The Effects of Racism A Reading List

The Effects of Racism A Reading List There is no debate: the past eight years in particular have publicly showcased the difficulties facing black people living in the United States of America. A multi-layered, interconnected system of oppression terrorizes, devalues, and marginalizes black people all across this country. This system is as old as America itself, however, and the past eight years have only brought to public attention what black people and black chroniclers have discussed in person and on the page for centuries. Because of racism’s stranglehold on black life, the work of black writers is often marked by their desire to examine and deconstruct it. It is very difficult for people who were not born black to imagine the severe realities of living beneath of American subjugation, but, as always, books can provide a path to understanding. Each of these books discusses in ways simple and complex the routine lived experiences of people whose existence is attacked on all sides by racism and discrimination.   The New Jim Crow: Mass Incarceration in the Age of Colorblindness Michelle Alexander Many Americans believe that racial discrimination ended decades ago, and that our country has been blessedly free of the racialized violence that marked our darker days. However, legal scholar Michelle Alexander argues the exact opposite in her seminal book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness. In The New Jim Crow, Alexander lays bare the lie that America’s systems are fair and just, instead revealing that the War on Drugs and other positions that lead to harsher policing and prison sentencing for communities of color are intentional, and an extension of the Jim Crow laws that made it possible to openly discriminate against black Americans. Alexander evokes the impassivity of data and facts to make her case, and it is one that will shed a light on many of the reasons why black Americans are taking to the streets in protest. Citizen: An American Lyric Claudia Rankine Claudia Rankine’s Citizen is impressive in its ability to make racism accessible, even relevant, to people who may not otherwise suffer its effects. It uses various forms, including essays, poetry, and images, to powerfully present how racism infects every facet of our society and colors our individual and collective viewpoints. Citizen is at times very personal, and can strike uncomfortably close: “You are you even before you grow into understanding you are not anyone, worthless, not worth you. Even as your own weight insists you are here, fighting off the weight of nonexistence.” But to truly understand those afflicted by America racism is to live their discomfort, even in the smallest of fractions. Citizen will help readers to shoulder this burden. Negroland: A Memoir Margo Jefferson One of the things that American racism excels at is flattening the lives and experiences of black Americans. Margo Jefferson’s Negroland is a deep, close look at the lives and society of black Americans who enjoy some small measure of privilege through their accumulation of wealth, status, and power. This examination of the lives of the “black elite”, their societies, and their idiosyncrasies is a compelling thorn in our national narrative surrounding black Americans. Devil in a Blue Dress Walter Mosley In Walter Mosley’s Easy Rawlins books, structural inequality is a supporting character. In Devil in a Blue Dress specifically, we are treated to scenes where Easy is at the mercy of American anti-black racism via interactions with white people, including police and racist teenagers. Easy’s examinations of power and humanity are spot on, and he generally to use his wits and body to survive the physical and psychological torment of racism. Devil in a Blue Dress is fiction, but Mosley’s recreation of Los Angeles in the early 1950’s is very faithful, and Easy’s inner dialogue gives insight into the everyday calculus that goes into navigating spaces where open racism can mean the death of you or someone that you love. Between the World and Me TaNehisi Coates Between the World and Me is, by Coates’ own admission, a version of James Baldwin’s The Fire Next Time for the updated era. The book takes the form of a letter to Coates’ son, and is a scathing indictment of American racism. Coates’ view of America and of the racism that is the very fabric of this country is not glossy, or hopeful. Between the World and Me does not attempt to be a liberation manual, full of hope and change rhetoric. Instead, it lays the truth of American subjugation bare, and raises uncomfortable questions about the future of both America and the myth of its dream. Coates does not attempt to provide the reader answers for these questions. Instead, he forces the reader to consider thembut even then, there are no clear answers or solutions. How to Slowly Kill Yourself and Others in America Kiese Laymon Published two years prior to Between the World and Me, Kiese Laymon’s How to Slowly Kill Yourself and Others in America is a no-holds barred gut check, a lyrical explosion of essays that deftly tackles a myriad of subjects salient to the black American experience. Laymon impressively illustrates the rigor of living life in America as one of its devalued citizens (#BlackLivesMatter) who is constantly reminded of their precarious status. How to Slowly Kill Yourself and Others in America is full of Laymon’s voice and character, and Laymon’s searing examinations of the American thesis via a close look at the suffering of black Americans and the shortcomings of white Americans will readers want to look away. They shouldn’t. Pushout: The Criminalization of Black Girls in Schools Monique W. Morris So much of the discussion surrounding police violence focuses on black American men, but we must remember that women and girls are also disproportionately affected by race-based policing policies.  In  Pushout,  Morris uses the stories of various black girls and women, including Claudette Colvin’s (the woman who disrupted Montgomery’s bus system before Rosa Parks) who was labeled as undesirable by elders in her community because of her dark skin, feisty temper, and pregnancy. Morris describes how same kinds of racial and gender biases have only increased in the present day, and have led to black girls and women being labeled as undesirable for traits that are acceptable (or even desirable) when displayed by women of other races. Morris centers the voices and experiences of black women as a challenge to readers who have internalized these problematic beliefs about black girls and women. Nighthawk (#1-#3) David F. Walker If the #BlackLivesMatter movement had a representative superhero, Nighthawk would be it. Allow me to quote myself, if it’s not bad form: I’ve recently become a fan of Marvel’s Nighthawk, a black character whose story is written by a black man (David F. Walker). In a time of political turmoil and trauma for black comic book readers, Nighthawk’s unflinching dedication to meeting those who would perpetrate and serve as the face of systemic oppression with all of the power and precision at his command is cathartic, because so often, we are made to feel powerless by these same systems. Nighthawk uses his wealth and business savvy to fight gentrification, housing segregation, and cultural assimilation. He uses his connections to find and employ the best people who are most often overlooked because of who they areâ€"in this case, Doctor Tilda Johnson (aka Nightshadeâ€"who’s thankfully wearing a lab coat, a new haircut, and Jordans in place of that awful leather bikini). He uses his fighting prowess and ultraviolence to take out white supremacists and crooked cops, in a series of shots that is as politically aware as it is satisfyingâ€"who among us doesn’t wish that we had the strength to remove our oppressor’s boot from our neck? Nighthawk is a vision of a world where Black Americans have the power to combat racial terror with their fists. What a time to be alive.    

The Effects of Detergetn Pollution - 1144 Words

The effects of detergent pollution on the height, number of leaves, and number of flowers on Brassica rappa plants Wisconsin fast plants were separated into two groups. A control group (n=12) and an experimental group (n=12). Both groups of plants were potted in black horticultural six packs (4 total). The type of soil used was a 1:1 ratio of humus to vermiculite. The fertilizer which was also used on both plants was Osmocote. The control group was watered with normal water through its uptake system, and the experimental group was also watered with the same tap water through its uptake system. However, the experimental group had 5mL of polluted water poured in each of the individual plant sections (12 total) after week 1. The polluted water was a mixture of 500mL of tap water and 1 gram of Seventh Generation natural powdered laundry detergent. The two groups were compared based on their stem height, number of leaves, and number of flowers. Using a ruler, the stem height was measured each week in centimeters from the base of the stem to the highest point of the stem. The number of leaves and flow ers were also counted each week and recorded in the data table. The fourth week observations actually occurred five weeks after planting due to the fact that we were unable to record data during a week school closure. At the end of the experiment a t-test was performed to compare the means of the data. The Wisconsin Fast Plants in the experimental group showed a slightly higher

Equal Education in US Free Essays

How many times has the United Negro College Fund aired the commercial including the phrase: â€Å"A mind is a terrible thing to waste? † The world would be rich to equate the repetitions with dollar bills. This famous slogan was a means to promote higher education. Unfortunately, there are many people who do not fit the description of a college student due to poverty. We will write a custom essay sample on Equal Education in US or any similar topic only for you Order Now An uneducated parent feels powerless in this society. A young teenage mother may feel that there is no feasible schedule possible to fulfill her dreams. An elementary student looks to his parents and teachers for answers to the question marks surrounding his environment of lack. The people that are in these types of situations are held down by poverty. Children who have financial hardship comprise a sizeable portion of Texas public schools. According to an article published in Family Circle magazine, teenage births increased by more than sixty-five percent during the 1980†³s. There have been studies that prove persons receiving government assistance i. e. welfare have high illiteracy rates. What is the solution for the people suffering from these impoverished circumstances? It is of utmost importance that we prioritize and organize to set forth change . Our immediate attention as a nation will only make our economy stronger by putting a halt to the cycle. Poverty has the power to stagnate achievement. However, knowledge is power no matter where one may live. In order to break the power of poverty we need to educate our parents, offer vocational training for young single mothers, and encourage pursuit of higher education through the community. â€Å"Children of poor and poorly-educated parents are often caught in a vicious circle of educational failures. † (Block 72) Their rate of success is much lower than the rate of their middle-class peers. This is largely contributed to the level of education one receives and is able to pass on to his children. Many under privileged people are unarmed with the necessary knowledge to steer their child towards educational improvement. There are also many people are unaware of scholarship programs and what it takes to apply for one. If the information were readily available many would still be unable to adhere to a specific goal plan due to the absence of strategic planning and the high illiteracy rate of adults. These ideals must be instilled at an early age by the parent. Failure to do so results in an immediate disadvantage to the child. According to a 1993 federal report: Only about forty-five percent of high-poverty homes receive a newspaper, nearly half the rate of higher-income homes. About fifteen percent lack dictionaries compared to three percent for more affluent families. Poor parents spend more time doing chores with their children, while other parents take their children on educational outings. Poor parents are less likely to have finished high school. ( Bazeley 727) These facts come with great consequence for the child and are great examples of what happens in the average low income home. The time is overdue for parents of poor homes to become more active in their child†s education from early childhood. There are open Senate meetings and hearings that the common citizen can sit in on and react to but it takes someone who is willing to obtain drive to react for the sake of their future in America. It should become natural instinct for a parent to become actively involved in the pursuit of education for their child to excel. It is important for parents to get strong and learn in order to insure that their child will not experience life the same way they did. When people use the literary skills they are learning in their work , they not only improve their literacy and productivity levels but also increase their language use with their children and in their communities. † (Lewis 186) This supports the need for vocational training for mothers on welfare who are usually teenagers. Offering education to single parents and teenage mothers would also give them a better foundation in which to build their family upon. The real key to helping the young mothers is early prevention. There is a high mortality rate among teenagers who experience early pregnancy. It is a signal for an automatic start on the road to government dependency such as subsidized housing and welfare. Usually the children are born with drug and/or alcohol dependencies which automatically puts them in a negative position when it comes to their education. This escalates the need to reach the teen mothers when they are about to reach their sexual peak. The main focus is to guide the teenager into practicing abstinence delaying sexual activity. This job ties into the need for the parent to be more involved with the education process and progress. However once a child is born into that situation the young mother is placed in the position to be responsible. Vocational training would provide the foundation and confidence that the mother on welfare needs. This will allow her to boost her self esteem and will automatically affect the child in a positive way. The most important of all things is to offer encouragement while the child is young. It is very rare that a child will possess the drive to overcome adversity while he is young. It is the parents† responsibility to offer the goal of a higher education. Through the attainment of higher education the walls of poverty will start to come down one at a time. Parents play a critical role in offering cushion for school performance â€Å"†Time and time again studies show that being ready to learn before school starts is the best predictor of educational success,† says Dan Keating, director of the Human Development Program at the Canadian Institute for Advanced Research. † (Dwyer 70) Teachers and counselors also play a critical role. Linda Garcia is a neighbor and a single parent of three teenagers. Her oldest daughter is already a mother of two, on welfare and has a boyfriend who is a drug dealer. The other two are in high school. After discussing her children†s educational goals with school counselors, Linda became aware of the lack of concern that seemed prevalent. It appeared that counselors mostly encourage students who are naturally bright to excel past high school. Many counselors set up career plans with students who are high achievers and fail to respond to the students who are â€Å"just making it. † Inadvertently, these particular counselors are helping to suppress the desire that the below-average student may have to advance to college or beyond. Linda is a high school drop out and encourages her children but without additional forms of reinforcement her children may never excel past high school. We need to increase community and school participation in low-income families. Failure to recognize this problem denotes refusal to accept the economic changes that occur due to lack of education. Once we face this problem we will be able to grow more economically as a nation. Poverty is a very difficult position to be in. Many times there is not enough food to feed the family. So many other times our children turn to gangs and violence instead of better education. Not only does poverty effect education but it affects health as well. Many people in poverty are unable to visit doctors. Children lose focus in school from lack of sleep due to the surrounding environment. These factors magnify the need to put a halt to poverty. More people have to be able to identify this major concern of our nation for the good of America. Without the help of society as a whole it may become impossible to put an end to poverty in the United States. Not all stories have horrible endings so there remains a faint hope. For example, consider a young woman who grew up in low-income housing and on welfare. She had to deal with lack of transportation, adequate clothing, and many time no food in the pantry. Her environment consisted of firing guns, fighting, drugs, and constant visits from the police. Her greatest responsibility was taking care of her little brothers and sometimes missing school because her mother had no sitter. As a young child she had drive and ambition. Her inability to actively participate in school functions intensified her drive to overcome her surroundings. Her biggest dream was to help others to overcome. Where is this woman now? She has begun her long awaited dream and is finally in college full time. What does she desire to attain from a higher education? The answer is simple†¦.. she wants to be a teacher. She wants to leave a legacy and provide encouragement to others who may have experienced the same misfortune as a small child. No longer struck down by poverty she pursuing a degree in mathematics. Now her potential accomplishments are endless. Had she ever received encouragement from her mother? No. Just imagine how much closer her dreams would have been if her parents had given encouragement. â€Å"Education remains the key to both economic and political empowerment. † Barbara Jordan, 1991. How to cite Equal Education in US, Papers

Title VII Fact Situations

According to the title VII of the Civil Rights Act of 1964, the employees can sue the employers for utilizing the unjustified employment practices which had an adverse impact on the working conditions.Advertising We will write a custom essay sample on Title VII Fact Situations specifically for you for only $16.05 $11/page Learn More Regarding the appearance policy of Peace City Salon which required wearing a uniform and prohibited beards and hair longer than shoulder length, the owner of the salon rationalizes it with presenting a consistent image for the salon and relates it to business necessity of the enterprise. Though several employees object to the requirements, the practice does not violate the title VII and cannot be regarded as unlawful. The main difficulties of proving the unlawful character of the procedures are caused with indistinct concepts of a disparate impact of the practice and the business necessity to which the employer relates it. On the one hand, the requirements are equal for all the classes of workers without discriminating representatives of particular racial, gender or ethnical groups. On the other hand, some of the requirements are too strict and it is difficult to prove the relationship between the practice and its impact on business. It is important to distinguish between the generally accepted appearance standards and the biased perception of dress code requirements which can result in unjustified employment practices. Considering the norms that are generally accepted in the present day society, the employer could limit the appearance policies to wearing a uniform and cutting hair neatly that would be a less discriminatory but more reasonable method for achieving the business goals. Regarding the case with Gourmet Grocery, which made knowledge of Spanish obligatory for promotion to the managerial positions, this practice does not violate the Title VII because it is based not on the criterion of ethnica l origin of the employee but on worker’s knowledge and skills. According to the Title VII, the practice can be defined as unlawful if the choice of applicants or candidates for promotion is performed on the basis of consideration of race or national origin as wll as sex and religion. It is important that this requirement can be justified with business necessity of the store because the 75 % of its customers are Hispanic, and employees’ ability to communicate with the customers is crucial for maximizing the profit potential of the market.Advertising Looking for essay on labor law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Looking for a less discriminatory method of meeting the business goals, the employers could organize training courses for teaching the workers Spanish and providing them with opportunities to enhance their chances for promotion. The policy of Martin’s Shoes Company which distributes athletic shoes p rohibits individuals weighing more than 150 lbs (68 kg) to use the elevator to the third floor because of its maximum weight capacity of 250 lbs. Though this requirement is predetermined with the objective factors of technical characteristics of the equipment, it violates the title VII disregarding its innocent appearance. In this case the discriminatory practice cannot be justified with business necessity because there is no relationship between the economic goals of the company and the technical limits of the elevator. The employers should have considered the disadvantages of the technical characteristics of the elevator while working on the project of the building for preventing the disparate impact situations. A less discriminatory practice is changing the construction if it is possible or allotting the third floor to some departments which are not of crucial importance for ensuring the equal working conditions for the staff. Reference List Title VII of the Civil Rights Act of 1 964. US Equal Employment Opportunity Commission. Retrieved from US Equal Employment Opportunity Commission website  https://www.eeoc.gov/laws/statutes/titlevii.cfm This essay on Title VII Fact Situations was written and submitted by user June Walker to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why the Rich Are Getting Richer and the Poor Poorer, Robert Reich Essays

Why the Rich Are Getting Richer and the Poor Poorer, Robert Reich Essays Why the Rich Are Getting Richer and the Poor Poorer, Robert Reich Paper Why the Rich Are Getting Richer and the Poor Poorer, Robert Reich Paper Why Do The Rich Become Richer and The Poor Poorer? In this world, there are two types of people are living: Poor and rich. Country, company, organization and individual are attempting to be rich than other. We may observe the lifestyle of our society, country or person or friend. We attain differ each other because of money or wealth. Today , every person are talking about own or others wealth. More books such as one by Robert Reich are written and printed or digitiged about this topic. Robert Reichs perspective Robert Reich in his work â€Å"Why the Rich Are Getting Richer and the Poor, Poorer† discusses the issues surrounding the rich becoming more affluent and the poor languishing in poverty hence the reason why the economy continues to worsen. According to the author, what people do in the world depicts the positions they will partake. He uses three examples to explain this situation. These are routine producers, in-person servers and symbolic analysts. He describes routine producers as those who work in the manufacturing industries and these people are poor because they are not members of any unions, they are paid very low wages and they are constantly replaced by technological machines. Robert Reich uses the examples of rising and falling of boats due to tides to explain the differences that exist between the rich and the poor.Companies and education play a big role in the increasing gap between the rich and the poor. In contemporary America, those who are educated continue to prosper while those who lack basic education are disadvantaged when it comes to employment opportunities. Companies are opting to employ workers from over seas because it is cheaper to pay them. The in-person servers’ boat is also sinking because their position is threatened by the routine producers. In-person servers are those who are in the personal service industry. Routine producers who cannot find employment are increasingly becoming in-person servers and this poses a threat to the availability of employment opportunities for in-person servers.These routine producers include immigrants and school dropouts. Moreover, the reasons why routine producers join the in-person server world are technological advancements and lack of working benefits. In addition, the symbolic analysts continue to become wealthy because their clients are wealthy. Their business includes selling valuable information to their clients especially about money matters. The writer concludes that the economy of the country does not depend solely on its citizens but on the whole world. Robert Reich denotes that routine producers will soon be faced out of the employment industry. This is given by the fact that more companies are embracing technology in production therefore buying machinery instead of using labor. In addition, these companies are establishing themselves in developing countries where they will pay workers less than the minimum wage. This is strategy used by the rich to maintain and increase their wealth within and without America. Given by these two factors, routine workers in America remain unemployed and poor and as a result, the gap between the rich and the poor will continue to widen. My thoughts on why the rich are getting richer and the poor poorer In my opinion, there is a reason why â€Å"the rich become richer and the poor become poorer†. It’s not because of a disparity or unfairness in society, and it’s not just luck. It’s not limited government, and it’s not more government. There is really only one reason that rich people tend to increase their wealth and poor people don’t. It’s because successful people take advantage of a principle (whether they know it or not) that eludes the â€Å"unsuccessful†.

Major General James H. Wilson in the Civil War

Major General James H. Wilson in the Civil War James H. Wilson - Early Life: Born September 2, 1837 in Shawneetown, IL, James H. Wilson received his education locally before attending McKendree College.   Remaining there for a year, he then applied for an appointment to West Point.   Granted, Wilson arrived at the academy in 1856 where his classmates included Wesley Merritt and Stephen D. Ramseur.   A gifted student, he graduated four years later ranked sixth in a class of forty-one. This performance earned him a posting to the Corps of Engineers.   Commissioned as a second lieutenant, Wilsons initial assignment saw him serve at Fort Vancouver in the Department of Oregon as a topographical engineer.   With the beginning of the Civil War the following year, Wilson returned east for service in the Union Army. James H. Wilson - A Gifted Engineer Staff Officer: Assigned to Flag Officer Samuel F. Du Pont and Brigadier General Thomas Shermans expedition against Port Royal, SC, Wilson continued to serve as a topographical engineer.   Taking part in this effort in late 1861, he remained in the region in the spring of 1862 and aided Union forces during the successful siege of Fort Pulaski.   Ordered north, Wilson joined the staff of Major General George B. McClellan, commander of the Army of the Potomac.   Serving as an aide-de-camp, he saw action during the Union victories at South Mountain and Antietam that September.   The following month, Wilson received orders to serve as the chief topographical engineer in Major General Ulysses S. Grants Army of the Tennessee. Arriving in Mississippi, Wilson aided Grants efforts to capture the Confederate stronghold of Vicksburg.   Made inspector general of the army, he was in this post during the campaign that led to the siege of the city including the fighting at Champion Hill and Big Black River Bridge.   Earning Grants trust, he remained with him in the fall of 1863 for the campaign to relieve Major General William S. Rosecrans Army of the Cumberland at Chattanooga.   Following the victory at the Battle of Chattanooga, Wilson received a promotion to brigadier general and moved north as chief engineer of Major General William T. Shermans force which was tasked with aiding Major General Ambrose Burnside at Knoxville.   Ordered to Washington, DC in February 1864, he assumed command of the Cavalry Bureau.   In this position he worked tirelessly to supply the Union Armys cavalry and lobbied to equip it with fast-loading Spencer repeating carbines. James H. Wilson - Cavalry Commander: Though an able administrator, Wilson received a brevet promotion to major general on May 6 and command of a division in Major General Philip H. Sheridans Cavalry Corps.   Taking part in Grants Overland Campaign, he saw action at the Wilderness and played a role in Sheridans victory at Yellow Tavern.   Remaining with the Army of the Potomac for much of the campaign, Wilsons men screened its movements and provided reconnaissance.    With the beginning of the siege of Petersburg in June, Wilson and Brigadier General August Kautz were tasked with conducting a raid into General Robert E. Lees rear to destroy key railroads that supplied the city.   Riding out on June 22, the effort initially proved successful as over sixty miles of track were destroyed.   Despite this, the raid quickly turned against Wilson and Kautz as attempts to destroy the Staunton River Bridge failed.   Harried east by Confederate cavalry, the two commanders were blocked by enemy forces at Reams Station on June 29 and were forced to destroy much of their equipment and split up.   Wilsons men finally reached safety on July 2.   A month later, Wilson and his men traveled north as part of the forces assigned to Sheridans Army of the Shenandoah.   Tasked with clearing Lieutenant General Jubal A. Early from the Shenandoah Valley, Sheridan attacked the enemy at the Third Battle of Winchester in late September and won a clear victory. James H. Wilson - Back to the West: In October 1864, Wilson was promoted to major general of volunteers and ordered to oversee the cavalry in Shermans  Military Division of the Mississippi.   Arriving in the west, he trained the cavalry that would serve under Brigadier General Judson Kilpatrick during Shermans March to the Sea.   Rather than accompany this force, Wilson remained with Major General George H. Thomas Army of the Cumberland for service in Tennessee. Leading a cavalry corps at the Battle of Franklin on November 30, he played a key role when his men repulsed an attempt to turn the Union left by noted Confederate cavalryman Major General Nathan Bedford Forrest.   Reaching Nashville, Wilson worked to refit his cavalry before the Battle of Nashville on December 15-16.   On the second day of the fighting, his men delivered a blow against Lieutenant General John B. Hoods left flank and then pursued the enemy after they retreated from the field. In March 1865, with little organized opposition remaining, Thomas directed Wilson to lead 13,500 men on a raid deep into Alabama with the goal of destroying the Confederate arsenal at Selma.   In addition to further disrupting the enemys supply situation, the effort would support Major General Edward Canbys operations around Mobile.   Departing on March 22, Wilsons command moved in three columns and met light resistance from troops under Forrest.   Arriving at Selma after several skirmishes with the enemy, he formed to assault the city.   Attacking, Wilson shattered the Confederate lines and routed Forrests men from the town. After burning the arsenal and other military targets, Wilson marched on Montgomery.   Arriving on April 12, he learned of Lees surrender at Appomattox three days earlier.   Pressing on with the raid, Wilson crossed into Georgia and defeated a Confederate force at Columbus on April 16.   After destroying the towns navy yard, he continued on to Macon where the raid ended on April 20.   With the end of hostilities, Wilsons men fanned out as Union troops made an effort to capture fleeing Confederate officials.   As part of this operation, his men succeeded in capturing Confederate President Jefferson Davis on May 10.   Also that month, Wilsons cavalry arrested Major Henry Wirz, commandant of the of the notorious Andersonville prisoner of war camp. James H. Wilson - Later Career Life: With the end of the war, Wilson soon reverted to his regular army rank of lieutenant colonel.   Though officially assigned to the 35th US Infantry, he spent the majority of the final five years of his career engaged in various engineering projects.    Leaving the US Army on December 31, 1870, Wilson worked for several railroads as well as took part in engineering projects on the Illinois and Mississippi Rivers.   With the beginning of the Spanish-American War in 1898, Wilson sought a return to military service.   Appointed a major general of volunteers on May 4, he led troops during the conquest of Puerto Rico and later served in Cuba.    Commanding the Department of Matanzas and Santa Clara in Cuba, Wilson accepted an adjustment in rank to brigadier general in April 1899.   The following year, he volunteered for the China Relief Expedition and crossed the Pacific to combat the Boxer Rebellion.   In China from September to December 1900, Wilson aided in the capture of the Eight Temples and Boxer headquarters.   Returning to the United States, he retired in 1901 and represented President Theodore Roosevelt at the coronation of King Edward VII of the United Kingdom the following year.   Active in business, Wilson died at Wilmington, DE on February 23, 1925.   One of the last living Union generals, he was buried in the citys Old Swedes Churchyard. Selected Sources National Park Service: Major General James H. WilsonMr. Lincoln Friends: Major General James H. WilsonEncyclopedia of Alabama: Major General James H. Wilsonskidfadhe or

Evidence Essay Example | Topics and Well Written Essays - 1000 words

Evidence - Essay Example However, we had a minor misunderstanding on the day of the marriage and I refused to eat breakfast in the morning. But he forced food into my mouth and forced me to drink and choked my neck. After marriage his attitude started to change and he argued over issues big or small. Every time we argued he cursed saying that Ethiopians are poor, liars, thieves and whores. One day, after I finished preparing dinner at home, we agreed that I brew coffee and an argument started. And I told him I was not going to brew coffee the ceremonial way as we do in Ethiopia as this would take a lot of time and moreover, we were not in a good mood. He shouted ordering me to brew coffee and jostled me around. He pushed me into the kitchen and forced me to make coffee and forced me to prepare coffee. After I prepared coffee he ordered me to clean the kitchen right then. But, as I was forced to make the coffee, I refused to clean the kitchen and went to bedroom to sleep. He pulled me out of the bedroom and s at me in the corridor. I rose up and told him that I wanted to go to sleep. He laid my head on the floor of the corridor and poured cold ice water over my head. Again I rose up and wanted to go into the bedroom to sleep. He shouted and pushed me around me around and said that I am not permitted in the bedroom and that my place is in the bathroom. Eventually I went in and slept. On another day after grocery shopping, we wanted Injera. We went to an Ethiopia restaurant and ordered a carryout of Doro Wot and Kitfo. He started cursing saying that he is not being served timely because he is not an Ethiopian. I picked a flyer advertising a fashion show night and looked at it and he also did the same. He continued cursing saying â€Å"you whores, this tells you are whores†. I told him I have no interest in talking but he continued saying you beggars, you do not have anything to eat. Then I told him that I did not come because Ethiopia is poor and that I did not have anything to eat. I told him that I came to live a happy/peaceful married life with him. He continued his rough/rude ways and asked me to go back to my country. Finally the carry out was ready and we come home and as we prepared to eat he continued by saying, that Ethiopia is poor and that America gives millions of dollars to Ethiopia. He brought his laptop and as he talked started the internet. Then I said to him, you keep speaking badly about Ethiopia but I will fall back to my tradition. We Ethiopians do not argue while we are eating and I will not enter into conversation with you. When I said this, he snatched the food I was eating and dumped in into the garbage including his portion. He then went to the refrigerator and pulled out food and threw it in the garbage, He then asked me, â€Å"what else do you want me to throw into the garbage?† I told him that I never asked him to throw anything and to keep me out of this. Do you want me to take it out? He asked. I told him I have no say as I did not have any say when he threw the food away. Then he went and pulled out the packaged foods and put them in the sink. He took the Doro Wot and Kitfo out from the garbage. I went and sat by the sofa. He brought the Doro Wot and Kitfo and sat it by my foot and said, here eat it if you want. Then he picked the food including the hot pepper and started spreading it on my hair, my eyes, my face, my neck, my breast. I stood up to go to wash but he