Causes of Learning Disabilities - 3083 Words

Learning Disabilities Causes of Learning Disabilities According to the statistics, almost one in every seven children in the United States suffers from some kind of learning disability (American Psychiatric Association, 2000). Even though, the physicians, psychologists and researchers have found different ways of treating these learning disabilities or making the lives of these children better and comfortable, little attention has been paid on the causes of these learning disabilities. While most of us are of the view that brain is the main culprit of these learning disabilities, there have been researches that have proved that environment has a role to play in the development of these learning disabilities in children. However, some other researches have concluded that apart from the defects in the brain and the environmental impacts, there are other factors that also have a role to play in the development of learning disabilities (LD) in children. Many scientists and researchers believe that genetics have a pivotal role to play in the development of LD in young children. This means that if the parents of a child had some kind of LD when they were young or if some of the close relatives or elder siblings showed some LDs, then chances of the child having some sort of LD are increased by many folds. This implies that there specific genes who mutations can result in some kind of LD in children (Siders, 2006). Apart from genetics, there are some of the factors involvedShow MoreRelatedUnderstanding the Context of Learning Disabilities Essay992 Words   |  4 PagesUnderstanding the context of supporting individual with learning disabilities.   Unit | Questions | Answer | 1.1 1.2 2.1 2.2 2.3 2.4 2.5 | Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. 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A learning disability can also affect your attention span, memory, muscle coordination, and behavior. Attention span problems, such as attention deficit hyperactivity disorder (ADHD), often happen with learning disabilities. Common learning disabilities include: †¢ Dyslexia. This causes difficulty with languageRead MoreA Learning Disability At A Young Age976 Words   |  4 PagesA learning disable is a term used to describe a disorder that can affect how a person s learns. There are many different disabilities and levels, severity and they all affect people in different ways. These most commonly causes problems with math known as dyscalculia, one of the most common reading disabilities is dyslexia, and problems with writing which is known as dysgraphia. It is very important to remember that having a disability does not mean a person is less capable, it just means thatRead MoreUnderstand The Context Of Supporting Individuals With Learning Disabilities1394 Words   |  6 Pagesindividuals with learning disabilities. Identify legislation and policies that are designed to promote the human rights, inclusion, equality and citizenship of individuals with learning disabilities. I can identify the polices and legislation designed to promote inclusion, human rights of individuals with learning disabilities and of their citizenship and equal life chances i.e. National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability EqualityRead More Learning Disabilities Essay1293 Words   |  6 PagesLearning Disabilities Approximately 10 percent of the adult population have learning disabilities. Learning disabilities also affect about 5 to 10 percent of school-age children. Most disabilities occur in math, spelling, reading comprehension, oral expression, and written language. The most common learning disabilities are in reading. Children with learning disabilities also have problems with attention, memory, and behavioral problems as a result of frustration. The term learning disabilitiesRead MoreHealth Inclusion Issues Affecting People with a Learning Disability863 Words   |  3 Pageswith a learning disability with regards to healthy eating and diet. The Department of Health in England (DH 2001) defined learning disability as: a significantly reduced capability in understanding new or information of greater complexity, to learn new skills as well as a reduced ability to get by independently. The beginning of a learning disability is believed to be cause by event taken place before adulthood, having a lasting effect on the person’s development. People with learning disabilitiesRead MoreA Puzzling Paradox1462 Words   |  6 PagesAbby Suggs April 26, 2015 This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in theRead Moreessay LD201866 Words   |  4 Pagescitizenship of individuals with learning disabilities †¢ Disability Discrimination Act †¢ Human Rights Act †¢ Equality Act †¢ Health and Social Care Act (Regulated activities) †¢ Essential Standards †¢ Mental Capacity Act. †¢ National Health Service and Community Care Act 1990 †¢ Company policies and procedures †¢ Disability Equality Duty 2006.. 1.2 Explain how this legislation and policies influence the day to day life of individuals with learning disabilities and their families. The influenceRead MoreUnit 201 Essay954 Words   |  4 Pagesindividuals with learning disabilities (LD 201) OUTCOME 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities. 1.1. Identify four legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability Equality Duty

African American And European Descent - 1947 Words

Dabney is an African-American and European descent whose parents went to a segregated school in Virginia. His great-grandmother of three generations before him were free blacks before the Civil War, but during the war lived in fear that they would be kidnapped and forced to submit to slavery, thus living in constant fear. His grandfather of three generations before him was a white slave owner. This side of the family is where Dabney has a connection with past family members that were Confederate soldiers and members of the Virginia 1861 Secession Convention. His belief is that the Confederate flag represents the men who died at such battles like Manassas, Shiloh, and Gettysburg. He believes that the flag has been a representation of white supremacists groups in America but to deny the historical value of the Confederate flag would just be as wrong as the white supremacists. Dabney’s belief is that people cannot ignore prejudice or the symbol of prejudice by the flag, but tha t removing the flag from public display will not stop the white supremacists, or the prejudice that they adhere to. He believes that removing the flags would not stop the country from jailing more minorities than whites, and that this country needs to serve its people by resolving these problems with real congressional help and by cultural change and education and not by arguing over a piece of fabric. Historian Lars Prillaman belief is that the Confederate Battle flag should not be displayed at anyShow MoreRelatedThe Role Of Yellow Fever And The Regional Dynamics More Heavily Than Malaria1209 Words   |  5 Pagesbut is not proven and that acquired immunity in childhood sufficiently explained local and African advantage. McNeill also claims an acquired resistance to malaria develops from repeated exposure to infestation. 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How Kreon acts as a foil to Oedipus in Sophocles “Oedipus the King” Essay Example For Students

How Kreon acts as a foil to Oedipus in Sophocles â€Å"Oedipus the King†? Essay In ‘Oedipus The King’ by Sophocles it has been well established over time that the protagonist, Oedipus is a fairly complicated character. His actions throughout the play show him as a man with great strength and knowledge, whilst also consuming paranoia and pride, which is ultimately his hamartia. Oedipus’ complex character is accentuated by highlighting his flaws. How did the author do this? He created a foil in the play in order to not only highlight Oedipus’ flaws, but also to vary the personality of his character in the eyes of the audience and readers throughout the course of the play. There are multiple differences between Oedipus and Kreon, but do their characters really contrast with each other and complicate the plot? The conflicting personalities of the two disclose the plot and reveal the past and background of Oedipus. It is immediately made clear that Oedipus is impatient and proud of his achievements in wit and knowledge. In contrast, Kreon is much more modest, focused and calm. There are several incidents throughout the course of the play where this is highlighted by Sophocles. In the first scene of the play itself, their differences are easily noticed. When Kreon returns from Delphi, he replies to Oedipus’ questions diplomatically, knowing fully well the boundaries established, in order to reveal information in front of the citizens of Thebes. He keeps the answers short â€Å"His words are hopeful† â€Å"All we need is luck† (Sophocles. 27), along with his request to speak with Oedipus â€Å"privately† (Sophocles, 27) which sh ows Kreon as a moderate and level headed person. Oedipus is shown quite the opposite, ruling with his emotions as he statesâ€Å"I grieve for them, for their sorrow and loss far more than I grieve for myself† (Sophocles, 27) This portrays Oedipus, in two lights, one where he is shown as an actual leader who believes that the citizens of his kingdom should be aware of the reasons of the trouble that they are being faced with and cares for his citizens sharing their â€Å"sorrow† (Sophocles, 27). Whereas, the other interpretation of his actions would be that he is a ruler who is unfit to sit on the throne of Thebes, he is too trusting of all his people and doesn’t know how to differentiate between the boundaries of privacy of state and his emotions that can ovewhelm him while he ruled the city of Thebes. Oedipus’ urgency is clearly highlighted in the scene where he jumps to conclusions because of his anger. In the scene after his quarrel with Tiresias, Oedipus accuses Kreon of treason and treachary when he asks Tiresias â€Å"Are these your own lies, prophet- or Kreons?† (Sophocles, 41) Kreons reactions to Oedipus’ accusations are extremely important because it contrasts the thought processes of the two. Whilst Oedipus acts without thinking, is rash, rude and stubborn in his opinions of Kreon, calling him a â€Å"murderer† (Sophocles, 47)in a fit of rage, â€Å"You’re the bandit, you’re the killer.† (Sophocles, 47), Kreons answers are well thought out and sensible, like a memorized speech â€Å"I have come to face those charges, I resent them bitterly†, â€Å"His accusations pierce me, wound me mortally† (Sophocles, 46). These quotations show the contrast between the thought processes of the two, not only in the actions t hat they take but how they conduct themselves in public. Kreon’s calm nature is such that would assure the audiences to believe him and take his word, as he manages to reveal just enough emotion while still displaying logic. Kreon manages to attract the audience and his readers to his plea, making them believe him over Oedipus despite their endless loyalty towards him. In this argument between Oedipus and Kreon, Kreon shows great respect in his language towards Oedipus and also when Tiresias is mentioned. .u3fe18d8a4fbfd814daa56b17a08d2f04 , .u3fe18d8a4fbfd814daa56b17a08d2f04 .postImageUrl , .u3fe18d8a4fbfd814daa56b17a08d2f04 .centered-text-area { min-height: 80px; position: relative; } .u3fe18d8a4fbfd814daa56b17a08d2f04 , .u3fe18d8a4fbfd814daa56b17a08d2f04:hover , .u3fe18d8a4fbfd814daa56b17a08d2f04:visited , .u3fe18d8a4fbfd814daa56b17a08d2f04:active { border:0!important; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .clearfix:after { content: ""; display: table; clear: both; } .u3fe18d8a4fbfd814daa56b17a08d2f04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3fe18d8a4fbfd814daa56b17a08d2f04:active , .u3fe18d8a4fbfd814daa56b17a08d2f04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .centered-text-area { width: 100%; position: relative ; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3fe18d8a4fbfd814daa56b17a08d2f04:hover .ctaButton { background-color: #34495E!important; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .u3fe18d8a4fbfd814daa56b17a08d2f04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3fe18d8a4fbfd814daa56b17a08d2f04:after { content: ""; display: block; clear: both; } READ: Property and furniture EssayHe is confident because he knows that he is not in the wrong and is not ready to apologize for the actions he didn’t take. Kreon is shown to be a very clever man, his answers are not only well thought out but the dignity with which he portrays himself is such that Oedipus could never obtain. This is made clear when Kreon states â€Å"I don’t know. And when I don’t know, I don’t speak† (Sophocles, 49). This quotation shows that he holds his moral dignity to utmost regard. He is shown to think and speak extremely rationally in retaliation to Oedipus’ accusations. This is made specifically clear when he del ivers a speech to Oedipus infront of the citizens of Thebes. In his speech he makes a clear and â€Å"sane† argument about how he has â€Å"no hunger† for the power of a king and how it isn’t â€Å"royal power† he wants but â€Å"It’s advantages† (Sophocles, 49 and 50). His words have the ability to attract the audience and readers through his modest argument claiming that he had all the advantages of the king without the stress and worries of one because he was a man who â€Å"knows his moral limits and accepts them† (Sophocles, 50) In contrast to Kreon, Oedipus’ brashness, at times, would seriously frighten the audiences and make them pity him. He is impatient, concludes and accuses Kreon without any evidence and seems to only work on his own beliefs. Through this conflict, in contrast to Kreon, Oedipus is stubborn and extremely excited. According to the punctuations used by Sophocles, he uses more exclamation marks in Oedipus’ dialogues with which it is assumed that he is screaming â€Å"Thrones are won with money and men, you fool!† (Sophocles, 47) Through this argument between the two, it is made clear that unlike Kreon, who has the ability to be accused and still not act rashly, Oedipus’ ego is severly hurt in the process. He believes that he is above the rest and assumes that Kreon and Tiresias think he is â€Å"Cowardly or stupid† (Sophocles, 47) Due to his hurt ego, he often steps down to sarcasm towards Kreon and Tiresias, for instance when Oedipus remarks â€Å"Then why didn’t our wonderful prophet, our Theban wizard denounce me as the murderer then?† (Sophocles, 49) Oedipu s becomes competitive, showing not only is he accusing without evidence, but that he is also insecure about his throne, despite all the pride he shows on the exterior unlike Kreon, who feels secure in his ability to share the power without the responsibility. Oedipus actually takes pride in being the man who holds the responsibilities for the citizens of Thebes. These incidents clearly show multiple instances where Kreon can be and is established as a foil to Oedipus. Kreon unquestionably complicates the character of Oedipus, by not only being the man who puts the pieces together throughout the play but also sets the dominoes falling. He is one character in this play who manages to create the conflict as well as initiates the action of the play. He is the one who ultimately leads Oedipus to walk into the trap of his own prophecy, through his subtlty, modesty and composure. Oedipus’ character is also complicated due to his overly emotional personality when dealing with a crisis situation, unlike Kreon who knows the difference between state and personal affairs. Oedipus is not only a complicated character because of his obvious fate but also because of his emotions. His restlessness in order to convict Kreon of crimes he did not commit shows that Oedipus has trouble facing the cold and hard truth, along with several other incidences thr oughout the play. Oedipus’ lack of faith in the gods, in contrast to Kreon’s undying faith, shows that Kreon was more reasonable of the two. This was an era in which gods were reverred. Kreon believed and respected the wishes of the gods and believed the prophecies made by Tiresias whereas Oedipus ridiculed them. .ue86a4c0ecd6fb79cd80b5f5e7bfe15af , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .postImageUrl , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .centered-text-area { min-height: 80px; position: relative; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:hover , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:visited , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:active { border:0!important; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .clearfix:after { content: ""; display: table; clear: both; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:active , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .centered-text-area { width: 100%; position: relative ; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:hover .ctaButton { background-color: #34495E!important; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .ue86a4c0ecd6fb79cd80b5f5e7bfe15af-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:after { content: ""; display: block; clear: both; } READ: Drama Unit Conflict EssayDespite the complication of Oedipus’ character, it is still questionable if he would still be as complicated if it weren’t for Kreon. Through this play, it is very often noted that if Sophocles hadn’t used Kreon as a foil, the actions that take place with Oedipus such as the truth about his birth parents being revealed would seem rather bland as his emotions wouldn’t be as effective as they are because of Kreons lack of the same. In addition, if it weren’t for Kreon, the plot would never have moved forward. Sophocles created Kreon, specifically as a foil to contrast the differences of two rulers and what these rul ers’ decisions could do to the society they governed. He complicated the plot by using Oedipus as the ‘perfect’ ruler in the start only to bring him down later to set contrast. That being said, this play would not have had the effect it does if it weren’t for the complication of the plot that was added along with the complication of character through the use of Kreon.

The Potato Famine Essay Example For Students

The Potato Famine Essay We are talking about one of the greatest tragediesOf the nineteenth century.-Ian GibsonIrish-American. To some, this term merely designates one of the many ethnic groups which can be found in the United States; but to those who are Irish-American, it represents a people who faced a disaster of mammoth proportions and who managed to survive at great cost. The Great Hunger of 1845 changed, or more often, destroyed the lives of millions of Irish, causing them to seek refuge from poverty and starvation in other, more prosperous countries. However, not all countries would accept these victims of the Potato Famine. After an immense burst of Irish immigration to Great Britain, the British Parliament began to halt Irish migrants from entering the country. Thus, the only other land promising prosperity, liberty and an abundance of food was the United States. The potato crops failure caused millions to come to America hoping for a better life. Some never made it to America, others dispersed in to Canada, and some died upon arriving in the new land. However, they all contribute to the rich story found herein. We will write a custom essay on The Potato Famine specifically for you for only $16.38 $13.9/page Order now Emigrants, by definition, were people who could somehow find enough money to pay the passage, very often both for themselves and their families, to Great Britain or America. The average Irish immigrant was from a rural area, most often from the provinces of Connacht and Munster (Akenson 36). This immigrant could read (three-fourths of all migrants were literate). This immigrant and his family dispersed into one of the large cities. Few wished to become American farmers after the famine, for it brought back memories of the old life (Bence-Jones 106). Many had dangerous jobs and experienced a poor quality of life. This immigrant settled somewhere along the Eastern seaboard. This created a strong social and political impact, because many Irish stayed together after the trip to America (Akenson 35). Due to this immigrants rural history, he became and unskilled laborer, or domestic servant. And, because of their poor state of destitution, the average American associated this average Irish immigrant with the decline of the United States (36). While the poor immigrant defined the average Irish-American, more migrants actually came from wealthier famine-affected countries in the north and east of Ireland (O Grada, Black 47 113). Thus, the famine produced a radical shift in the regional origin of Irish immigrants. Those who were very wealthy probably would not have been drastically affected by the famine whereas those who migrated the most. However, the poorer element from counties such as Clare, Kerry, and Mayo had weak representation in the area of migration after 1846 (114). Everything that happened in Ireland during nineteenth century has indeed been overshadowed by the catastrophe which overtook the country between 1845 and 1851. The Irish Potato Famine of 1845-1851 was one of the great catastrophes of the nineteenth century and divides modern Irish history. It was a disaster which poisoned Anglo-Irish relations for many generations to come, and had profound effects not only in Ireland itself, but in England and North America as well. Nineteenth-century Ireland was the most densely populated country in Europe: in 1800, its population was 4.5 million, and by 1841, it had risen to eight million (Kinealy 15). Yet much of this population existed in condition of sorrow and misery lay in the dependence of the peasantry on just one staple crop, the potato; in western countries like Mayo and Galway, nine-tenths of the people ate nothing else (MacManus 602). Here was a disaster waiting to happen, made worst by the rapid rise in population in the first half of the century which forced the peasants to subsist on smaller plots of land (O Grada, The Great Irish Famine 63). The authorities of Ireland were not blind to the peril, for there had been a serious blight of the potato as far back as 1817 when thousands had died, and in 1824, a government commission had identified chronic overdependence on the potato crop as a potential menace to the population (Kinealy 45). In 1844, there had been another serious blight when half the potato crop had been lost, so that the special hardiness of Irish peasants had allowed many to survive (Percival 120). Hopes were high in the summer of 1845, however, when there was every sign of a fine, healthy crop of potatoes. But the weather that summer was curious and, in retrospect, sinister. Summer heat was mingled with thunderstorms, mists, and big variations in temperature unusual in Ireland (Kinealy 44). So a superstitious peasantry wondered what lay in store for them. The first rumors of blight came from Cork in June, but as late as August peasants and farmers still expected a bumper crop of what they call praites (66). By mid-September, all this had changed. The whole potato plant was changed into a filthy, odorous black mush, all the more appalling because the crop had seemed so healthy. Desperate people, seeing a years supply of food disappearing before their eyes, cast about for an explanation, and came up with bizarre ones which made the moon, fog, frost, easterly winds, and even the electricity from the summer storms responsible (O Grada, Black 47 79). The true villain in this tragedy was a humble fungus called Phytophthora infestans, brought to Ireland by ship from America which, unknown to peasantry, infested first the soil and then the potato plants. Because they did not, and could not in the state of existing scientific knowledge, know this, the peasants attempted to save their crops by hauling them out of the ground to dry or cutting away seemingly healthy bits to eat (Bence-Jones 106). In their ignorance this was understandable, because the leaves of the plant had black spots with a whitish mould underneath, and they could not know that once the fungus had established itself, both potato and stalk were doomed. Equally incomprehensible was the sinister speed with which the blight spread, so that by early 1846 every county in Ireland was affected. In fact, wind, rain, and insects carried the fungus spores to other potato plants (Kinealy 58). .u2307fe6b9f5621213a1161ac3fc9edc0 , .u2307fe6b9f5621213a1161ac3fc9edc0 .postImageUrl , .u2307fe6b9f5621213a1161ac3fc9edc0 .centered-text-area { min-height: 80px; position: relative; } .u2307fe6b9f5621213a1161ac3fc9edc0 , .u2307fe6b9f5621213a1161ac3fc9edc0:hover , .u2307fe6b9f5621213a1161ac3fc9edc0:visited , .u2307fe6b9f5621213a1161ac3fc9edc0:active { border:0!important; } .u2307fe6b9f5621213a1161ac3fc9edc0 .clearfix:after { content: ""; display: table; clear: both; } .u2307fe6b9f5621213a1161ac3fc9edc0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2307fe6b9f5621213a1161ac3fc9edc0:active , .u2307fe6b9f5621213a1161ac3fc9edc0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2307fe6b9f5621213a1161ac3fc9edc0 .centered-text-area { width: 100%; position: relative ; } .u2307fe6b9f5621213a1161ac3fc9edc0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2307fe6b9f5621213a1161ac3fc9edc0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2307fe6b9f5621213a1161ac3fc9edc0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2307fe6b9f5621213a1161ac3fc9edc0:hover .ctaButton { background-color: #34495E!important; } .u2307fe6b9f5621213a1161ac3fc9edc0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2307fe6b9f5621213a1161ac3fc9edc0 .u2307fe6b9f5621213a1161ac3fc9edc0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2307fe6b9f5621213a1161ac3fc9edc0:after { content: ""; display: block; clear: both; } READ: Drug Abuse and Reprocussions Thereof EssayThe impact of the total blight of the potato crop on the Irish population was devastating. In desperation, people tried to find other materials to eat. Mussels and other seafood were more vehemently seized at the coast, and sheep stealing increased markedly (O Grada, The Great Irish Famine 63). Some lucky ones caught wild game; others tried eating plants. But nothing could fill the gap left by the stricken potato. In Irelands dire emergency, the Catholic archbishop of Dublin called for prayers in all Catholic churches that God would ease the calamity upon them. The British authorities were not unaware of the extent of the problem in Ireland. However, from the outset, the British government was completely unprepared for the massive scale of disaster. The Prime Minister, Sir Robert Peel, was a reasonable man, and thus he ordered a scientific commission to inquire immediately into the causes of the blight (MacManus 603). This produced useless advice for starving Irish, and it also contributed to the quick depletion of Britains Irish relief fund. Peel reverted to more practical measures, but ones that were entrapped in the bleak economy theory of the day. This was called political economy, and was the most extreme form imaginable of market economies; it meant that in no circumstances might the government interfere with the market, and no doctrine could have been less suited to the Irish crisis of the 1840s (Bence-Jones 106). This system forbade the giving of food to the starving Irish because such an action would be an interference with natural market laws, and interfere with prices so that merchants would hold back from the market. Nonetheless, Peel knew that by the beginning of 1846, a quarter of the population was on the verge of starvation, and something had to be done (Macintyre 228). However, none of Peels, nor any other British administrators, actions had any major effect on the starving Irish. The British dealt with the crisis by conducting misdeed after misdeed, misspending after misspending, and blunder after blunder. The funds designated for helping the Irish did anything but that: they were used for futile attempts of reviving the potato crop and employing Irish farmers to do frivolous, useless work. To make matters worse, Parliament put into effect harsh laws upon the poor in Ireland. These laws include the Vagrancy Act, which stated that if one was found idly wandering with no means of support, he was imprisoned. Also, the British foreclosed many houses with no justification, which caused many people to be sent to jail in lieu of the Vagrancy Act. Realizing that staying in Ireland was, in effect, digging their own graves, droves of Irish fled the country, looking for a better place (MacManus 606). There was a strong British influence in the migration of the Irish. In December of 1846, British Prime Minister Lord John Russell, evaluated that nothing can effectually and immediately save the country without an extensive emigration. (Percival 119). Emigration to Britain became overwhelmed and began to send the Irish back. This was devastating to the poorest of the migrants because it was extremely cheap to travel to Great Britain. While Britain was sending boats full of Irish back home, America continued to accept them (125). This is why so many migrated directly to the United States; they knew that they would be accepted without question. Two contributing factors caused the Irish-Americans to be the slowest in making the transition between laborer and non-laborer in the U.S. Firstly, because they arrived with little or no means of living and support, due to the ravishing famine (O Grada, Black 47 109). Secondly, most of the skilled workers were the first to migrate, and were accepted by Great Britain. The Potato Famine greatly altered the patterns in which the Irish migrated. Between 1821 and 1851, 42% of all U.S. immigrants were Irish (Akenson 36). The number of immigrants prior to the famine was small. 700,000 arrived in the U.S. between 1820 and 1840, which averages about 35,000 every year (Bence-Jones 105). The famine caused these statistics to greatly increase: 1,700,000 immigrated in the next 20 years (Bence-Jones 105). By 1850, 26% of New Yorks population was Irish. In 1851, four years after the height of the famine, immigration had reached a peak of 216,000 people in one year (105). By 1855, Irish-Americans made up one-fifth of Bostons population (105). Long-term effects can be seen by the fact that by 1860, 5% of the American population had Irish ancestry (Akenson 35). The Great Famine also had an effect on the demography of migration. In 1846, 6.1% of all Irish immigrants were farmers. From 1846 to 1851, 11.2% were farmers (O Grada Black 47 110). The famine also altered family migration. 50.8% of those reaching New York in 1846 traveled with at least one other person having the same last name, compared to the 57.9% who reached New York between 1847 and 1851 (108). Another unique aspect of the famine-inspired immigration is the ratio of male/female immigrants. There were equal numbers of Irish men and Irish women who migrated to the U.S. between 1846 and 1851 (Akenson 35). This is because the only escape for women was emigration: this was their only means of getting a job or getting married. Both of these occurrences would ensure the womans financial stability. .ua0c50b9009f21d838c725f29460527e6 , .ua0c50b9009f21d838c725f29460527e6 .postImageUrl , .ua0c50b9009f21d838c725f29460527e6 .centered-text-area { min-height: 80px; position: relative; } .ua0c50b9009f21d838c725f29460527e6 , .ua0c50b9009f21d838c725f29460527e6:hover , .ua0c50b9009f21d838c725f29460527e6:visited , .ua0c50b9009f21d838c725f29460527e6:active { border:0!important; } .ua0c50b9009f21d838c725f29460527e6 .clearfix:after { content: ""; display: table; clear: both; } .ua0c50b9009f21d838c725f29460527e6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua0c50b9009f21d838c725f29460527e6:active , .ua0c50b9009f21d838c725f29460527e6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua0c50b9009f21d838c725f29460527e6 .centered-text-area { width: 100%; position: relative ; } .ua0c50b9009f21d838c725f29460527e6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua0c50b9009f21d838c725f29460527e6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua0c50b9009f21d838c725f29460527e6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua0c50b9009f21d838c725f29460527e6:hover .ctaButton { background-color: #34495E!important; } .ua0c50b9009f21d838c725f29460527e6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua0c50b9009f21d838c725f29460527e6 .ua0c50b9009f21d838c725f29460527e6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua0c50b9009f21d838c725f29460527e6:after { content: ""; display: block; clear: both; } READ: Academic CHeating EssayDespite these astounding numbers, not all migrants were fortunate enough to experience life in the new world. 6,100 people died on the voyage across the ocean. 4,100 people died on their arrival to the world of promise and prosperity. 5,200 people would die after being admitted to a U.S. hospital. And 1,900 people would die in the city or town in which they planned on building their new life (MacManus 610). Not all immigrants arrived in America by direct passage. There were many backdoor entrances to the U.S. made by Irish. Canada was controlled by Britain at the time, and was more that happy to allow Irish to travel downriver from Canada for free. The British went so far as to offer free passage across the ocean to Canada in order to not only rid Canada of Irish, but also the motherland itself (Akenson 37). Despite the fact that millions of people migrated from Ireland because they thought of it as a solution to the famine, it actually was not. Emigration was not an effective form of disaster relief because it did not target those who were at greatest risk of dying (111). This is because those were at the greatest risk of dying were usually the poorest of the peasants. By the time they realized they had to leave Ireland, it was already too late for them. They were without land, without money, without food, and without energy. Statistics show that for emigration to have been a truly effective remedy during the famine, the out migration from the poorer counties would gave to have been much higher (O Grada, The Great Irish Famine 121). The famine triggered off a population decline that lasted in Ireland as a whole until the 1900s and in many rural areas until current times. This is often seen as the famines most important legacy. The famine certainly provided the spur, but the persistence of population decline is perhaps better explained as the consequence of how low living standards were in Ireland prior to 1845. The post-1845 exodus was due to the pull of outside forces in the sense that it persisted despite rising living standards at home (130). The famine meant that emigration peaked earlier in Ireland than in other countries participating in the great trans-Atlantic voyage. The Irish outflow was so greatremoving one third to one half of each rising generationthat it provoked repeated warnings of depopulation (134). The Irish emigration rate declined more or less steadily in the post-famine century, and the proportion of those born in Ireland living abroad had peaked by the turn of the century (Perceval 138). In the end, however, the Potato Famines effect on Irish migration had positive long-term results (Solnit 31). Although the great majority of the famine immigrants remained poor, later generations were better equipped and found that previous generations had paved a more receptive environment for them (MacIntyre, 112). In American cities they could attend flourishing Catholic churches with large Irish congregations; they could read Irish newspapers and seek work with city councils dominated by Irish politicians. Some new arrivals went into business and prospered. Many men joined the city service departments, the police, the fire service, while many women became teachers (MacManus 44). Irish people gradually became accepted as respectable American citizens. The prejudice diminished, and then slowly disappeared. Ironically enough, the United States was the cause of the Potato Famine, yet it was also a solution. What if that fate-altering American ship never traveled to Ireland, thus not introducing the fungus to the Irish potato crop? Irish-Americans would not be the same, and would have little power in todays world. Not only was the famine immigration important to Irish contemporaries because it was their only chance of survival, but it was also important for Irish contemporaries of present because the original Irish-Americans suffered in order to make their descendents lives better today. WORKS CITEDAkenson, Donald Harman. The United States and Ireland,Cambridge: Harvard University Press, 1973. Bence-Jones, Mark. The Remarkable Irish, New York: DavidMcKay Company, Inc., 1966. Kinealy, Christine. The Great Calamity: The Irish Famine,Boulder: Roberts Rhinehart Publishers, 1995. MacIntyre, Angus. The Liberator: Daniel OConell and the Irish Party, New York: The MacMillan Company, 1965. MacManus, Seumas. The Story for the Irish Race, Old Greenwich: The Devin-Adair Company, 1979. OCathaoir, Brendan. Famine Diary, Dublin: Irish AcademicPress, 1999. O Grada, Cormac. Black 47 and Beyond, Princeton UniversityPress, 1999. . The Great Irish Famine. Cambridge University Press, 1999. Percival, John. The Great Famine: Irelands Potato Famine,New York: Viewer Books, 1995. Solnit, Rebecca. A Book of Migrations. New York: Verso, 1997. Somerville, Alexander. Letters from Ireland During the Famine of 1847, Dublin: Irish Academic Press, 1994.