s Eastern Shore. Frederick’s mother, Harriet Bailey, was a slave who worked the cornfields around Holmes Hill. Little is known of Frederick’s father other than he was a white man. There was speculation that Douglass’s father was his master as slave owners often impregnated their female slaves. Common among slaves was being forced to work long hours; Harriet was no exception. The long hours deprived Harriet from forging a motherly bond with her son. Douglass (2002) recalled the only time he spent with his mother was when she would walk 12 miles after dark to lie next to him at night (SparkNotes Editors, 2002). At a young age, Douglass was separated from his mother and placed in the care of his maternal grandmother, Betsey Bailey. Several years later, when told that his mother had died, Douglass barely reacted to the news. Living with his grandmother shielded Douglass from the harsh realities of slavery. Betsey’s job was to simply look after the young children of the slaves. When Frederick was seven or eight years old, he would begin to the face the bleak life of a slave. Douglass’s grandmother inexplicably took him on a long, faraway journey. The two approached a large, graceful home, called the Lloyd Plantation. Several children were playing in front of the home. According to Sandra Thomas, author of Frederick Douglass–Abolitionist/Editor, A Biography of the Life of Frederick Douglass, Betsey Bailey pointed to three of the children and introduced them as his siblings, Perry, Sara, and Eliza (Sandra Thomas, n.d). Frederick reluctantly joined his brother and sisters for a bonding session. After a while, Frederick realized his grandmother had left the plantation without him. Life on the Lloyd Plantation was vastly different from what Frederick was accustomed to. The plantation encompassed 20 farms and grew tobacco, corn, and wheat. Douglass’s master was named Captain Aaron Anthony, who was also the plantation’s superintendent. Captain Anthony supervised all of the plantation’s overseers, and was responsible for three to four hundred slaves owned by the Lloyd family. All slaves were required report to Lloyd’s central plantation for their monthly allowances of pork or fish and cornmeal. All of Lloyd’s slaves referred to the central plantation as â€Å"The Great House Farm,† because it resembled a small village (SparkNotes, 2002). The slaves also received one set of linen clothing, which was expected to last for one year. Frederick did not work in the field as a young boy because children were not strong enough. Instead, he was assigned to be the companion of Daniel Lloyd, the plantation owner’s grandson. Even though Daniel quickly became quite fond of Douglass, this friendship did not produce any favoritism towards Frederick. Like the other slave children, Douglass was given only a long, linen shirt to wear. The cold winters damaged Douglass’s feet so badly that he could insert a pen into the cracks of his flesh (SparkNotes, 2002). The children were fed cornmeal mush and forced to eat it out of a trough, similar to how pigs were fed. Perhaps the only preferential treatment Douglass received came from Lucretia Auld, Captain Anthony’s daughter, recently married to a ship’s captain. Lucretia gave Douglass menial tasks to perform, such as running errands. In 1826, Lucretia told Douglass he would be sent to Baltimore to live with her brother-in-law, Hugh Auld, manager of a ship building company. Additionally, if Frederick cleaned himself up really well, Lucretia promised to give him a pair of pants to wear for his trip. In his autobiography, The Narrative of Frederick Douglass, An American Slave, Douglass (2002) states he spent the majority of the three days leading up to his trip at a creek, â€Å"washing off the plantation scruff†(BookRags, p 75). Clean and stylish in his pants, Douglass left the Lloyd Plantation for what he hoped would be the last time. Of leaving Colonel Lloyd’s plantation, Douglass (2002) felt no sorrow or loss because his mother was dead, he seldom saw his grandmother, and his relationship with his brother and two sisters was limited (BookRags, p 75). Frederick arrived in Baltimore and was greeted by the Hugh and Sophia Auld, and their little son, Thomas. The happy smile on Sophia’s face represented a first for Douglass; kindness on the face of a white master. Douglass (2002) believed his move to Baltimore signified the first major step toward freedom. He credited his selection among so many other children as an act of divine intervention, saying: From my earliest recollection, I date the entertainment of a deep conviction that slavery would not always be able to hold me within its foul embrace; and in the darkest hours of my career in slavery, this living word of faith and spirit of hope departed not from me, but remained like ministering angels to cheer me through the gloom. This good sprit was from God, and to him I offer thanksgiving and praise. (Book Rags, p. 75) Frederick’s duties at the Auld home were to run errands and care for the Auld’s infant son, Tommy. There was a noticeable difference between slavery in Baltimore and slavery in the country. In Baltimore, slave owners shared a common sense of decency towards their slaves. In general, slaves were rarely beaten and were given adequate amounts of food to eat. Sophia Auld was unlike any white woman Douglass had ever encountered; she treated him like a human being. Sophia was a religious woman and would often read aloud from the Bible to Frederick and Tommy. Douglass gathered up enough courage and asked Sophia to teach him how to read. Sophia agreed and had soon taught Frederick the alphabet and a few simple words. Sophia had never been a slave owner, and had not developed the mindset that blacks were sub-human. Sophia was thrilled with Fredericks’s progress and excitedly informed her husband. Hugh Auld was furious at his wife’s willingness to bond with a slave as well as her desire to educate one. Auld informed his wife that it was unlawful to teach a slave. Furthermore, if a slave knew how to read and write it would make him unfit to be a slave. A slave owner’s worst fear was an educated slave. An educated slave would no longer obey the master and may even begin to question life as a slave. An educated slave may even escape to freedom alone or with a band of slaves. Auld ordered his wife to stop the lessons immediately. Over time, the constant prodding from Sophie’s husband and the menacing effects of slavery soon changed her attitude towards Frederick. Douglass (2002) noted the change of feelings in his autobiography, saying: But, alas! this kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its infernal work. That cheerful eye under the influence of slavery soon became red with rage; that voice made of sweet accord, changed to one of harsh discord; andangelic face gave place to that of a demon. (Book Rags, p. 77-78) Frederick surmised from Auld’s outburst that reading and writing were his pathways to freedom. Frederick made obtaining this knowledge a personal challenge. Douglass used what he learned from Sophia and increased his knowledge of the alphabet on his own. He accomplished his task through diligence and the use of clever tactics. Since Sophia had stopped teaching Frederick to read, she became extremely vigilant in preventing him from learning, becoming stricter than her husband. Whenever she caught Frederick reading, Sophia would scream at him to stop and threaten to beat him if she caught him reading again. In order to counter Sophia’s watchful eye, Douglass made friends with as many white children as he could while he ran errands. The children became Frederick’s teachers; each child offered a different skill set to further Frederick’s knowledge. Whenever Douglass had time between his errands, he would join his friends for a quick lesson. Frederick also exchanged bread for instruction, particularly from the poorer white kids who had less to eat than he did. Frederick (2002) recounts talking to some of them about freedom and even gained sympathy from some for his plight (BookRags p. 79).   When Douglass was around 12 or 13, he obtained a copy of a book entitled, The Columbian Orator, a collection of speeches and essays dealing with liberty, democracy, and courage. The book opened up for Douglass a vast array of ideas on freedom, liberty and truth. One particular passage in the book intrigued Frederick the most. A master and his recaptured slave exchanged dialogue regarding why the slave had run away. The master failed to understand why the slave had attempted to escape for a second time, outlining the many acts of kindness given to the slave. The slave defended his actions and the conversation soon turned into an argument for or against slavery. The slave expertly countered every point the master made for why slavery should be allowed. Having realized defeat, the master granted the slave freedom, even wished him prosperity in his new life. The book also contained a speech arguing for the freedom of Irish Catholics and for human rights in general. Douglass began to fully articulate the case against slavery, but it also brought forth the painful realization of his own life as a slave. The warnings of Hugh Auld had come true, Frederick’s new found knowledge began to torment his soul. In his autobiography, The Life and Times of Frederick Douglass, (2007), Douglass stated, â€Å"the very discontent so graphically predicted by Master Hugh had already come upon me. I was no longer the light-hearted gleesome boy, full of mirth and play, as when I landed in Baltimore†(Library of Liberty, p.90). During this time, Douglass began to listen to anyone who discussed slavery. At some point in the discussions, Douglass heard the word abolitionist for the first time. In a city newspaper account of a Northern abolitionist petition, Frederick learned that word meant anti-slavery (SparkNotes, 2002). Armed with this new found knowledge, Frederick attempted to learn all he could about abolitionists. Douglass (2007) declared, â€Å"I therefore set about finding out, if possible, who and what the abolitionists were and why they were so obnoxious to the slaveholders†(Library of Liberty, p 90). Soon thereafter, Douglass aided two Irish sailors, without being asked, unload a boat at the wharf. When the task was completed, one of the sailors asked Douglass if he was a slave. Frederick (2007), replied, â€Å"I am a slave for life† (Library of Liberty, p.93). The Irishman shrugged and appeared to be deeply affected by Frederick’s response. Both Irishmen implored Douglass to run away to the north where he could be free. Douglass pretended to be uninterested, because he feared the men might be bounty hunters who enticed slaves to escape, then recaptured them to collect the reward money. However, the thought of running away stayed on his mind, with a vow to do so when the time was right. Before he could run away, Frederick believed that he should learn to write. Douglass (2007) surmised that knowing how to write would be useful, â€Å"as I might have occasion to write my own pass†(Library of Liberty,p.94). By this time, Douglass was assigned to Hugh Auld’s shipyard. He used that opportunity to study the letters that the ship’s carpenters wrote on pieces of timber. Douglass quickly became proficient in writing the letters he knew, and devised a plan that would increase his writing skills. He approached local boys at the shipyards and challenged them to writing contests. Douglass would write out the letters he had learned, and defied them to outdo him. This tactic gave Frederick the opportunity to learn new letters which he practiced over and over. Any writing surface he encountered, i.e., fence, wall, or pavement, he used to practice. His master’s son, Tommy was in grade school at this time and had several books at home. Whenever Douglass was left alone to care for the house, he wrote the words in Tommy’s book until he was able copy them exactly. Through these tedious tasks, Douglass learned to write. About three years after moving to Baltimore, Captain Anthony died. Anthony’s youngest son, Richard, preceded him in death. In order to divide the estate equally between the two remaining children, Andrew and Lucretia, Douglass was sent back to Talbot county as property to be evaluated. Frederick’s departure from the Auld household was a sad occasion. Douglass (2007) recalled, â€Å"We all wept bitterly, for we were parting, and it might be we were parting forever† (Library of Liberty, p.97). At the valuation (2002), slaves young and old were ranked along with the pigs, horses, and cattle (Book Rags, p. 80). The slaves were forced to anxiously wait to see where they were headed. Frederick’s worst fear was to be placed in the possession of Master Andrew, a man known to be heartless and cruel. Douglass was especially troubled by this since he had experienced a certain degree of kindness in his life. Fortunately, Douglass was given to Lucretia Auld, who promptly sent him back to Baltimore to live with Hugh and Sophia Auld. Shortly after his return to Baltimore, both Lucretia and Master Andrew died. Their deaths left all the slaves in the hands of strangers. Perhaps the cruelest aspect of slavery was how Frederick’s grandmother was treated. After years of faithful service to her master and his children (2002), after caring for him from infancy to death, and after populating his plantation with her children and grandchildren, she was deemed too old to be of value and sent out to a little hut to die alone (Book Rags, p. 82). Two years after the death of Lucretia, Thomas Auld had a disagreement with his brother Hugh, and demanded Frederick’s return. Unlike the first time he was forced to leave Baltimore, Frederick was not sad about leaving Hugh and Sophia. According to Douglass (2007), â€Å"The influence of brandy and bad company on him, and of slavery and social isolation on her had wrought disastrously upon the characters of both†(Library of Liberty, p. 100). When Douglass returned to live with Thomas Auld, his began to experience slave life as a field hand. For perhaps the first time in his life, Douglass began to experience prolonged bouts of hunger. He and the rest of the slaves had to resort to begging and even stealing in order to obtain food. Douglass and Captain Auld did not get along; Auld considered Douglass spoiled from city life. Douglass received several beatings as a result of his attitude and for purposely letting the master’s horse run away. Despite several beatings, Douglass refused to be broken. As a direct result, Captain Auld lent Frederick to Edward Covey for a year. Covey was a farm renter with a reputation for being a â€Å"nigger breaker†(Library of Liberty, p. 101). Douglass was thankful for the move, believing he would at least have enough to eat. During Frederick’s first six months with Covey, he was beaten for a myriad of mistakes. Some of the mistakes were real, while others were due to Covey’s imagination. Frederick (2007) experienced his darkest days as a slave, stating: I was broken in body, soul, and spirit. My natural elasticity was crushed, my languished, the disposition to read departed, the cheerful spark that lingered about my eye died†¦(Library of Liberty, p. 105). A flicker of hope kept him going—the ships on the Chesapeake Bay. Frederick admired the vessels with their white sails and swift mobility. Douglass (2007) contrasted his condition of bondage to the freedom of the seas (Library of Liberty, p. 105). Frederick gained an overwhelming desire to escape from slavery or die trying. A turning point in Douglass’s life occurred after an incident with Covey. Frederick was severely beaten by Covey for being too exhausted to continue to work. Douglass fled to Thomas Auld’s home for protection but was ordered to return. Upon his return, Douglass was beaten again. After conferring with another slave, Frederick was given a root to carry for protection. The next day Douglass received kind words from Covey instead of a beating. The next encounter between Douglass and Covey resulted in a fight that lasted nearly two hours. Afterwards, Covey did not lay a hand on Douglass again. Frederick (2002) recalled, â€Å"My long-crushed spirit rose, cowardice departed, bold defiance took its place†¦Ã¢â‚¬ (Book Rags, p. 110). When Douglass’s time with Covey ended, Frederick’s life became similar to a nomad’s. Douglass spent time on another farm, but was arrested for conspiring with other slaves to escape. After his release from jail, Douglass returned to Baltimore and Hugh Auld. Auld assigned Douglass to a shipyard so that he could learn to caulk. There were white men at the shipyard that refused to work with Frederick and a fight ensued. Douglass was assigned to another shipyard where he finally learned to caulk, and received top wages for his work. Since he was still a slave, Douglass was forced to give Hugh Auld all of his money. This injustice reinforced Douglass’s desire to escape, and he put a plan together to do just that. After years of hardship, beatings, jail, and other emotional atrocities, Frederick Douglass was ready to escape slavery. Douglass (2007) stated, â€Å"On Monday, the third day of September, 1838, in accordance with my resolution, I bade farewell to the city of Baltimore, and to that slavery which had been my abhorrence since childhood (Library of Liberty, p.110). Loosely dressed as a sailor, Frederick boarded a train to New York. Using his knowledge of ships, the vernacular of sailors, Douglass deceived the conductor into believing he was a seaman. Douglass’s perilous journey to freedom ended twenty-four hours later in New York City. Douglass found freedom and prosperity as a free man. He eventually settled in New Bedford, MA, with his new wife Anna. Douglass discovered that colored people in the North were united in their efforts to help escaped slaves. Douglass’s (2002) interest in the abolitionist movement was fueled by reading The Liberator, a newspaper that stirred his soul to join the fight to end slavery (Book Rag, p.112). In August, 1841, Douglass attended an anti-slavery convention in Nantucket. With encouragement from a friend, Frederick speaks for the first time to a white audience about slavery. From that moment on, Frederick Douglass became perhaps the foremost figure in the abolitionist movement. References Douglas, F. (2002). Narrative of the Life of Frederick Douglass, An American Slave (2nd ed.). Retrieved from http://www.bookrags.com/notes/fred/PART5.html Douglas, F. (2007). The Life and Times of Frederick Douglass: From 1817-1882. Retrieved from http://oll.libertyfund.org/title/2007/138723 SparkNotes. (2002). SparkNote on Narrative of the Life of Frederick Douglass. Retrieved from http://www.sparknotes.com/lit/narrative/ Thomas, S. (n.d.). Frederick Douglass, Abolitionist/Editor, A Biography of the Life of Frederick Douglass. Retrieved from http://www.history.rochester.edu/class/douglass/home.html

The Currency of Kenya Essay Example | Topics and Well Written Essays - 750 words

The Currency of Kenya - Essay Example An emerging market is those countries that have their cost of labor, either direct or indirect, low as compared to other countries cost of labor. This means that emerging markets have cheaper labor compared to wealthier nations. The wealthier nations have their labor cost high; hence investment in the wealthier countries is expensive. When wealthier nation invests in the emerging market, they spend less in their expense on the labor. They move fast to take advantage of the readily available cheaper source of labor. They invest in these emerging markets, capitalizing on their profits because they will spend a little amount of foreign currency on the labor. The emerging markets provide cheaper readily available labor, hence wealthier nations move quickly and invest in the emerging markets (Commission). The currency of Kenya exists as Kenyan shilling. Kenya offers to investment opportunities to the US government. Kenyan economy is moving to an open economy from a closed one. This ensures a stronger and a more stable economic prowess. An Exchange reform ensures a stable economy. When the US invests in Kenya, the Kenyan Shilling will be stable hence growing the economy to a greater height, hence attracting more investment. Sound political and economic environments attract investors. Foreign donations by the World Bank, IMF, and other world organization increase the confidence of other nations investing in Kenya (Commission). The spread return: this is the total amount the investor is expecting to get a profit from the investment. Investors risks by investing in foreign countries. Investors will invest more in a country when they ascertain more returns than when they invest in their country.