Definition of Sharecropping

Sharecropping was a system of agriculture instituted in the American South during the period of Reconstruction after the Civil War. It essentially replaced the plantation system which had relied on slave labor and effectively created a new system of bondage. Under the system of sharecropping, a poor farmer who did not own land would work a plot belonging to a landowner. The farmer would receive a share of the harvest as payment. So while the former slave was technically free, he would still find himself bound to the land, which was often the very same land he had farmed while enslaved. And in practice, the newly freed slave faced a life of extremely limited economic opportunity. Generally speaking, sharecropping doomed freed slaves to a life of poverty. And the system of sharecropping, in actual practice, doomed generations of American in the South to an impoverished existence in an economically stunted region. Beginning of the Sharecropping System Following the elimination of slavery, the plantation system in the South could no longer exist. Landowners, such as cotton planters who had owned vast plantations, had to face a new economic reality. They may have owned vast amounts of land, but they did not have the labor to work it, and they did not have the money to hire farm workers. The millions of freed slaves also had to face a new way of life. Though freed from bondage, they had to cope with numerous problems in the post-slavery economy. Many freed slaves were illiterate, and all they knew was farm work. And they were unfamiliar with the concept of working for wages. Indeed, with freedom, many former slaves aspired to become independent farmers owning land. And such aspirations were fueled by rumors that the U.S. government would help them get a start as farmers with a promise of forty acres and a mule. In reality, former slaves were seldom able to establish themselves as independent farmers. And as plantation owners broke up their estates into smaller farms, many former slaves became sharecroppers on the land of their former masters. How Sharecropping Worked In a typical situation, a landowner would supply a farmer and his family with a house, which may have been a shack previously used as a slave cabin. The landowner would also supply seeds, farming tools, and other necessary materials. The cost of such items would later be deducted from anything the farmer earned. Much of the farming done as sharecropping was essentially the same type of labor-intensive cotton farming which had been done under slavery. At harvest time, the crop was taken by the landowner to market and sold. From the money received, the landowner would first deduct the cost of seeds and any other supplies. The proceeds of what was left would be split between the landowner and the farmer. In a typical scenario, the farmer would receive half, though sometimes the share given to the farmer would be less. In such a situation, the farmer, or sharecropper, was essentially powerless. And if the harvest was bad, the sharecropper could actually wind up in debt to the landowner. Such debts were virtually impossible to overcome, so sharecropping often created situations where farmers were locked into a life of poverty. Sharecropping is thus often known as slavery by another name, or debt slavery. Some sharecroppers, if they had successful harvests and managed to accumulate enough cash, could become tenant farmers, which was considered a higher status. A tenant farmer rented land from a landowner and had more control over how the management of his farming. However, tenant farmers also tended to be mired in poverty. Economic Effects of Sharecropping While the sharecropping system arose from the devastation following the Civil War and was a response to an urgent situation, it became a permanent situation in the South. And over the span of decades, it was not beneficial for southern agriculture. One negative effect of sharecropping was that it tended to create a one-crop economy. Landowners tended to want sharecroppers to plant and harvest cotton, as that was the crop with the most value, and the lack of crop rotation tended to exhaust the soil. There were also severe economic problems as the price of cotton fluctuated. Very good profits could be made in cotton if the conditions and weather were favorable. But it tended to be speculative. By the end of the 19th century, the price of cotton had dropped considerably. In 1866 cotton prices were in the range of 43 cents a pound, and by the 1880s and 1890s, it never went above 10 cents a pound. At the same time that the price of cotton was dropping, farms in the South were being carved up into smaller and smaller plots. All these conditions contributed to widespread poverty. And for most freed slaves, the system of sharecropping and the resulting poverty meant their dream of operating their own farm could never be achieved. The system of sharecropping endured beyond the late 1800s. For the early decades of the 20th century it was still in effect in parts of the American South. The cycle of economic misery created by sharecropping did not fully fade away the era of the Great Depression. Sources: Sharecropping.  Gale Encyclopedia of U.S. Economic History, edited by Thomas Carson and Mary Bonk, vol. 2, Gale, 2000, pp. 912-913.  Gale Virtual Reference Library. Hyde, Samuel C., Jr. Sharecropping and Tenant Farming.  Americans at War, edited by John P. Resch, vol. 2: 1816-1900, Macmillan Reference USA, 2005, pp. 156-157.  Gale Virtual Reference Library.

Hurricane Katrina And The New Orleans Police Department

One of the most horrific storms that ever hit the United States was Hurricane Katrina. Katrina was classified a category five hurricane, which is the worst category a hurricane can be. Since the winds in this category storm will go faster than 157 miles per hour, a category five hurricane means appalling damage will occur. When such a deadly disaster occurs, people look to their government and local officials for help, however, the local police, the New Orleans Police Department (NOPD), did not do its job. A great number of people disagree with how the NOPD participated in the relief efforts and are criticized for not being ready to handle a disaster of this magnitude. The city that was affected the most by Hurricane Katrina was New Orleans, Louisiana. Governor Blanco called for state emergency in Louisiana on August 26, 2005. Then on August 29th, Mayor Nagin issued a mandatory evacuation of the City of New Orleans. 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Katrina caused as widespread of devastation along the Gulf Coast states and cities such as Mobile, AL, Gulfport, MS and the worst being New Orleans, LA. Although many people were prepared for the hurricane, no one would imagine the damage it would c ause and the many lives it would take. Katrina started

Jazz and the Brightside Tavern Essay Example For Students

Jazz and the Brightside Tavern Essay The Brightside Tavern located in 141 Bright Street in the neighborhood of Jersey City offers fantastic night events throughout the week. On Monday nights Jazz Jam sessions are offered by over 15 musicians. Tuesdays and Wednesdays are karaoke nights. Open mic nights of course are hosted on Thursdays. The remaining of the week is open for group reservations, business meetings and walk-ins. They also offer a good variety of daily specials for brunch and dinner. Shuttle services from the light rail and back are also offered which are very convenient not only for students but also for people that work around the area. The atmosphere of the place was beautiful. The dark wood dining room is filled with soft, filtered sunlight, and everyone sitting at the bar is having a good time. The Piano room can accommodate an average of 40 to 50 people. Great food and drinks are served by wonderful personnel. My experience was wonderful since I went for the first time to a place in Jersey City where I can enjoy my friends company in a comfortable, homey place and enjoy Monday nights jazz live performers and singers. As soon as I walked into the tavern, I came across Tom Parisi the owner of the place; we held a conversation until the performers were ready to start playing. He gave me the option to seat down in the center of the hall or in the booster seats with the whole view of the place. The starting performers were Jordan Pipel who played the drums, Sam Trapchak who played the Bass and Noah who played the piano. When I asked for their group name they smiled and shared an insider saying they call each other the Brightside trio ?. Once they started playing the very first song, everyone from the bar came to sit down and watch the trio play Come rain or Come shine ?. This song was a much faster, up beat rhythmic feel. The drummer had a solo in the middle of the performance. The other two instruments smoothly joined him after his solo. While enjoying a glass of pomegranate cocktail the band played their second song for the night, which was cedar blues ?; this performance had multiple solos in it. It felt like the piano was playing a bit faster trying to catch up the beat with the drums and bass. The drum had multiple solos and the bass had a short one before the song to an end. This song actually caught my attention, just how much emotion both the drummer and the piano player was putting into. I was amazed on how smooth and warm the place felt after the trio started playing. The following song sounded very familiar, it made me pay more attention to the sounds and wondering where I heard it from. The third song played by the Brightside trio was summer love ? which incorporated soft Latin sounds into the song. Smooth rhythmic throughout the entire performance which had the whole place turning into a different environment because of the warm smooth sounds. I loved how they shifted from one instrument to another without messing up the melody. This performance also had multiple solos which allowed the drummer to shine 3 times, the piano player once and the bass once as well. As the night continued the Trio played full house ? by West Montgomery, and just you, just me ?. I loved both versions of the songs. My night ended early at the Brightside tavern but I promised Tom Parisi I will bring my friends one of this Mondays coming up to show them a good time while enjoying the trio play. I like the music with the syncopated rhythms such as jazz, reggae, funk, Afro-Cuban because it is an upbeat and optimistic, never dreary or oppressive to me. We cant go wrong with a night out with friends and drinks listening to the smooth sounds of jazz.

Critical Thinking for Novice Nurses - Myassignmenthelp.Com

Question: Discuss about the Critical Thinking for Novice Nurses. Answer: Introduction In healthcare, there are various skills that a nurse has to possess to attain competency or be termed as an expert. One of these skills is learning to think and acting critically. This is critical in the sense that it is part of the requirement that nurses have to attain to be competent. However, novice nurses, or those registered to practice in Australia, usually have problem inculcating critical thinking in their practice. It is therefore essential that this kind of group learn to think and act critically in their practice and not blindly following procedures put forward either by their senior colleagues or doctors (Kong, Qin, Zhou, Mou, Gao, 2014, p.461). Thus, this essay tries to elaborate why learning to think and act critically is essential for novice nurses. Additionally, the essay will elaborate some of the importance of a novice nurse having the ability to think and act critically. In addition to that, it is essential to explain why it is not prudent for nurses to enact proc edures blindly without utilizing their skills in thinking and circumstances where this can become unprofessional and even unrealistic. Therefore, even though it is challenging for inexperienced nurses to be tasked with the responsibility of making decisions on their own, it is important to look at the reasons why this is essential. Novice Nurses Newly registered nurses, from nursing college, lack the ability to move swiftly and make decisions on their own. Various reasons study attribute this, firstly, is that the new nurses feel unprepared or cannot make decisions that meet the daily challenges characteristics of the workforce (Parahoo, 2014, p.424). In addition to that, it is common for the novice nurses to feel that they do not possess critical thinking and clinical knowledge essential for one to come up with a sound decision. In dealing with specific cases, the novices appear to face challenges in dealing with an emergency, when caring for a dying patient or end-of-life scenario (Bradshaw, Hultquist, 2016, p.236). Also, in patients suffering from acute illness, new nurses tend to fare poorly in regards to thinking and acting critically. Even though novice nurses execute their decisions appropriately, they lack the confidence to ascribe a rationale behind their decisions, either because of lack of confidence or inexperie nce in dealing with real-life situations. It makes it essential thus for them to find a way to learn the ability to think and act critically. There are various important levels in learning that a novice nurse undergoes before he or she becomes confident enough to make his or her own decisions or attain the status of making his or her decisions based on ability. The first stage is the basic level where a nurse believes that the senior nurse is the one to offer him or her all the answers for any problem (Saintsing, Gibson, Pennington, 2011, p. 356). The second stage is called the complex level, and in this stage, the nurse becomes slightly independent. Even though he or she takes procedures and answers from the senior nurse or doctor, he or she also start making some decisions on her own without involving anyone else. The last level for a nurse is the commitment level, and here, the nurse is entirely independent and has acquired the confidence and clinical knowledge to make almost all decisions on his or her own (Ingham-Broomfield, 2015, p.34). All these levels are as crucial for this topic as they depict the stages and imp ortance of each level that a novice nurse undergoes before gaining the necessary experience and knowledge to think and act critically in regards to treating patients. Additionally, the levels denote various ways that newly registered nurses need to adapt to avoid taking instructions and be independent in solving problems in the workplace (Theisen, Sandau, 2013, p.429). In addition to that, moving from the lower stage to the highest stage improves the nurses professional practice. Importance of Nurses Thinking and Acting Critically For newly registered nurses in Australia, it will be challenging for them to form a successful career in nursing without having to think and act critically. It is also true that clinical skills are essential, but to be a competent nurse, there is more to that. It needs some bit of reasoning and thinking and not just taking procedures. As far as nursing is concerned, the aspects that the new novice need is to be precise, fair, logical, complete, clear and accurate (Freeling, Parker, 2015, p.46). All these elements the novice nurses must be taught during their practice and have to maintain them during talking or acting. This will ensure that the nurse is not just a puppet but one with the know-how and ready to respond to a patient for whatever concern that may arise. The skills that the newly graduated and registered nurse needs to be taught include but are not limited interpreting, evaluating and analyzing (Rush, Adamack, Gordon, Lilly, Janke, 2013, p.350). To start with interpreting , the new nurse has to understand and be in a position to elaborate the meaning of a given scenario. On the other hand, the new nurse needs to possess analyzing skills as a component of critical thinking for investigating of course of action but must come from data which meets the criteria of being objective or subjective (Edwards, Hawker, Carrier, Rees,2015, p. 1258). It is for this reason among many others that make it important for newly registered nurses to learn to think critically and acting the same as well for a successful treatment. Another reason that novice nurses need to learn on how to think and act critically and not just the following procedure is for forming a workplace. This entails making performance expectations which can be in the form of values that are well spelled out for everyone to apprehend in the given workplace. This appears to have a positive influence, especially on professional practice simply because nurses have the option of taking part in the process or have their opinion had in a particular subject (Pfaff, Baxter, Jack, Ploeg, 2014, p.7). Therefore, it is very crucial to create such kind of environment that cultivates professional behaviors because it makes nurses think on how they tackle issues and topics when they practice or rather administer a patient. In addition to that, it is important for novice nurses to learn to think and not just take procedures blindly as this enables them to deal with difficult situations. For instance, in a situation where a choice determines which course of action is fit to be implemented. Moreover, for the novice nurses to make clinical decisions, it is essential that they learn reasoning strategies and some of the criteria which are used by clinical nurses to come up with such decisions (Peters, 2014, p.225). The novice, therefore need to learn by asking why a certain decision has to be made for the nurse to be in the right position to make the right choices for the patient (Reem, Kitsantas, Maddox, 2014, p.1026). By learning how to think and act critically but not taking procedures blindly, the novice nurses put themselves in a position to either make sound judgment or decisions that are largely derived from their knowledge and experience which in turn can develop further skills. On the other hand, one of the best ways for novice nurses to learn problem-solving skills is to stop taking instructions blindly and start learning on how to think and act critically. For the newly registered nurses in Australia, they have to be taught in this phase on ways on how to examine the patient in all manners to identify what the patient needs (Hendricks, Cope, 2013, p.720). It is after this point of critical thinking that the nu nurses should then proceed to solve the problem by the use or application of evidence-based or the characteristics of the patients aimed at improving his condition (Sargent, Olmedo, 2013, p.605). In addition to that, by acquiring skills in problem-solving, the novice nurse put himself or herself in the right position to perform similar tasks again in the future should such a problem arise in the same condition which will not have been the case if she or he continues taking procedures blindly. There arise situations where a patient is unable to adequately communicate or show signs of what he or she requires. By taking instructions from senior nurses or any other authorities blindly, a nurse can never be in a position to help such a patient. This is another situation that calls for not only learning to think but acting critically for newly registered nurses in Australia. A nurse with vast knowledge and experience is such situation may be able to think critically and come up with new and various ways that can be helpful to the patient (Theisen, Sandau, 2013, p.430). On the other hand, a nurse who is not exposed to such situation or one who keeps on relying on another person to formulate procedures or decisions to be followed may prove to be ineffective or rather fail to offer any help to the patient. Novice nurses need to be taught that problems exist and prepare themselves with that kind of attitude. That sort of attitude is essential in both problem-solving and decision-ma king process in a hospital or in a patient to nurse interactions (Franklin, Burns, Lee, 2014, p.1300). Unlike in cases where a nurse is bound to wait for somebody to make decisions or offer guidance, the new nurses, by having this kind of attitude, are well prepared. Additionally, the nurse is aware of the problem that takes place and can form the guideline for solving various problems. It is challenging for nurses to operate in situations where they cannot completely make decisions. For newly registered nurses, it is important they take note that cases arise in a hospital that needs the person next to the patient to offer a solution (Morton et al., 2017, p.141). Additionally, following instructions blindly makes it unprofessional as a nurse need to have some know-how in various ways of responding to a patient. It is with this regard that newly registered and graduated nurses need to learn how to treat, respond and act promptly in situations of emergencies or any other that need their assistance (Phillips, Kenny, Esterman, Smith, 2014, p.110). This explains the reasons behind the need for learning among novice nurses. Studies also show that nurses who are critical thinkers are likely to stick to intellectual standards. This enables them to avoid ambiguity and confusion in ideas. Thus, there are numerous befits that call upon all nurses, and in this case, new gradua te registered nurses to stop following procedures blindly but instead learn how to think and act critically. There are various reasons that novice nurses need to learn the ability to think and act critically. The first thing that makes it so essential is that it brings nurses a form of independence. It is worth noting that nurses enter medical field with little or no working experience (Taylor, 2002, p.15). This makes them be over-reliant to senior nurses or the experienced ones who then act as their leaders in executing most of their decisions (Black, 2016, p.127). In effect, this creates some form of dependence for any decision that they have to make in regards to patients treatment or as the emergency arises. Thus, by learning to think and acting critically is essential to avoid such kind of dependency and attachment that comes with it. Conclusion It is evident that nurses need more skills than clinical knowledge. For the new graduate who has been recently registered as practicing nurses, it is important they learn how to think and act critically for many reasons. Firstly, a practitioner who thinks critically is likely to maintain all the standards practicing procedures. Secondly, a novice nurse will be in a better position to solve problems that emanate from patients that do not necessarily require an experienced nurse. In addition to that, this kind of learning will make it possible for the novice nurse to become independent and thus stop relying on the senior or top authority to offer guidance on the best decisions to make for problems emanating from patients. Another reason is that it helps in the process of decision-making both in the hospital setting and for patients concerns. Critical thinking skills act as guidelines for future references should the same problem show up. Lastly, where nurses think and act critically, i t promotes the workforce of the hospital as they are able to generate new ideas in helping the department. References Black, B. (2016). Professional Nursing-E-Book: Concepts Challenges. Elsevier Health Sciences, 124-129. Bradshaw, M., Hultquist, B. L. (2016).Innovative teaching strategies in nursing and related health professions.Jones Bartlett Learning, 234-237. Edwards, D., Hawker, C., Carrier, J., Rees, C. (2015).A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse. International Journal of Nursing Studies, 52(7), 1254-1268. Franklin, A. E., Burns, P., Lee, C. S. (2014). Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses. Nurse Education Today, 34(10), 1298-1304. Freeling, M., Parker, S. (2015). Exploring experienced nurses' attitudes, views, and expectations of new graduate nurses: a critical review. Nurse education today, 35(2), e42- e49. Hendricks, J. M., Cope, V. C. (2013). Generational diversity: what nurse managers need to know.Journal of advanced nursing, 69(3), 717-725. Ingham-Broomfield, R. (2015). A nurses' guide to Qualitative Research. Australian Journal of Advanced Nursing, The, 32(3), 34. Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., Gao, H. M. (2014). The effectiveness of problem-based learning on development of nursing students critical thinking: A systematic review and meta-analysis. International journal of nursing studies, 51(3), 458- 469. Parahoo, K. (2014). Nursing research: principles, process and issues. Palgrave Macmillan, 421-432. Peters, A. B. (2014). Faculty to faculty incivility: Experiences of novice nurse faculty in academia. Journal of Professional Nursing, 30(3), 213-227. Pfaff, K., Baxter, P., Jack, S., Ploeg, J. (2014).An integrative review of the factors influencing new graduate nurse engagement in interprofessional collaboration.Journal of advanced nursing, 70(1), 4-20. Phillips, C., Kenny, A., Esterman, A., Smith, C. (2014). A secondary data analysis is examining the needs of graduate nurses in their transition to a new role. Nurse Education in Practice, 14(2), 106-111. Reem, A. D., Kitsantas, P., Maddox, P. J. (2014). The impact of residency programs on new nurse graduates' clinical decision-making and leadership skills: A systematic review. Nurse Education Today, 34(6), 1024-1028. Rush, K. L., Adamack, M., Gordon, J., Lilly, M., Janke, R. (2013). Best practices of formal new graduate nurse transition programs: an integrative review. International journal of nursing studies, 50(3), 345-356. Saintsing, D., Gibson, L. M., Pennington, A. W. (2011). The novice nurse and clinical decision?making: how to avoid errors. Journal of Nursing Management, 19(3), 354-359. Sargent, L., Olmedo, M. (2013).Meeting the needs of new-graduate nurse practitioners: a model to support transition. Journal of Nursing Administration, 43(11), 603-610. Taylor, C. (2002). Assessing patients needs: does the same information guide expert and novice nurses?. International Nursing Review, 49(1), 11-19. Theisen, J. L., Sandau, K. E. (2013). Competency of new graduate nurses: A review of their weaknesses and strategies for success. The Journal of Continuing Education in Nursing, 44(9), 406-414. Morton, P. G., Fontaine, D., Hudak, C. M., Gallo, B. M. (2017).Critical care nursing: a holistic approach. Lippincott Williams Wilkins, 137-143.