Critically evaluate, in relation to the common law duty of care, the Essay - 3

Critically evaluate, in relation to the common law duty of care, the liability of employers for psychiatric illnesses suffered b - Essay Example In other four similar cases in 2002, the Court of Appeal stated that for employees to gain compensation from their employers, they must inform the latter of their stressful working conditions and give them a chance to remedy the situation. Damages for psychiatric injury caused by stressful working conditions can only be recovered where the employee exhibited clear signs of the injury suffered. This must have been reasonably foreseeable by the employer. Liability for psychiatric damage can be claimed where the employer breached a duty of care by not acting in response to the reasonably foreseeable signs of damage (Munkman, 1990). Courts developed volenti non fit injuria, where the employee (defendant) had to prove the employer’s liability beyond a reasonable doubt in the 19th Century. This law excluded claims by employees against their employers. This law commonly affected the manufacturing industry. Imposing such vast liability would be too costly and would impede the growth o f the industry (Butler, 2002b). An employee who suffered from psychiatric illness due to stress at work is not enough to claim reparation of damages from the employer. In the Rorris on case, Lord Reed ruled that there must be a recognised psychiatric illness and not mere depression or anxiety. The defendant could recover damages only if she sustained a psychiatric illness commonly recognised as psychiatric disorders by a recognised a psychiatrist. She also had to have never been diagnosed with psychiatric disorder before. An action based on mere negligence only is not sufficient for a claim (Butler, 2002a). An employee who successfully proves the case can claim primary liability or vicarious liability. To claim primary liability, the employee must prove: Existence of a Duty of Care The employer’s duty is to offer reasonable care and to avoid exposing a member of staff to preventable risk of injury. This is depicted in the Walker vs. Northumberland County Council (1995) case. Similarly, in Cross Lord MacFadyen said that an employer’s common law duty is to provide conclusive care for his worker’s wellbeing and health. This should extend to include a reasonable duty of care, which does not expose the worker to working circumstances that have the potential of bringing him or her mental damage or disease (Selwyn, 1990). Foreseeability If a prediction cannot be made, then duty of care will not arise. A worker would have to prove that, on his part, the risk of getting psychiatric injury was predictable. Anguish, anger, sorrow and anxiety cannot attract reimbursement because they are ordinary feelings experienced by all human beings (Giliker, 2010). People can claim rewards only in situations where psychiatric illness is reasonably foreseeable. This was the case as indicated by Lord Bridge of Harwich. Breach of Duty If the injury is foreseeable, then follows the inquiry of whether or not there is breach of duty of care. To determine this, complain ts made by the worker should have been clearly recorded. The history must sufficiently prove that the employer was aware that a psychiatric illness was likely to occur due to the employee working under stressful conditions. Then it should be determined whether the employer acted promptly by initiating a probe into the issue. If so, it is hard to say

Fire Protection Essay Example | Topics and Well Written Essays - 1000 words

Fire Protection - Essay Example Even if is not the primary extinguishing agent, it may be found combined with other agents such as foam or may be used extensively for cooling containers in liquid petroleum gas (LPG) fires. It is essential that every fire fighter understand the behaviour of water in difference circumstances. Most of the motions that we find on earth involve friction. Friction is a force which occurs when two surfaces rub against one another. If you roll a ball slowly across the floor, the ball's speed decreases and eventually it stops. It stops because the friction between the ball and the floor pushes against the ball and reduces its motion. When you rub your hands together, you feel the resistance due to friction. By rubbing your hands together, you are doing work. The result of this work is the heat produced. Water when pure is colourless, odourless, and liquid with a molecular composition to two atoms of hydrogen combined with one atom of oxygen. A liter of water has a mass of 1 kilogram (1 kg), corresponding to a downward force of 9.81 newtons (N). A cubic meter of water exerts a downward force of 9810 N, or 9.81 kilonewtons (kN). This is more commonly reckoned as 10 kN. The mass of water varies with the degree of purity. Ordinary sea water 'weighs' approximately 10.0 newtons per liter (N/litres). Pure water has a freezing point of 0... It is virtually incompressible, and an increase of 1 bar only causes a decrease in volume of 0.000 002 per cent. As a fluid, water has volume but is incapable of resisting change of shape, i.e. when poured into a container it will adjust itself irrespective of the shaper of the latter, and will come to rest with a level surface. This is because there is very little friction or cohesion between the individual molecules of which water is composed. 2. PrincipalCharacteristicsofPressure There are six basic rules governing the principal characteristics of pressure in liquids. These are: a. Pressure is perpendicular to any surface on which it acts If a vessel having flat sides contains water, and that water has attained a position of rest, then the pressure on all sides of the vessel due to the weight is perpendicular to those sides, as shown by the direction of the arrows. b. Pressure at any point of a fluid at rest is of the same intensity in all directions In a line of piping or hose, two pressure gauges are inserted. If the water is at rest because a valve or hand-controlled branch has been shut down, the pressure gauges will register identical readings showing that the pressure at any point of a fluid at rest is the same in all directions. c. Pressure applied from outside to a fluid contained in a vessel is transmitted in al directions A hollow sphere with pressure gauges around the circumference has been filled with water, and pressure is applied. All the gauges will show the same pressure reading, providing that when pressure is applied to a fluid in a confined space, that pressure is transmitted equally in all directions. d. Downward pressure of a fluid in an open vessel is proportional to its depth If there are three

Relationship Between Doubt And Knowledge Philosophy Essay

Relationship Between Doubt And Knowledge Philosophy Essay Doubt is the key to knowledge (Persian Proverb). To what extent is this true in two areas of knowledge? Some definitions of doubt emphasize the state in which the mind remains suspended between two contradictory propositions and unable to assent to either of them. Doubt makes us aware and allows us to assess the reliability of the source of knowledge we are using. Doubt brings into question some notion of a perceived reality, and may involve delaying or rejecting relevant action out of concerns for mistakes or faults or appropriateness. The concept of doubt covers a range of phenomena: one can characterize both deliberate questioning of uncertainties and an emotional state of indecision as doubt. Doubt could be the key to knowledge but till it doesnt make the person reject everything he discovers. For example, if I doubt that I am going to flunk in IB then it is not a serious key to knowledge. If this motivates you and makes you study like mad then it is. If it discourages you then it is not. So, doubt is only a key to knowledge under certain circumstances. Moreover, there is always the danger of skepticism, that endless tendency to doubt and question. Regarding to skepticism and doubt it should be mentioned that regarding to Cartesian skepticism there is an aim to eliminate every belief that could be doubted and so Descartes keeps only the basic beliefs from which he will gain further knowledge. So doubt is the key to knowledge under certain circumstances. Doubt makes us aware and allows us to assess reliability of the source of knowledge we are using. In Science this means questioning things (attempt to falsify). Every discovery begins with a point for doubt. We see and perceive the world with the help of our senses but we dont know what is real. Natural Sciences are a quite reliable body of human knowledge, exactly because it is based on experiments and proof and has at its base the scientific method. In order to test the doubts and lead to a conclusion we follow a scientific method. First of all we ask a question which is associated with the doubt that we have and want to investigate. Then we evaluate information and so we are led to form a hypothesis. After that, we test our hypothesis with the help of an experiment in order to justify our doubt or not. In the end we observe what happened in the experiment and we draw a conclusion by either justifying our doubt or rejecting it. Avogadro, who was a scientist having studied mathemati cs and science, proposed his now famous hypothesis that equal volumes of gases, at the same temperature and pressure, contain equal numbers of molecules   and made the distinction between atoms and molecules, which today seems clear. However, Dalton rejected Avogadros hypothesis because Dalton believed that atoms of the same kind could not combine. Since it was believed that atoms were held together by an electrical force, only unlike atoms would be attracted together, and like atoms should repel. Therefore it seemed impossible for a molecule of oxygen, O2, to exist. Avogadros work, even if it was read appears not to have been understood, and was pushed into the dark recesses of chemistry libraries and ignored. In Science we can never be 100% confident in our results because during investigations many errors can occur and thats why doubting is legitimate in science. There might be some possible errors in the application of the scientific method (errors due to instruments, biases, problems of deduction/induction) which may lead to a weird result of an experiment and this would be confirmed by repeating the experimental procedure. A personal example is that in Chemistry class we had to observe water transport in a celery stalk. Due to a mistake in the method that we followed (we didnt stop the timer in the right time but later) the results came out to be strange and wrong. So, we had to repeat the investigation in order to be more accurate with time and therefore gain the results that we expect. In an IB Biology class the aim of the investigation was to see whether there is an effect of varying concentration of a certain sugar solution on the amount of osmotic activity between the solution and a potato chip of given size or not. So, we followed a certain method and then we proved that our doubt, which was that the lower concentration of the sugar solution in the beaker the larger the mass of the potato will be, was justified. This is a hypothesis not a doubt. It looks like a doubt though. This example makes us understand the fact that we cannot reach a point where everything important in a scientific sense is known because through the doubts we investigate and find everyday new things that provide us knowledge. All the above points are associated with theories that are provisional. Provisional theories are theories that are accepted until we reach a point where we reject them. What leads us to the point of rejection is doubt. Moreover, it should be mentioned that similar to provisional theories is falsification. Falsification is again based on doubt. Falsification includes theories that are provisional and need justifications and evidence in order to prove the doubt or not. At that point it should be mentioned an example of Paradigm shift which means that some established theories that were doubted have been revised. Paradigm shift is a term used by Thomas Kuhn to describe a change in basic assumptions within the ruling theory of science. An application of Paradigm shift can be seen in the natural sciences and is the acceptance of Charles Darwins theory of natural selection replaced Lamarckism as the mechanism for evolution. Gregory Mendel, before he demonstrated the whole issue for monohybrid crosses he doubted it and made a falsification. His theory was seen as a provisional explanation but after he gained evidence by crossing varieties of pea plants which had different characteristics, he demonstrated his theory which is left in the history of science as Mendels Monohybrid Crosses. In conclusion for one more time this example shows that doubt is the key to knowledge. In Mathematics like in other subjects, we built on things that we previously learned or proved. We built on axioms which are self-evident statements. We take axioms without question and from these we can use the rules of logic to work out problems. An example of an axiom is that, an odd number is a number which can be written as 2n + 1, where n is a whole number. We could not gain knowledge if we have doubt on a fundamental assumption. On the contrary some theorists believe that having no doubt can lead to error in some cases. They believe that a little sense of doubt can mean that someone is open-minded and can gain further knowledge. But in pure mathematics, everything (logic, axioms, mathematical structureà ¢Ã¢â€š ¬Ã‚ ¦) is within the laws and conventions. Everything is deductively reasoned, and once something is proved, it is true no matter that space and time. Therefore, doubt in mathematics is not necessarily the key to knowledge. But again sometimes depends on how we define doubt. If we for example doubt that something in mathematics missing and trying to find it, we will certainly bring the development of the knowledge. One such example is Godels Incompleteness Theorem. Kurt Gà ¶del is most famous for his second incompleteness theorem, and many people are unaware that, important as it was and is within the field of mathematical logic and beyond, this result is only the middle movement, so to speak, of a metamathematical symphony of results stretching from 1929 through 1937. These results are: the Completeness Theorem; the First and Second Incompleteness Theorems; and the consistency of the Generalized Continuum Hypothesis (GCH) and the Axiom of Choice (AC) with the other axioms of Zermelo-Fraenkel set theory. The first incompleteness theorem states that no consistent system of axioms whose theorems can be listed by an effective procedure (essentially, a computer program) is capable of proving all facts about the natural numbers. For any such system, there will always be statements about the natural numbers that are true, but that are improvable within the system. The second incompleteness theorem s hows that if such a system is also capable of proving certain basic facts about the natural numbers, then one particular arithmetic truth the system cannot prove is the consistency of the system itself. Pythagoras theorem based on trigonometry was firstly demonstrated by Euclidis, a famous mathematician in Ancient Greece but because of his sudden death another couple doubted about the context of the theorem and therefore they reconstructed his theory centuries after his death. This example shows us that doubt is the key to knowledge since the couple guided by their doubt continued the theory and therefore expanded the mathematical knowledge. Cartesian doubt is methodological. Its purpose is to use doubt as a route to certain knowledge by finding those things which could not be doubted.] The fallibility of sense data in particular is a subject of Cartesian doubt. There is a debate on whether doubt in Ethics can or cannot be a key to knowledge. Critic and doubt in ethics examine our decisions in our everyday life and our actions from private and personal to public and political. Sometimes doubt in ethics tries to provide us with a guide for moral decisions and generally choices. Ethical axioms are tested not very differently to the axioms of science. Truth is what stands the test of time. As an example, let us suppose that abortion on demand is wrong. We want to collect relevant evidence and information to test whether our belief is reasonable and valid. One way to justify our belief is to say that abortion is wrong because abortion is murder and so murder is wrong too. Of course I should demonstrate the truth of the fact that abortion and murder are wrong and therefore to suggest that abortion which is wrong is true because the baby is alive and murder occurs since the life is taken unnecessarily. The philosopher Kant has worked with Ethics and doubt and has claimed that in order to judge an act, we should first consider what principle governs the act and to imagine what would happen if someone obeyed the principle. Kant also suggests that we judge on whether the act is good not by seeing if it produced good effects but by seeing if a consistent world is produced. Moreover another point that should be mentioned on ethics and doubt is the ethical theories. Philosophers came up with theories that help a person to define morally right behaviors. One such theory is the Deontological theory which says that people have a duty to refrain from actions that this duty will be determined by the nature of the action itself, therefore individuals should perform their duties regardless of the consequences, individuals have a duty to refrain from bad behavior and the bad behavior will be determined by the nature of the action. This theory can be applied to real-life situations where individu als have the option of doing right or wrong. The individuals should refrain from the bad behavior no matter which the consequences are. In both areas of knowledge we justify the fact that doubt is not always the key to knowledge. Actually in the second area of knowledge (mathematics), we observed that doubt can be a key to knowledge regarding to the definition that we give to doubt as a word. Therefore the starting statement of the essay, whether doubt is the key to knowledge is right but it should also be added under certain circumstances. What we would do overall is first of all not to doubt everything around us because on the one hand we gain knowledge from doubt but on the other hand, some things are deductively reasoning and once they have been proved, they are true for all time regardless of space and time. Word Count:2.079

Shakespeares Macbeth - Aristotelian Tragedy :: Macbeth essays

Macbeth: Aristotelian Tragedy The definition of tragedy in an excerpt from Aristotle's "Poetics" is the re-creation, complete within itself, of an important moral action. The relevance of Aristotle's Poetics to Shakespeare's play Macbeth defines the making of a dramatic tragedy and presents the general principles of the construction of this genre. Aristotle's attention throughout most of his Poetics is directed towards the requirements and expectations of the plot. Plot, 'the soul of tragedy', Aristotle says, must, be an imitation of a noble and complete action. In Macbeth, Shakespear provides a complete action, that is it has what Aristotle identifies as a beginning, a middle, and an end. These divisible sections must, and do in the case of Macbeth, meet the criterion of their respective placement. In an excerpt from Aristotle's "Poetics" it states: "The separate parts into which tragedy is divided are: Prologue, Episode, Exodus, Choric songs, this last being divided into Parodos and Stasimon. The prologos is that entire part of a tragedy which precedes the Parodos of the Chorus. The Episode is that entire part of a tragedy which is between complete choric songs. The Exodos is that entire part of a tragedy which has no choric song after it. Of the Choric part the Parodos is the first undivided utterance of the Chorus." Shakespeare follows this precise arrangement of parts to tell his story of Macbeth. Macbeth is divided into five acts. It contains a Prologue, Episode, Exodus, Parodos and Stasimon, but is the only one of Shakespeares plays that does not include Choric songs. This does not dismiss Macbeth as a tragedy in the Aristotelian sense, because it still follows Aristotle's fundamental component of a plot. That the arrangement of actions and episodes arrange themselves into a 'causally connected', seamless whole. The ideal arrangement of action into a plot is: Exposition, Inciting Action, Rising Action, Turning Point(Climax), Falling Action, and Denouement. Macbeth follows each of these steps while introducing a new question every moment that keeps our interest. That is called dramatic tension, a very important part of a tragedy: to keep the audiences attention at all times. To make Macbeth's plot a complete action, according to Aristotle, the story must contain an activating circumstance, a disclosure, and a reversal of action. The activating circumstance in Macbeth is the three witches. Macbeth and Banqou meet three witches that posses supernatural powers and predict the two men's futures. It is part of the wicked sisters' role in the play to act as the forces of fate. These hags lead Macbeth on to destroy himself. Their

Joining the Navy Essay

It was a rainy, humid morning on Wednesday, October 8, 2008, a day I could never forget. I turned over calmly and realized it was 4:30am, time to get out of bed. It was the big day. All these thoughts were racing through my head. â€Å"What am I doing? Am I sure this is right for me? Will I succeed in this? † I was timid, excited, and fluttered all at the same time. It was the day I’d no longer be a civilian. Eight weeks from that day I’d be calling myself a United States Navvy Sailor. As I woke up and started to get ready, I could feel goose bumps Jitter up my spine. What occupied my mind was the thought of leaving my family. I was the last child still living at home. My brother’s were already gone. Would my parents be able to cope? I know my dogs would miss me terribly. It was time to depart to the recruiting office. From there, NCI Valencia had to drive me to the Military Entrance Processing Station. That day felt like a surreal blur. NCI Valencia would give me advice with a big grin on his face, and I would hear him, but not listen. My nerves were overpowering my body and I couldn’t manage them. I then pent the whole day in a building completing all these exams to make sure I was hearty and robust to leave. That day was the longest day of my life. Looking around, I felt at ease. All the other recruits were giving out the same body language I was giving. We were all feeling the same feelings and thinking the same thoughts. I wasn’t alone. It was time for the Oath of Enlistment Ceremony. A few men in sailor uniforms brought all the recruits into a room with a variety of flags. My family was the only family that attended to take pictures of the big event. I then elevated my right hand, hile standing in the position of attention, and reiterated after Chief, â€Å"l, Amanda Lazcos, do solemnly swear (or affirm) that I will support and defend the Constitution of the United States of America and†¦ † Using my peripheral vision, I noticed my mother crying. Keeping my emotions intact was extremely arduous. Think about this: I was embarking on a new Journey and leaving the two most important people in my life at the age of 19. This was the first time I would be away from my parents for a long period of time. It was a life-defining moment. The event had come to a close. It was now time to say my farewells. At this point, it was nearly impossible to even glance at my family. Looking at them would make me realize how much they mean to me. I tried to make it quick and simple so I wouldn’t shed a flood of tears. The last scent I reminisced on my mother was her Sunflowers perfume. She adored (and still does) that perfume. My father had this truly glorious look in his eyes. I knew he was so delighted to see me doing something positive towards my future. At the same time, I knew he was going to miss me a lot. In an instant, I was on the bus, and off to the airport along with 37 other recruits.

African-Americans Fighting for Equality Essay

African-Americans have been fighting for equality and freedom every since they were taken from Africa as slaves. They were stolen from their families and separated only to be servants to others as they were belittled, beaten, put down and treated as nothing. Many things have changed over the centuries, but African-Americans still fight everyday for different types of acknowledgements and equality. They have fought hard over the centuries to end segregation, discrimination, and isolation to attain equality and civil rights. Through the Civil Rights Movement African Americans played important roles American history with courage, strength, and struggling to live equal in America. We have learned about important people and events throughout history, but the fight against discrimination, segregation and isolation have not always been focused on. This paper will highlight how some of the well known and unknown people contributed towards the Civil Rights Movement, in which continues to be fought in present time. â€Å"Racial segregation was a system derived from the efforts of white Americans to keep African Americans in a subordinate status by denying them equal access to public facilities and ensuring that blacks lived apart from whites† (Lawson, 2009). Slaves lived in quarters far away from the master houses on the plantations, the only ones that lived in the house were the special chosen. â€Å"By the time the Supreme Court ruled in Dred Scott v. Sanford (1857) that African Americans were not U. S. citizens, northern whites had excluded blacks from seats on public transportation and barred their entry, except as servants, from most hotels and restaurants. When allowed into auditoriums and theaters, blacks occupied separate sections; they also attended segregated schools. Most churches, too, were segregated. † (Lawson, 2009). Rosa Parks was famous for her courage to stand for her right to sit where ever she wanted on a bus, but she was not the first or only one to make this choice. There was a fifteen year old girl that was arrested nine months earlier, but she was not attributed to the act because of her status of being a foul mouth tomboy and getting pregnant right after the incident (Young, 2000). Also when Rosa Parks was approached by the bus driver to move there were other African- American people sitting next to her, but because she spoke up first history gives her credit and was noticed by Dr. Martin Luther King. It needs to be known that many people were courageous in their act to fight for equal rights. Basically Parks was at the right place at the right time, â€Å"Parks arrest sparked a chain reaction that started the bus boycott that launched the civil rights movement that transformed the apartheid of America’s southern states from a local idiosyncrasy to an international scandal. It was her individual courage that triggered the collective display of defiance that turned a previously unknown 26-year-old preacher, Martin Luther King, into a household name† (Younge, 2000). Dr. Martin Luther King name goes down in history as the most well known activists through the years. He was known as a non violent activist, in which he adapted the philosophy from Gandhi, which was respected not only by the black race but also by all other races. King’s speech â€Å"I Have a Dream† became what African-American’s live by for centuries to come. Also there was the, â€Å"We Shall Overcome† speech on August 23, 1963. King’s words at the capital that day were a defining moment of the Civil Rights movement† (Bowles, 2011). King fought for civil rights until the day he was killed. There was a protest at Fisk University in Nashville in which three students was disgusted at the fact blacks could not sit at the lunch counters to eat. C. T. Vivian, Diane Nash and Bernard Lafayette protested with others in Nashville on April 19, 1960. â€Å"Nash confronted Mayor Ben West. In what she calls a â€Å"divine inspiration,† she asked the mayor to end racial segregation. He appealed to all not to discriminate. She asked him if he meant that to include lunch counters. He sidestepped. She said, â€Å"Mayor, do you recommend that the lunch counters be desegregated? † West said, â€Å"Yes,† and the battle was won. Within days, integration began† (Weier, 2001). While civil rights activists were fighting on the home front, African American men and women honorably performed their duties in two world wars. They bravely entered a military that was at odds about their presence and the appropriate roles for blacks. While more than 400,000 African American soldiers were going through basic training, receiving their assignments or facing the enemy’s bullets in World War I, riots against black citizens were escalating in the United States. By the time the Second World War ended, over one million black forces returned home to the U. S. equivalent of apartheid. Yet, with the knowledge of conditions at home, black soldiers still distinguished themselves in battles for freedoms, which they were unable to enjoy (Blakely, 1999). Discrimination was popular in the 1900’s and African-Americans stood up to be treated as equal Americans as the whites, especially in the World War II. â€Å"While willing to fight for their country, some also made a stand against discrimination while they served. For example, on April 12, 1945, the U. S. Army took 101 African American officers into custody because they directly refused an order from a superior officer. This was a serious charge because, if convicted, they would face the death penalty† (Bowles, 2011). They wanted to get acknowledged for their bravery and accomplishments in the war just the white soldiers. America waited decades for the African –American soldiers of the World War II to get the proper acknowledgements they deserve, which was too little too late. â€Å"These men were willing to die for the country; they were not eligible for many of the honors for their service. Though many deserved it, no African American could receive the Medal of Honor, the highest military award for bravery. Bill Clinton corrected this error 50 years later, bestowing the medal on seven men, but just one, Vernon Baker, was still alive (Bowles, 2011). These men were known as the Tuskegee Airmen and most of them died before receiving their honors. There were numerous movements and people, even African-American women whom had a hand in battling for equality. They had to fight not only for equality from racism, but also dealing with being judged by their gender. â€Å"The Women’s Service Section (WSS) investigated federally controlled railroad stations and yards at the end of World War I. Few women worked in car cleaning before the war, and railroad management preferred to block women workers, especially African Americans, from gaining any kind of foothold in railroad work. African American women were the single largest group of railroad car cleaners during this period but they were routinely denied adequate facilities, including toilets, locker rooms, and dining facilities throughout the railroad system. By raising the issues of facilities, workers’ rights, and public health, these women shaped federal policy and widened the agenda of the WSS to include a direct attack on segregated workplaces† Muhammad, (2011). Black women wanted to have the same rights as others for going to school with safety and security. â€Å"In Brown v Board of Education (1954) the Supreme Court reversed its ruling in Plessy v. Ferguson. They held that school segregation was inherently unconstitutional because it violated the equal protection clause of the 14th Amendment. This case marked the end of legal segregation in the US†. There were other significant African-American movements that changed history. â€Å"Starting in the 1960s, blacks in Akron began to push for an end to discrimination using various tactics, such as political action, workshops, and employment drives. Opie Evans edited the Akronite and began pushing for changes in his magazine. Protests widened to include sit-ins and other demonstrations† (McClain, 1996). African-Americans such as Martin Luther King Jr . and Malcolm X have become icons of the 1950’s and 1960’s, but the organizational skills and grassroots activism of women such as Ella Baker , Septima Clark , Rosa Parks and Fannie Lou Hamer propelled the movement forward to many successes and inspired a new generation of activists. African-Americans have come a long way fighting for equality and freedom every since the slavery time. They won their freedom and more equality than the ever had along with ending segregation. Many things have changed over the centuries, but African-Americans still fight everyday for different types of acknowledgements. They have fought hard to end segregation, most of discrimination, and isolation to attain equality and civil rights. References Blakely, Gloria. (1999). The 20th Century in CP Time: 1900-1949 — We are a People. Sentinel,p. A8. Retrieved July 16, 2012, from ProQuest Newsstand. (Document ID: 490544881). http://proquest. umi. com/pqdweb? did=490544881&sid=2&Fmt=3&clientId=74379&RQT=309&VName=PQD Bowles, M. D. (2011). American History 1865- Present, End of Isolation, San Diego, CA: Bridgepoint Education, Inc. Retrieved on June 11, 2012 from https://content. ashford. edu/books/AUHIS204. 11. 2/sections/sec3. 7 Lawson, S. F. (2009). â€Å"Segregation. † Freedom’s Story, TeacherServe. National Humanities Center. Retrieved on July 16, 2012 from http://nationalhumanitiescenter. org/tserve/freedom/1865-1917/essays/segregation. htm | | Mcclain, S. R. , (1996). The Contributions of Blacks in Akron: 1825-1895, A Doctoral Dissertation, Retrieved on july 17, 2012 from http://www. ci. akron. oh. us/blackhist/timeline/index. htm Muhammad, R. (2011). SEPARATE AND UNSANITARY: African American Women Railroad Car Cleaners and the Women’s Service Section, 1918-1920. Journal of Women’s History, 23(2), 87-111,230. Retrieved July 16, 2012, from Research Library. (Document ID: 2377762701). http://proquest. umi. com/pqdweb? did=2377762701&sid=3&Fmt=3&clientId=74379&RQT=309&VName=PQD Weier, A. (2001). She Socked Segregation Civil Rights Leaders Still Inspires Students, Madison Capital Times. Madison, WI, Retrieved July 27, 2012 from ProQuest. http://search. proquest. com/docview/395202519? accountid=32521 Younge, G. (2000). She Would Not Be Moved. The Guardian. London, UK. , Retrieved July 28, 2012 from ProQuest. http://search. proquest. com/docview/245609939? accountid=32521.