Introduction To Dual Diagnosis Health And Social Care Essay

Introduction To Dual Diagnosis Health And Social Care Essay Over the last ten years in mental health, there has been a significant change and considerable debate about the definition of dual diagnosis, this terminology refers to a mental health disorder combined with substance misuse (Department of Health, 2002). This can cover a broad range of disorders from learning disabilities and substance abuse of legal or illegal drugs to severe mental illness such as schizophrenia and substance misuse of cannabis or alcohol (Department of Health, 2002). However in medicine dual diagnosis is an umbrella term, for a primary and secondary disorder for example diabetes and hypertension (Sowers Epstein, 1995) This research proposal will focus on the client group duality of psychosis and substance misuse of cannabis or alcohol. Psychosis can be defined as a severe mental health disorder in which thought and emotions are significantly impaired, whereby people can lose contact with reality. However the symptoms can vary between negative and positive, the negative symptoms can cause apathy, a reduction or absence of social skills, resulting in confused thoughts which impair their ability to concentrate or complete instructions. The positive symptoms can be defined as either visual or auditory hallucinations or delusional thoughts, where a person may have an undeniable belief in something false (National Institute for Clinical Excellence (NICE), 2011). However substance abuse can aggravate psychosis leading to further hallucinations, which is associated with a wide range of negative outcomes, such as higher rates of relapse, increased hospitalisation (revolving door clients), suicide, housing issues and poorer levels of social functioning, such as poverty, violence, criminality and social exclusion, less compliance with treatment, greater service costs to National Health Service (NHS) or the criminal justice system and government services (Department of Health, 2007). More significantly The World Health Organization (WHO) reported 51,353 admissions of drug-related mental health disorders in 2010/11. These admissions have increased year on year and are now nearly twice as high as they were ten years ago, therefore families are at greater risk of having a family member diagnosed with dual diagnosis (The World Health Organization , 2012). Significantly the impact of the dually diagnosed within families is drastic, family dynamics are altered by challenging and difficult situations within the home, by displaying disruptive and aggressive behaviours (Biegel et al, 2007). Clearly people with dual disorders have strained interactions with their families. However when relationships are strained families might be less willing to help, the relative with dual diagnosis which could contribute to higher rates of homelessness and social problems (Clarke, R E; Drake, R E, 1994). Yet family members may have differing amounts of contact and distancing, because of the negative impacts of their behaviour. However someone in the family takes the role of main caregiver, being the person most directly linked to the caring of the dually diagnosed whilst care giving not only affects their QOL, it also impacts on possible depressive symptoms and research has indicated that care giving burden has a risk factor for early mortality (Biegel et al, 2007), (Marcon et al, 2012) (Walton-Moss et al, 2005) Yet a lack of social support, and informal and formal care, has been found to be the most important source that predicts the burden of family caregivers (Biegel et al, 2007) although informal caring occurs naturally within family relationships, which is typically unpaid, this goes beyond the caring expected of these relationships in contrast to a paid formal carer (Chaffey Fossey, 2004) additionally being a carer can raise difficult personal issues about duty, responsibility, adequacy and guilt (Shah et al, 2010). Research into the impact of care giving shows that carers suffer significant psychological distress and experience higher rates of mental ill health than the general population, the triggers for distress are as follows; worry, anger, guilt, and shame; financial and emotional strain; marital dissatisfaction, physical effects of the stress of living with a substance abuser (Biegel, et al 2007). However without the contribution of the UKs 6.4 million unpaid carers health and social care services would collapse. In 2037 its anticipated that the number of carers will increase to 9 million (Carers UK, 2012). Worldwide several authors have argued for service systems to acknowledge and address family members need to ensure their own well-being, as well as to ensure effective community support for people living with mental illness (Chaffey Fossey, 2004) (Igberase et al 2012) (Carey Leggatt, 1987). The last ten years have seen major reform of the law as it relates to carers; consequently families have been forced to give up work to care for their relatives. Family carers need assistance to prevent becoming unwell themselves (Carers UK, 2012). Therefore supporting carers must be a central part of government reform, which acknowledges the family as associated clients who desperately need support. This is paramount because relatives often know little about how the interactions between mental illness and substance misuse are interchangeable. Therefore families need practical information about dual disorders, to help recognise the signs of substance abuse, and strategies for its management for example medication adherence and recognising relapse triggers. Addressing these factors would enable the improvement in the dually diagnosed directly related to greater outcomes in the well-being of the family (Mueser Fox, 2002). Overview, context and background information relevant to topic It costs the UK Â £1.3 billion a year in carers benefits and lost taxes whereby family members are becoming increasingly responsible for providing support, although in 2012 the British government submitted the Care and Support Bill which will guide future services for caregivers. Families will no longer be treated as an extension of the person they are caring for, they will have a right to an assessment, this will give carers much better access to support them balance their caring roles and responsibilities (Carers UK, 2012). Yet informal carers may experience less choice about the discontinuation of care in comparison to volunteer or paid carers, possibly due to love of the family member and a sense of duty, it is essential that the family understand the facts about dual diagnosis, to have every hope for recovery of the family (Department of Health, 2007) Additionally health services should acknowledge the families by assessing them as associated clients so that carers can learn to recognise the triggers of caregiver burden and moreover be given general education and health promotion (Rethink, 2007). However in 2006, the College of Occupational Therapists (COT) announced a 10 year vision for occupational therapy in mental health which included by 2013 for practitioners to have extended their scope of practice across a range of agencies to meet the occupational needs of mental health services (COT, 2006) Statement of the problem proposed to be investigated The proposed research intends to investigate, what are the experiences of people who are carers for people with dual diagnosis? General aim(s) of the proposed research To find out how families cope living with someone with dual diagnosis? What are their biggest challenges? To identify the current experiences from the perspective of the carer regarding the impact of dual diagnosis, the burden; grief and the loss of their relative. Relevance, significance or need for the study The relevance to occupational therapy and the health service; carers are associated clients and therefore need to be taken into consideration when assessing this client group. Furthermore the lacking of occupational therapy literature in this area makes a clear case for the proposed research. Chapter 2: Literature Review Introduction to the chapter Literatures in dual diagnosis are largely separate, mainly based in substance abuse or mental health fields. However over the past decade, family work in dual diagnosis has been mainly focused on client outcomes and not the families well-being or quality of life QOL. However occupational therapy literature is also limited, lacking investigation of occupational needs identified from the families perspective. However a considerable amount of literature has been published on descriptions of occupational therapists roles by defining and establishing what an occupational therapist does within the multi-disciplinary team in mental health services, but not specifically to dual diagnosis (Brown, 2011) (Hyde, 2001)(Lloyd et al, 2008). Therefore it is beneficial for occupational therapists to have a better understanding of the families perspectives, as associated clients to enable additional support for the caregiver thus improving outcomes for the whole family. There is a plethora of literatures, on outcomes associated with family support for the dually diagnosed, the majority of studies examined the relationship between family involvement and client outcomes such as reduction in mental health symptoms, engagement in treatment services, lower hospitalisation rates, improved decrease in substance abuse, sustained remission (Clark, 2001) (Mueser Fox, 2002) (Biegel et al, 2007). Although the high service costs of treating the substance abuser and the frequent involvement of relatives in the lives of dually diagnosed clients, there are few resources to help clinicians engage and collaborate with families (Mueser Fox, 2002). This implies that families or informal carers can easily become the main source of care when treatment fails, the family being the last resort (Clark 2001). On the other hand, some research has shown that individuals with dual diagnosis are less satisfied with their family relationships than those with a severe mental illn ess alone (Kashner et al. 1991) and that receiving family support may exacerbate difficulties by increasing conflict (e.g. supply of additional money may be used for drugs, existing poor family dynamics worsen carer-client relationship). Conversely research is lacking in the support of families caring for the dually diagnosed (Biegel, et al, 2007) (Townsend, et al, 2006). In contrast families are often the most significant people in the dually diagnosed life, this unique relationship puts families in the central position of being able to encourage the dually diagnosed to take the necessary steps towards recovery by providing direct care such as practical help, personal care, emotional support as well as financial support (Clarke, R E; Drake, R E, 1994) (Shah et al, 2010) (Mueser Fox, 2002). The impact of mental illness on families is usually conceived in terms of caregiver burden, this experience may help determine the quality of life QOL for family members, the most significant being, isolation, coping with behavioural problems, and relationship problems between family members (Clark, 2001). Mueser et al, (2009) study of 108 families conducted a randomised control trial utilising Lehmans QOL interview instrument with satisfactory reliability and validity (Lehman, 1998) for the diagnosed, the caregiver was assessed using the family experiences interview schedule (FEIS) with established reliability and validity which did not incorporate the QOL for the family this was not addressed. The findings from this study found that motivating relatives, to participate in family intervention can address the disruptive effects. These stressors that affect quality of life include; worry, anger, guilt, and shame; financial and emotional strain; marital dissatisfaction, physical effects of stress of living with a substance abuser (Biegel et al, 2007). Additionally Biegel et al (2007) exploratory, non-experimental cross-sectional survey design conducted interviews / surveys with 82 females with dual diagnosis and 82 family members and considered the caregivers experience as moderate, and found that behavioural problems contribute to the burden affecting their quality of life, the strength of this study is acknowledging how substance abuse impacts on the role of care giving which was also tested by applying FEIS. Many studies of family carers of persons with mental health and or substance abuse issues consider how families quality of life is affected, the main themes highlighted that emerges throughout the reviewed literatures are caregiver burden which is documented as worry, anger, guilt, isolation, stress which results in a diminishment of QOL of family members (Biegel et al, 2007) (Chaffey Fossey, 2004) (Shah, Wadoo, Latoo, 2010) (Chan, 2010). Behavioural problems have been found to be the strongest predictor of caregiver burden across chronic illnesses (Biegel et al, 2007). In contrast Jokinen Brown, (2005) conducted a focus group study which included 15 subjects would argue that there are positive aspects of lifelong care giving and quality of family life, the study acknowledged the concerns for the health of all family members (Jokinen Brown, 2005). Research in the QOL of care giving highlights that carers suffer significant psychological, distress and experience higher rates of mental ill health than the general population. Therefore by improving the QOL of carers will likely to reduce caregiver burden that requires further research to explore the lived experiences of families living with the dually diagnosed (Shah et al, 2010). However, literatures addressing the family as a collective unit and the impact of care giving on each family members role is lacking therefore this literature reviews the research. The majority of family caregivers, mostly women report experiencing moderate to high levels of depression as well as stress, this type of informal care giving is taken on in addition to existing roles and responsibilities (Chaffey Fossey, 2004) (Biegel et al, 2007) (St-Onge Lavoie, 1997). Traditionally, informal care was supplied by women but nowadays women are not only more likely to work, but also likely to be significant contributors to family finances. For women, this implies that earnings will be lost due to informal care increasing. However women play a central role in care-giving which may impact on their well-being more than other members of the family (St-Onge Lavoie, 1997). Although according to shah et al (2010) women have higher rates of depression than men in the care-giving role (Shah et al, 2010). However male carers tend to have more of a managerial style that allows them to distance themselves from the stressful situation to some degree by delegating tasks (Shah et al, 2010). Significantly (Mays Holden Lund, 1999) Interviewed 10 male caregivers and the findings, men expressed their means of coping by being realistic and action-oriented in response to their feelings. However the effect of care giving on children can be considered by the physical changes to normal growth, for example migraines, inflammation of the lining of the colon, and ulcers (Biegel et al, 2007) (Townsend et al, 2006). Tracy Martin, (2006) examined the effects of dual diagnosis via cross-sectional survey design which examined the types of support provided by minor children and the differences in support perceived by the child versus the support perceived by the adult. The findings that the role of children is often ignored or neglected, the effects are referred to as a role reversal parental child or parentification thus resulting in negative developmental outcomes for the child, although a weakness with this study is the support perceived by the child is not the views of the children but by the mothers reporting on both, these findings represent a design bias (Tracy Martin, 2006). Significantly Rupert et al (2012) aim to identify the issues when engaging children whose parents have a dual diagnosis explored the perspectives of 12 children via semi-structured interviews. A strength with this study is that the authors were able to elicit the sensitive data ethically by gathering information about secrecy issues around their parents substance abuse and remaining loyal to their parents, children experience negative times spent with their parents, with family arguments and the knowledge of when the parent abuses substances these findings represent the need to acknowledge childrens perspectives as associated clients (Reuper et al, 2012). The authors acknowledge that the study does not recognise the other family members within the household that could provide an exploratory view of their perspective. Although the effect of care giving on siblings is lacking, Sin et al (2012) studied the phenomena of understanding the experiences of siblings of individuals with first episode psychosis. Qualitative semi-structured interviews with 31 sibling participants researched that they had somehow lost their brother or sister as his or her character had changed since the onset of their diagnosis (Sin et al, 2012) Younger siblings were much more likely to cope by withdrawing and not getting involved, they often reported that they were not made aware of information and resources available to help with the situation and were also less likely to want to know about the illness (Sin et al, 2012). Strength of this study is the qualitative exploratory semi-structured interviews, and the themes that emerged although this study does not address the issues of substance abuse or the quality of life of the other family members. The gap in the literature is that quality of life does not consider the affects of mental health and substance abuse on the family. This paper has not been able to locate any studies that consider the qualitative exploratory lived perspectives of all family members living with the dually diagnosed, and the impact on their quality of life, therefore due to the lack of research on families living with the dually diagnosed this research seeks to explore their perspectives. To conclude Health professionals should focus on the familys environmental context, and their perceptions of their relative with mental illness, thus by assuming that each family is different, clinicians should evaluate how family dynamics can affect the families quality of life and how theses interactions impact in their plan of care (Walton-Moss et al, 2005). However, numerous studies have looked at the effects of family involvement on the outcomes of the dually diagnosed, current literatures are lacking on the quality of life of family members, and does not consider the effects of mental health and substance abuse on the family, this provided the focus for the present research. The relevance to occupational therapy The relevance to occupational therapy services is to lessen the burden on the carers so that they can continue in their caring role, being fully informed of diagnosis, relapse triggers, substance abuse, and the available services so that they can continue their caring role. Statement of aims To explore the perspectives of carers of clients with dual diagnosis To explore the perspectives of the carers regarding substance misuse To find out how carers cope, living with someone with dual diagnosis, what are their biggest challenges? Research question proposed to be investigated To explore the lived experiences of a family that lives with the dually diagnosed client. Chapter 3: Methodology Description and justification of research Design A qualitative semi-structured interview which utilises open ended questions, has been chosen because these methods lend themselves to exploring the familys perspective and meanings of living with the dually diagnosed, this will permit individual members of the family narrative to be acknowledged. Moreover the researcher will ask questions in similar ways to all participants, which will attempt to maximise the confidence in the research reliability and validity (Hicks, 2009). This method will attempt to understand a complex novel phenomenon, whereby the researcher needs to understand that the concepts and variables that emerge may be different from the aims, sought by the study (Pope Mays, 2006). In contrast focus groups were not chosen due to the consensus of a group of people rather than the individual perspectives from the family (Pope Mays, 2006). The research will be conducted in the participants home, due to purposive sampling methods in which sites are selected on the basis that they are typical of the phenomenon being investigated (Pope Mays, 2006: 115). This will attempt to justify the rationale for the research taking place in the home in environment (Pope Mays, 2006). Moreover purposeful sampling techniques will be used to obtain participants whereby the researcher identifies specific people to take part (Hicks, 2004). However an aspect which illustrates rigour can be identified through member checking, whereby cross-checking findings with participants, can help to refine explanations, and aims to reduce subjectivity in processing of data analysis (Pope Mays, 2006). Therefore Living with dual diagnosis through the families eyes, can be addressed by using semi-structured interviews whereby rigor can be associated with this type of approach, due to data collected from as many appropriate sources to provide in-depth information (Pope Mays, 2006). Indication and justification of required number of Participants The participants will be family members of the dually diagnosed client, that attend a community mental health daycentre. However this study acknowledges the stigma attached to mental health services, as recent studies have shown that public education campaigns on mental illness and the integration have done little to alter the stigma associated with mental health (Schulze Angermeyer, 2003). Conversely the recruitment of participants may rely upon their visit to the day centre or if not appropriate for them then the dually diagnosed participation at the centre and the passing on of the flyer or information about the study, requiring no attendance at the day centre is necessary, due to the research being conducted in the participants family home. However It is argued by Crouch McKenzie (2006) that for in-depth qualitative studies small numbers of cases facilitates the researchers association with the participants, and enhances the validity therefore a maximum of 20 participants in total will be recruited to allow sufficient time to analyse the collected data (Crouch McKenzie, 2006). However snowballing sampling, was not the chosen method of recruitment because recruited participants in the study, would refer and reccommend future participants (Patton, 2002). Organisation of access to and recruitment of possible participants Participants for this study will be obtained through voluntary participation advertised via flyers and posters at a community mental health daycentre (Appendix 7), the flyers will provide instructions for participants to contact the researcher, the purpose of the study; requirements to be a volunteer, and the time commitment of the volunteers will be listed on the flyer, once families (maximum total of 20 people) are recruited for the study, the researcher will remove the flyers and posters. When volunteers respond, a telephone screening interview, approximately 5 minutes per person, will be conducted to determine if the individual family members meet the inclusion criteria. Families that respond and meet the inclusion criteria will be consented and assented (if appropriate) and recruited to participate in the study. The researcher will speak with the families, and communicate with each family member to set up a meeting time and place that is convenient for all members (Pope Mays, 2006). Inclusion/exclusion criteria of participants The validation for the inclusion and exclusion criteria relies on the family homogeneity that they are composed of being related and living together, therefore similar participants may enable a more in-depth enquiry into their shared and distinctive experiences (Hicks, 2004) The inclusion criteria eligibility: a) Family member is living with the person diagnosed with dual diagnosis. b) Family member is capable of engaging in verbal communication pertaining to semi-structured interviews. c) Family member is above 16 d) A family consisting of two or more members (max 4) not including the dually diagnosed client. e) English speaking and capacity to reflect participate. The exclusion criteria: a) Family member is below the age of 16. b) The diagnosed family member with dual diagnosis. c) No mental disorders or substance misuse disorders. d) Non-English speaking or with a cognitive deficit disorder. The semi-structured interviews may discuss topics or issues which are sensitive to the participants, these difficulties can be averted by a procedure of gaining on-going consent and assent for the 16-18 year olds (appendix 2) (Wiles et al, 2007). If distress occurs then the researcher can either stop the activity or will move on to the next area. It will be made clear to participants that they can decline to answer any particular questions or discuss topics that they feel uncomfortable with and can leave the research at any time, additional support and information will be available (Wiles et al, 2007). Indication of Ethical issue relevant to the proposal The researcher should at all times respect the autonomy of the individual by allowing the participant the freedom from control or influence of the study. Additionally the researcher has a duty to uphold beneficence which is the obligation to maximise benefits and minimise harm (Domholdt, 2000). Justice should be maintained throughout which is the obligation to treat each person in accordance with what is morally right and proper, therefore informed consent and ascent will be obtained via the Participant Information Sheet (approximately 30 min) (Appendix 1). Once the inclusion criteria has been met and each of the participants agree to join the study, a meeting time and place for informed consent, form review and data collection can be scheduled. The researcher will review (1) the purpose of the study, (2) an explanation of the procedures including the interviews, and the interview process, (3) an explanation of possible benefits and/or risks or discomforts (4) Consent to audiotape semi-structured interview (amended consent form), and an explanation of the subjects rights and confidentiality, the subjects will be asked to repeat their understanding of the study and procedures in their own words. Once full understanding has been demonstrated of the purpose and procedures of the study, the researcher will ask the participants to sign the consent form. Research approval General approval to be sought from Brunel University Research Ethics committees. Ethical approval for the research study is to be obtained from Brunel University, additional permission to be sought from the community mental health day centre (gatekeepers) to recruit participants via flyers and posters (Brunel University West London, 2010). Discussion of ethical considerations related to participation and consent Due to possibility of participants being aged from 16-18 assent will be required which is a term for participants too young to give informed consent but who are old enough to understand the proposed research, including the expected risks and possible benefits, and the activities expected of them as subjects. Assent by itself is not adequate, however. If assent is given, informed consent must still be obtained from the subjects parents or guardian (Domholdt, 2000). Ethical issues will arise throughout the research process, from initial planning to writing up and data analysis, due to interviews concerning private experience (Kvale, 2007). The researchers will respect the privacy of the participants by making it clear to them that they are free to decide what information they wish to share with the researcher and that they should feel under no pressure or obligation to discuss matters that they do not wish too. Data regarding the patient, family or the community, which will have the potential to identify them, will be omitted, Indication of any risks and benefits to participants and/or researcher The possible risk to the participant is the discussion of sensitive issues, due to the nature of the research and the psychological aspect of discussing experiences. If distress occurs then the researcher can either stop the activity or will move on to the next area. It will be made clear to participants that they can decline to answer particular questions or discuss particular topics (Wiles et al, 2007). Moreover the non-therapeutic approach, whilst designed to advance knowledge and therefore be of collective benefit, it is not expected to give a direct benefit to the research subject (Wiles, Crow, Charles, Heath, 2007). The risk to the researcher is conducting the study in the participants home, the researcher will have to abide by the Suzy Lamplugh Trust lone worker policy (Suzy Lamplugh Trust, 2012) (appendix 4 ) therefore a full risk assessment will need to be completed. Additionally the researcher will indemnifying against risk, to either the researcher or to participants, by taking out insurance for a period of time limited to the research process. Consideration of issues of confidentiality and data security In order to protect confidentiality, the researcher will identify the subjects for this study by the role that the participants fulfil in the family for example mother, son or daughter. Once all data is collected and analysed the interviews will be transcribed, and the audio tapes will be stored in a locked, secure location until the study is completed, after completion, the primary data will be destroyed and all other data will be destroyed and discarded according to data protocol up to two years (Brunel University West London, 2010). Materials or equipment The interviewer is the instrument in this type of evaluation; the instrument can be affected by factors like fatigue, personality, and knowledge, as well as levels of skill, training, and experience. According to (McNamara, 2009), the strength of the general interview guide approach is the ability of the researcher to ensure that the same general areas of information are collected from each interviewee. The equipment required to analyse the data is software for qualitative data analysis which is ATLAS.ti 7, as a tool for enhancing rigour this software is available at Brunel University (Atlas.ti Qualitative Data Analysis, 2012). The training implications required is a one hour training session. Additionally an audio tape recorder is required for the semi-structured interview; a limitation is that the interviewees may be unable to put their thoughts into words and difficulties of analysing data from semi-structured interviews (Atlas.ti Qualitative Data Analysis, 2012). Comprehensive description of Procedures The study will consist of 45 weeks part-time work (appendix 9) the research will be advertised through flyers and posters at the mental health day centre after seeking approval from the day centre (gatekeepers), The recruitment drive will be for two months via dually diagnosed participation at mental health day centre which the researchers have no affiliation too

Author Exploration Paper: Saki Essay

Born on December eighteenth, 1870, Hector Hugh Munro was the third child of Charles Augustus Munro, an inspector general in the Burma police. H.H. Munro’s mother, Mary Frances Mercer, was killed a mere two years after her youngest son was born. She was killed by a runaway cow in England (Merriman). After her death, H.H. Munro and his siblings were raised in England by their two aunts and grandmother. These three adults were often the inspiration for many female characters in Munro’s stories (â€Å"A biography of Saki†). Mrs. DeRopp, in â€Å"Srendi Vashtar†, is modelled after his aunt Agnes (â€Å"H.H. Munro: About the Author†). His aunts were both very strict, and they often used the birch and whip as a form of punishment. However, if Saki had not faced such harsh trials as a child, his future works might not have been as rich as they are today{Subjunctive mode}. Due to the Munro children’s poor health, they were forced to be taught by governesses at home. At the age of twelve, H.H. Munro was finally able to attend school in Exmouth and Bedford Grammar. H.H. Munro’s father retired when Hector was sixteen. For a few years, the small family traveled the continent before his father arranged a post for him in the Burma police. Munro spent thirteen months in Burma. Although sick on multiple occasions, Munro was able to study Burmese animals, and he even raised a tiger cub during his time there(A Biography of Saki†). In 1984, Munro was forced to return to England after contracting malaria while in Burma.In 1896, Munro begn to write political satires for the Westminster Gazette. These essays were later collected and published as The Westminster Alice. In 1902, Munro published a collection of his short stories, called Not-So Stories. Munro also published only one work of serious non-fiction called The Rise of the Russian Empire. This was the only piece ever written by Munro to contain his real name on the book jacket. For all of Munro’s other pieces, however, Munro’s name was nowhere to be found. Instead, Munro chose to write under the pen name of â€Å"Saki†. The name Saki can mean one of two things, either Munro was referring to himself as a breed of monkey, or he saw himself as the cupbearer of Fitzgerald’s Rubaiyat. It is more probable that the latter option is true, for Saki had often expressed his admiration for Fitzgerald’s work (Hitchens){Compound sentence}. During his lifetime, Saki also served as a war correspondent before moving to Paris to write for The Morning Post and a French paper. He briefly revisited England in 1907 when his father became ill and died in May. Saki then opened a club, The Cocoa Tree, and continued to write for many newspapers and publish his short stories. When war was declared in late 1914, Saki enlisted in the army although he was officially too old{Complex Sentence}. He also surprised many of his admirers by turning down several commissions and insisting that he serve in the trenches, claiming that he couldn’t lead soldiers if he didn’t first know how to be one (Hitchens). He continued writing{gerund phrase} while in the army about his life on the front until November in 1916. Near the village of Beaumont-Home on the river Somes, Saki was shot by a German sniper. On the verge of a crater, the great storyteller shouted, â€Å"Put that bloody cigarette out!† Those were to be the â€Å"great Saki’s† last words (Hitchens). Although Saki’s hand would write no more, it is quite clear that Saki’s writing has definitely been influenced by his life events. H.H. Munro, or Saki, lived and wrote during the late 1800s and early 1900s. This time period was speckled with various wars and revolutions, and gave birth to the world’s first great war. Throughout these major events, Saki was there to witness, record, and eventually give his life to these skirmishes. During his life, Saki traveled to the Balkans, Russia, Poland, and France as a foreign correspondent from 1902 to 1908. While in these countries, he witnessed â€Å"Bloody Sunday† in St.Petersburg and the Russian Revolution of 1905. He also criticized the government for its â€Å"inept handling† of the Boer War (Silet). Saki’s many travels allowed him to be exposed to hardships and dangers that â€Å"†¦did much to alter the tone of his work† (Silet). Saki’s travels to Europe also â€Å"†¦introduced him to European Folk Literature† (Silet), a genre that supplied him with both subject matter and the darker vision of many of his later fiction. When not traveling the world, Saki was often found in England, where he made observations about the Edwardian society that he lived in. He later transformed these observations into many short stories, based on the upsetting of the monotonous routine of everyday life (Silet). However, towards the end of his life, Saki’s work is darker; there seems to be less humor in his writing as time goes on (Silet). During this period of his life, a hint of naturalism begins to creep into his writing, nearly extinguishing the flickering tongue of humor that used to be evident in all of his work. Saki’s use of naturalism is very apparent in his later fiction, such as the short stories â€Å"Dogged† and â€Å"The remoulding of Groby Lingfoughn†(Elahipanah). Although Saki wrote many different stories, sometimes using multiple genres, there is no question that the many world events that occurred during Saki’s lifetime greatly influenced Saki’s writing. Saki has often been called a â€Å"master of the short story†(Hitchens). Aside from this title, Saki was also a master of satire. Satire is generally witty and ironic, and uses carefully hidden hints in the text to convey its message. The genre rarely attacks specific individuals, and often uses extremes to bring the audience to an awareness of the danger in a particular society (â€Å"Characteristics of Satire†). More specifically, Saki was an Edwardian satirist–he often made fun of his society, and many of his short stories have to deal with extraordinarily strange events happening to the ordinary people of his social class and time period (â€Å"H.H. Munro: About the Author†). Saki’s earlier stories are typically more humorous; his later stories are darker and more macabre due to his many experiences with war and the darker sides of humanity (Silet). Naturalism, a genre that shows the harsher side of life and portrays the idea that man is powerless against nature{appositive phrase}, is also apparent in some of Saki’s aforementioned later fiction. Many figures from Saki’s childhood (mainly his aunts Agatha and Charlotte) are also used as models for many of Saki’s female characters (Silet). The characteristics of satire and and naturalism are both clearly portrayed through Saki’s writing. Saki’s short story â€Å"On Approval† includes many of the classic characteristics of satire that are also found in Saki’s other works. Having lived in England for much of his life, Saki knew the the city well, and chose London, a city he often frequented, as the setting for this story (â€Å"A Biography of Saki†). Gebhard Knopfschrank, a self-pronounced artist, moves to London from his small farm to try his success at painting. As time goes on, Knopfschrank becomes more and more poor, rarely purchasing meals. However, one day, Knopfschrank enters his boarding house and gleefully buys â€Å"†¦an elaborate meal that scarcely stopped short of being a banquet.† (â€Å"On Approval†). The other boarders, believing that Knopfschrank has finally sold his his art and been discovered as a genius, rush to purchase Knopfschrank’s ridiculously expensive paintings, eager to buy his work{infinitive phrase} before their prices increase with his fame. Later, the boarders realize that Knopfschrank has not sold a single painting at all. In fact, a wealthy American has accidentally hit, and killed, many animals back on Knopfschrank’s farm. The American hastily paid â€Å"‘†¦perhaps more than they were worth, many times more than they would have fetched in the market after a month of fattening, but he was in a hurry to get on to Dantzig.’† (â€Å"On Approval†). Saki’s use of satire in this piece is evident. At the end of the story, Saki, through Knopfschrank’s character, ridicules Americans and how they constantly rush around using money to get out of their problems, saying, â€Å"‘†¦God be thanked for rich Americans, who are always in a hurry to get somewhere else† (â€Å"On Approval†). This general attack on a specific group of people is an element commonly used in satire (â€Å"Characteristics of Satire†). This story also uses satire in another way–it is very ironic. Irony is almost always found in satire â€Å"(Characteristics of Satire†). On the last night of his stay, Knopfschrank sells many of his works, noting â€Å"Till to- day I have sold not one of my sketches. To-night you have bought a few, because I am going away from you† (â€Å"On Approval†). This is an example of situational irony. Satire is also evident yet another way in this piece–Saki writes the story in such a way that he makes the members of the boarding house’s unfortunate mistake seem more humorous than tragic, which is a key point of satire (â€Å"Characteristics of Satire†). Saki also states in the text that Knopfschrank â€Å"†¦fancied he could paint and was pardonably anxious to escape from the monotony of rye bread diet and th e sandy, swine-bestrewn plains of Pomerania† (â€Å"On Approval†). This quote portrays a common theme that often appears in many of Saki’s writings–the upsetting of everyday routines. The use of Saki’s genre satire and his personal connections to the setting of the story are evident Saki’s â€Å"On Approval†. Saki’s short story â€Å"The Interlopers† has clearly been influenced by Saki’s own life and genre. This tale, which takes place in a small strip of disputed forest, is about two enemies–Ulrich von Gradwitz and Georg Znaeym–who are both out late on a stormy night, patrolling their borders with their huntsmen, each trying to catch and kill the other. After wandering for some time, the men come face to face with each other. Before either can react, however, there was a â€Å"†¦splitting crash over their heads† (â€Å"The Interlopers†) and a towering tree {participial phrase[present]} falls and pins both men to the ground. The two talk for a time, at first trading insults, but their exchanges soon become much kinder as the men begin to offer each other their friendship. By the end of the story, the former enemies have now become friends, and they see dark figures rushing towards them. Believing these figures to be their men, coming to rescue them, the two feel that all of their troubles are over, before coming to the startling realization that the forms, presumed to be their saviors, are actually the things that will be their deaths–wolves. The story ends with Ulrich letting out â€Å"†¦the idiotic chattering of a man unstrung with fear.† (â€Å"The Interlopers†). This story contains many examples of irony, which is both a staple of satire (â€Å"Characteristics of Satire†) and a common element in many of Saki’s other stories. Dramatic irony is shown in the middle of the story, when the two enemies, fighting over a piece of land, are eventually killed by that land. Irony is portrayed in the story yet again by having the two former enemies end a century-long family feud mere moments before their own death. Saki even states in the text that â€Å"†¦if there was a man in the world whom [Gradwitz] detested and wished ill to it was Georg Znaeym† (â€Å"The Interlopers†). This story also connects to Saki’s personal life through the story’s setting. This story takes place in a forest located â€Å"†¦somewhere on the eastern spurs of the Carpathians† (â€Å"The Interlopers†), an area that Saki visited while traveling with his family (Merriaman). Saki’s â€Å"The Interlopers† includes aspects of Saki’s life, genre, and environment in its telling. Many different facets of Saki’s life and his satire can be found in his short story â€Å"The Lumber-Room†. In this story, a young boy, Nicholas, is banned from the garden and forced to stay at home with his unpleasant aunt as punishment while his cousins are taken to the seaside for a vacation. While at home, Nicholas manages to pull off a great trick on his aunt; he compels her to believe that he is in the forbidden garden while Nicholas steals the key to the mysterious lumber-room. Once inside the mysterious room, Nicholas explores the room, discovering dozens of prizes. While in this room, Nicholas hears his aunt calling and hastily runs to her, only to discover that she has fallen into the water tank in the forbidden garden and is trapped inside, calling for help. Nicholas then explains to his aunt, whom he believes to be â€Å"†¦the Evil One† (â€Å"The Lumber-Room†), that he cannot help her because, due to rules laid out by her, he is not allow ed to enter the garden. Nicholas leaves the aunt in the water tank until a maid discovers her. Meanwhile, the other aunt and the children return from their visit, which turned out to be disastrous. While sitting at dinner, Nicholas reflects on the tapestry that he saw, and speculates that the huntsman may still escape from the wolves with his hounds. This story displays many different aspects of Saki’s own childhood. Saki himself was actually raised by his two aunts. Saki, like Nicholas, also despised two aunts, and often based many of his female characters off of them (Hitchens). Saki was a practical joker (â€Å"A Biography of Saki†), quite similar to Nicholas in the story. Saki was also very fond of animals during his lifetime (â€Å"H.H. Munro: About the Author†), and displays this love of animals in â€Å"The Lumber-Room† by scattering many of them throughout the story. Nicholas finds some of these animals in the lumber room; there are many animal-themed items, and Nicholas soon discovers brass figures shaped in the images of â€Å"†¦hump-necked bulls, and peacocks and goblins† (â€Å"The Lumber-Room†). There is also a beautiful book depicting colorful birds. Saki shows his love of animals by placing them in this â€Å"†¦storehouse of unimagined treasures† (â€Å"The Lumber-Room†). Saki uses irony, an important element of satire, in this story as well. When Nicholas’s aunt is trapped in the water tank and needs Nicholas to save her, Nicholas is unable to because she dictated earlier that he was â€Å"†¦not to go into the gooseberry garden† (â€Å"The Lumber-Room†). Saki uses both satire and his own life experiences to give this story true life and color. The events of Saki’s life are heavily apparent in his short story â€Å"Sredni Vashtar†. In this story, Conradin, a young boy{appositive phrase}, is forced by his sickness to stay with his despised cousin, Mrs. DeRopp. One day, however, Conradin is able to smuggle an internecine ferret into the shed by his room. Conradin names this ferret Sredni Vashtar and creates a religion around this feral god. His aunt soon grows suspicious as Conradin begins to spend all of his time in the shed, showing fervid devotion to the gracile ferret. As time goes on, Conradin grows more and more obsessed with the ferret, and begins to chant â€Å"‘Do one thing for me, Sredni Vashtar.’† (â€Å"Sredni Vashtar†). Finally, his aunt goes to investigate the shed, puzzled as to why Conradin finds it so interesting. During her visit to the shed, a scream is heard coming from it. Moments later, a sleek shadow darts off into the night, its maw red and dark with Mrs. DeRopp ’s blood. This story reflects Saki’s own childhood in many ways. Saki, like Conradin, was weak when he was young, and was not deemed healthy enough to attend school until the age of twelve (Hitchens). Conradin also feels that â€Å"†¦without his imagination† (Sredni Vashtar†) he would not have been able to live due to†Ã¢â‚¬ ¦drawn-out dullness† (â€Å"Sredni Vashtar). Saki writes that he sometimes felt the same way (Silet). Saki, like Conradin, was also confined to the care of an overbearing relative whom he greatly disliked–his aunt, Agatha (Silet). In â€Å"Sredni Vashtar, Conradin hates Mrs. DeRopp with â€Å"†¦a desperate sincerity which he was perfectly able to mask.† (â€Å"Sredni Vashtar†). Saki most likely felt this same way towards his own aunts. Mrs. DeRopp is actually based off of Saki’s despised aunt (Silet). Clearly, many references to Saki’s early childhood are made in Saki’s â€Å"Sredni Vashtar†. Saki’s short stories, which are often about extraordinary things happening to extra-ordinary people, are as applicable in today’s world as they were during Saki’s own lifetime. Many of Saki’s works utilize the key aspects of both satire and naturalism, perfectly. Saki uses ironic wit and exaggerated scenarios to enthrall the reader in his works. This same method is often found in political cartoons today. Saki has also used his considerable talents to influence other authors, such as P.G. Wodehouse. One well-known actor (Hitchens) that was heavily impressed by Saki’s work was the late Noà «l Coward (Hitchens). While staying at a county house, Coward discovered a copy of Beasts and Super Beasts (a collection of Saki’s short stories) and was captivated by the author’s work (Hitchens). â€Å"‘I took it up to my bedroom , opened it casually, and was unable to go to sleep until I had finished it’† (Hitchens). When referring to his own writing, Saki often called it ‘â€Å"true enough to be interesting but not true enough to be tiresome’† (Hitchens). This view of Saki’s prose is quite clear–although his work mainly focuses on the people of Saki’s day, the tremendous events that occur to them keep Saki’s work interesting and engaging. There is no doubt that Saki was able to create imaginative works that captivate the reader, beautiful short stories that are incredibly detailed, and unique texts that are unlike any other author’s{Parallel construction}. This makes Saki’s stories interesting and fun to read.Saki’s work has definitely been influenced by his personal experiences, his environment, and the genre of satire. Saki’s ironic short stories reveal to his readers his personal view on the disturbance of daily routine, events that still occur quite often today.

Refugees: Human Rights and Largest Refugee Populations

Refugees Part A. Sadly and commonly throughout the world of today with its immense technology, and stature lies an ever growing and simple problem soon becoming an epidemic. Through tyranny styled governments, ignorance and even a lack of awareness and care sits 20 million refugees thrown from their countries simply because it is not safe, to a place where they are unknown. These people are children, mothers and fathers dying endlessly with nowhere to go and without a future.Under international law, a refugee is a person who is outside his/her country of nationality or habitual residence; has a well-founded fear of persecution because of his/her race, religion, nationality, membership in a particular social group or political opinion; and is unable or unwilling to avail himself/herself of the protection of that country, or to return there, for fear of persecution. They are subgroup of the broader category of displaced persons. †¦ en. wikipedia. org/wiki/Refugee A refugee can be defined in a variety of means and in many ways is a definition that often faces misconception with the general public.In many cases it is the way in which the circumstances arise that leaves people confused. Wether or not they were forced and also wether it is simply a home or a country that you become forced out of. A refugee is a person or persons that have been forced out of there natural habitat wether it simply be there home or there country and are left with no other option but to run away, out of fear of persecution, death, or because of natural disaster. They do not necessarily run away from there nation of citizenship but just to another location other then there ordinary home to take refuge.If it is decided that they are either accepted into a country or run into a country for refuge then they are to receive the same freedom and rights as any other ordinary legal resident. However this doesn’t allow them to become immediate citizens or have an extended period of ref uge in the country, if and when there country of origin returns to a state of decency they are then forced to return. These rights include; basic civil rights, freedom of thought, freedom of movement, and freedom from torture and degrading treatment.As with any other individual these people are entitled to have the right to: work, medical care, social and economical rights, and every child must have the right to schooling. We must keep in mind that these people aren’t asylum seekers or immigrants, they simply leave to take refuge and safety. Causes of extended refugee numbers. GOVERNMENT: often in third world and poorly funded nations people are forced to leave as a result of a tyranny styled government. These corrupt officials often associate with terrorists, guerrillas, and drug barons, making the country unsafe and unliveable.FARMING: poorly funded or corrupt nations often lack sufficient land and equipment for farming practices. This is made worse by a lack of education a nd farming knowledge. With this, food numbers and the economy is bought down. The farmers themselves as well as all countrymen and women are left with little food and money and are forced to leave. WAR: Corrupt and poor nations are often at the greatest threat of terrorist and war activity thanks to the government and lack of money. Terrorists prey on these areas with poor security, education and with a wide array of religions.Civilians are at great risk. This is also added to by religious and race fuelled wars. NATURAL DISASTERS: countries often with poor financial backing are worst hit by natural disasters. Farms, the lifeblood of the area as well as buildings which were poorly built originally become demolished. Furthermore infrastructure such as sewerage and water as well as electricity become unsafe and unclean as these nations lack the money not only to fix it but to have had sufficient facilities to begin with. These people are again forced to leave to avoid death.PERSECUTION : is often caused by corrupt governments. Persecution is often aimed at particular races, religious backgrounds, group memberships, and opinions. Many governments stand for unjust laws allowing people to be unfairly persecuted. Where Are the Refugees coming from? AFRICA: ASIA: 1951: 5,000 1951: 41,500 1999: 3,523,100. 1999: 4,781,800 EUROPE: SOUTH AMERICA. 1951: 1,221,200 1951: 120,000 999: 2,617,600 1999: 61,100 NORTH AMERICA. OCEANIA. 1951: 518,500 1951: 180,000 1999: 649,600 1999: 64,500. THE WORLD: 1951: 2,116,200 1999: 11,697,800 The Largest Refugee Populations, 1999. Who is taking responsibility for the care of the refugees? Part B. Solving the refugee epidemic†¦ As with each day we grow in our knowledge stature both scientifically and technologically as does, sadly a societal epidemic in that of our refugee numbers.First and foremost these nations need funding that must find its way to the citizens that need it and not the Government. From here education is a necessity where it then should be used in schools, as well as teaching for trades, farming practices, and general human rights, with social education. As said, the most simple yet in many ways unattainable solution is education, in teaching skills and tolerance. In part A, identified were major causes of the refugee numbers and in each case and example education would have been a solution, with the exception of the Government.Persecution, often caused by race and religion or even opinions is often fuelled by regular citizens who simply haven’t had the correct education and were forced into abiding by certain laws, governments and religions. The people themselves who are often persecuted are the ones who have had the ability to be educated and have their own beliefs rather than those who were taken at a young age and forced to fight or believe in a cause. When it comes to another problem that education can cure, we must look at natural disasters.Obviously the disaster itself cannot be p revented, however the original damage in many cases could have been far less and the rebuilding could be far better, resulting in fewer refugees, had education been received. This education would have helped several aspects of a natural disasters effect. Firstly buildings and farms in the areas would have been constructed and prepared in order to sustain such events and if educated awareness of the event and preparation in procedures before and after the diaster would be far better.Farming itself is extremely significant in providing sufficient aspects of these nations economy so again education is vital. Funding shouldn’t be used to supply food to these nations, but to rather supply education for correct farming practices, equipment, facilities and knowledge. This would not only significantly change refugee numbers but increase economic stability and create jobs and money in the area. This education mainly needs to be served to children of the nation at an extremely young ag e, the future of these nations, who can then provide a emocratic government, as well as having the knowledge to create a sufficiently flowing nation, with agricultural and business benefits. With such religious and social education which is a major problem, corrupt governments will no longer be running the nation and therefore unable to persecute, discriminate or steal. With this education, these nations will grow in stature to provide sufficient, social, economical, health, business, and security aspects that will no longer see citizens forced to run to other countries.

How The Civil War Affected On Slaves - Free Essay Example

Sample details Pages: 7 Words: 2045 Downloads: 9 Date added: 2019/06/10 Category History Essay Level High school Tags: Civil War Essay War Essay Did you like this example? The focus of this investigation will be â€Å" How the Civil War impacted the lives of the Slaves?† This question is showing how meaningful was the Civil War and did it impact the lives of the slaves ( African-Americans) the way we all think it did. This will also evaluate did the Civil War really hold a meaning of changing slaves ( African-American) lives. In order to evaluate both sides of this question, I have two main sources to evaluate. Don’t waste time! Our writers will create an original "How The Civil War Affected On Slaves?" essay for you Create order â€Å"Life after slavery for African-Americans† and â€Å"What happened after slavery ended by David Kenneth† This source is for the educational purpose, would really be significant in explaining the impact of African American lives after slavery was ended with the Civil War. It talks about the Thirteenth Amendment which abolished slavery. It explains in good details about the Reconstruction period and how long it took and how maybe that reconstruction was still going after the Reconstruction period ended. How education was really a strong fundamental for many African Americans and black churches. Also how many African Americans still stayed in the south in rural poor areas for decades after the Civil War ended. The purpose of the source was to educate people and give them a better understanding of the topic. This source is the main limitations is its content. Although it holds very good content it is for educational use for everyone to understand so it does not go into as much detail as you would like it to about life after slavery. When talking about education which was something that slaves wanted the most ( besides freedom) this source briefly talked about freedom Bureau from 1865 to 1870. this only gives me an idea of what acts they had in order after the Civil War but it doesnt really explain what the freedom Bureau is. This other source which is an article that was made by a professor in African American history really helps answer the question based off of the content. It goes in depth with black codes, how previous slave owners were to finesse the system even after slavery was banned. The limitations of the source are pretty impeccable it gives you all the details that you need and more. This source value is useful and many different ways because it talks about topics that we normally dont talk about and gives you a better perspective of how it really was. It also helps because in the article it lists all the sources of where the author of the article got their sources too. This secondary source Main lim itations would be its purpose. From what I understand the author would only write this for an educational purpose. Based off of the authors background of being a history professor and what the author does. A war had broken out when the Confederates bombarded Union soldiers at Fort Sumter, South Carolina on April 12, 1861. A war that had lasted until 1865. This war was fought between state rights, north versus the south, whether the institution of slavery should be allowed. One side is the south believed that it should have the right to keep slavery while the north thought otherwise. These states fought a long four-year war that left an impact on everybody but to be more specific, the impact that it left on the slaves. Although slavery was over there was still rules they had to follow, they still weren’t human in the eyes of many whites. Even though the Thirteenth Amendment (1865), ended slavery and gave them hope for a normal life. They had things like Black codes, Jim Crow laws, and the KKK; they also had some good things like the fourteenth and fifteenth amendment and the freedom bureau. These are the main reason how the civil war impacted slaves, some for the better and some of their lives stayed the same. Slavery had big economical advantages before the war and black codes had made sure it stayed like that. Black codes were created in 1865 to keep the whites in power in the southern states and to keep the African- American as slaves. These codes were designed to maintain the social and economic structure of racial slavery in the absence of the â€Å"peculiar institution.† Even though blacks were free they weren’t allowed to vote, denied the right to serve on juries, and denied the right to carry weapons and or to own or rent land. In this fact, many southern legislators were trying to reinvent the enslavement of blacks. These black codes were put into place to keep slavery. Many of the white owners would â€Å"hireâ€Å" African- Americans and give them little or no money and still treat them the same.. Many freeman African-Americans were forced to sign a contract to work for the white man, which some still received the same treatment or very low wages. If these contra cts were broken many were beaten, fined or was arrested. Although slavery had been outlawed by the Thirteenth Amendment, it effectively continued in many southern states. The northern states eventually stepped in around 1866 when the reconstruction had shifted to the radical wing to the Republican party in Congress. Once Black Codes were gone many people were furious about this, the same year 1866 when the black codes were outlawed the Klu Klux Klan was created. The Ku Klux Klan was a white supremacist terrorist group that emerged during Reconstruction. It took egregious, violent steps to undermine the Republican party, hoping to maintain black economic instability and ensure white racial and economic superiority in the antebellum South. The Klan was known for its very violent acts trying to keep its white supremacy. They were dressed mostly in disguise of a long white, flowing robe and hood, capped by horns. The Klan primarily performed heinous crimes against African Americans, especially those running for office in the South. In addition , many white Republicans and sympathizers were also targets of Klan violence. It is estimated that the KKK performed over 3500 racially-motivated lynchings in the South between 1865 and 1900. The Klan went after everybody who wasnt in agreement with them, Democrats were relying on the klan to secure elections. They would threaten or kill republicans candidates and if the Democrats didn’t get the desired results, the Klan would often time would do literacy test and or conduct voter fraud on a black voter. The Klan disassembled African American and Republican community-organizing initiatives by terrorizing black churches, as well as many schools established by the Freedmen’s Bureau. The klan maintains control for a very long time due to its violent acts and everyone feared them. Congress eventually made the force acts of 1870 making southern states Guarantee equal protection due to the 14th Amendment and one year after 1871 made the Klu Klux Klan act to forbid there violate acts and f or their undesirable hate crimes on abasias race. But around the 1920s the Klan had reemerged with the navisit movement, and another uprising in 1950’s following the brown v.s. Board of education. The KKK had four million members nationwide dedicated to intimidating, torturing, and killing African Americans and allied activists. The KKK still exists today. This Klan made it very hard for African- American to be free or anyone who associated with blacks. Freedmen’s Bureau was established in March of 1865 to help freed people achieve economic stability and secure political freedoms. Many wanted to improve them their condition by seeking what was denied to them land, financial security, education, and the ability to participate in the political process. The Bureau also took up the fight for African American education, establishing scores of public schools were freed people and poor whites could receive both elementary and higher education. By 1870, it is estimated that over 3,500 educational institutions were created for freed persons. But also many things did go wrong, Land reform and the establishment of a minimum wage were significant failures of the Freedmens Bureau. African Americans believed that freedom was manifested in land ownership and, therefore, expected the federal government to supply them with plots of land. But President Andrew Johnson did not believe that freedmen were entitled to the land. Instead, Johnson dec ided to return all acquired land to white, ex-confederate soldiers through presidential pardons and his Amnesty Proclamation. The fourteenth and fiftfifteenth which was passed on 1865 and the other 1870 made based of the anger that the Republican Congress had on the black codes. They felt as if it was another form of slavery, therefore they passed the then this two amendments. The Fourteenth Amendment, ratified on July 9, 1868, granted African Americans citizenship in both the nation and their respective states. Now citizens, African American males received the right to vote through the Fifteenth Amendment, ratified on February 3, 1870. These amendments were the last of the Reconstruction, which helped establish many rights for blacks. Overall this affected African-Americans in many different ways. It didn’t give them all the rights that they originally thought they had. Like when the black codes were made to keep the white people in power even after the fourteenth and fifteenth amendments were passed to stop things like this from happening. It took away many of their powers and that they had was still treated as slaves many not getting any better conditions.Or even when hate groups were made to keep them from getting anything, for example, the Klu Klux Klan. How they destroyed many things that were blacked own like churches and stores or would even hang you if they were to see you all alone.But they had many good things in stored like Freedmen’s Bureau which help the established goal for them as a whole ( African- American). Like getting schools for education and working on some of their rights like voting. Based on the completion of this investigation on African- American lives after the civil war and how it affected them I know have an insight into how historians do many of there methods. Like using my primary source which was a document, for example, the thirteenth amendment which helped change slaves ( African-American) lives forever. This showed me how useful these documents and articles are very important to writing paper and presentations to a historian. But not only that I also had a Secondary source which was a book named the â€Å"Encyclopedia of black studies† which gave me a lot of insourcing that had a lot of new information of the what happened during this time period. It had a lot of information packed into this one book which was very useful and gave a different perspective. Some limitations I had was knowing whether or not it was a historical moment. Some moments within the time p eriod of 1865- 1900 when slavery was a heavy issue sometimes it was difficult to determine whether this was a historical topic to talk about. Like when I talked about the freedom bureau it was hard to determine was this a historical event or just something I could put in my paper as an example. Also to describe the events in a non biased way was very difficult, but one thing that helped solve this issue was that I had to remember that I had to write it like a Historian. But also to only right the facts about the events form the resources that I had. I had to remember to play the role of a historian to tell a story that is based on evidence and the events that happened in the past and to get many different perspectives over it. To make sure that it was easy enough for people to understand the concept of the topic and that it was also interesting to many people. Endnotes Black Codes. Khan Academy.https://www.khanacademy.org/humanities/us-history/civil-war-era/reconstruction/a/black-codes.( Accessed November 07, 2018.) Ama Mazama. Encyclopedia of Black Studies. (Thousand Oaks, CA: Sage, 2007.),120 Ibid Ibid Ibid Ibid Ibid David Kenneth.What Happened After Slavery Ended? The Classroom | Empowering Students in Their College Journey. September 27, 2018. Accessed November 07, 2018. https://www.theclassroom.com/happened-after-slavery-ended-12750.html. Adam Richards. The Freedmens Bureau: History Defini. Study.com. Accessed November 07, 2018. https://study.com/academy/lesson/the-freedmens-bureau-history-definition-quiz.html. Ibid. Ibid. Bibliography Kenneth, David. What Happened After Slavery Ended? The Classroom | Empowering Students in Their College Journey. September 27, 2018. https://www.theclassroom.com/happened-after-slavery-ended-12750.html. (Accessed November 07, 2018.)