Assisted Suicide and Culture - Free Essay Example

Sample details Pages: 3 Words: 822 Downloads: 4 Date added: 2019/06/12 Category Law Essay Level High school Topics: Assisted Suicide Essay Did you like this example? Assisted Suicide is a topic that a lot of people try to avoid. However, it has been a topic that you see a lot in the news and in newspapers, articles in magazines and on some radio stations. The big debate is whether Assisted Suicide should be legal or banned. Don’t waste time! Our writers will create an original "Assisted Suicide and Culture" essay for you Create order Some people view Assisted Suicide as a gentle and humane way to end someoners life that is suffering from a terminal illness while other people view it as murder. There are several ways to assist someone with assisted suicide but first the person requesting to die must go through a process. The process is extremely hard and it is a long process to get through(Oregon Right to Life, 2018). The person requesting to die must first be diagnosed with an illness that is not going to improve, with a diagnosis of 6 months or less to live. The person then has to make sure that they get a second opinion from a separate physician. If they dont get two doctors to agree then they cannot go through with the process of ending their life through assisted suicide(Oregon Right to Life, 2018). After getting the two doctors to agree that the end is at least 6 months or less for the person to live then the patient has to ask their physician twice for the drugs to end their life. This request must be in written form, not verbally(Oregon Right to Life, 2018). The written request also has to be verified by two other people who then have to sign the request before the doctor will release the medication to the person(Oregon Right to Life, 2018). At no time does the doctor administer the medication, this has to be done by the person requesting the dosage(Oregon Right to Life, 2018). There is one definition that is used interchangeably with Assisted Suicide and that is Euthanasia(Nordqvist, 2017). Although Euthanasia or Mercy Killing is used interchangeably there is a difference between the two. The main difference is that with Assisted Suicide the act of ending oners life is always done by the patient where in Euthanasia or Mercy Killing it might be done by the patient or it could be done by someone else who is assisting them to end their life(Drexel University, 2018). Depending upon the religious beliefs of people, it determines whether or not they believe in Ass isted Suicide. Various religions throughout the world have different beliefs in how they think about Assisted Suicide. Some of those beliefs vary greatly while some share the common belief that Assisted Suicide should be a personal choice and not one decided by someone other than the terminally ill patient. In the Catholic faith they believe that a person should pray and spend time with family and friends and spend time in church if they have an illness that is terminal. They do not believe that ending your life with Assisted Suicide should be done and that it is a sin to end your own life(Donovan, 1997). Judaism believes that not under any circumstances should someone be allowed to take their own life or have someone do it for them(Steinberg, 1988). In the Unitarian Universalism religion believes in the personrs right to choose how they are to die when they are terminally ill. They believe that people in their congregation can choose to end their life if there are no options left for them to choose from(The Right to Die With Dignity, 1988). Mormonism is totally against Assisted Suicide but look upon a life as precious and if death is inevitable then one should not use outside means to prolong their life(Euthanasia and Prolonging Life, 2018). Assemblies of God Churches are totally again st Assisted Suicide and believe that the only one who can decide when someone dies is God himself, no one else has that right to decide when they are to die(Pew Research Center, 2013). The Evangelical Lutheran Church In America believes that a persons life is very valuable and that they should not end their life by using Assisted Suicide, however they also believe that the persons life who is terminal should not be prolonged either(ELCA Message, 1992). The Episcopal Church believes that no one has the right to take a life, under any circumstances but they also like the Evangelical Lutheran Church do not believe in prolonging life if there is no cure in sight(Episcopal Church Resolution, 1991). Hinduism does not necessarily believe in Assisted Suicide but they do believe that if there is no hope for a dying person that there life should be ended, but most do not believe in this point of view in the Hinduism world(Nimbalkar, 2009). Islam believes that every life is sacred and therefore should not be taken by Assisted Suicide(Aramesh, 2007). The Southern Baptist Convention is also against Assisted Suicide and does not believe that a person should end their life due to a terminal illness(Southern Baptist Convention, 2017).

How Bill Gates Is The Man Who Well Known And Wealthiest

Bill Gates is the man who well known and wealthiest in the world. He is a success business man, hut the way to reach the success it not easy for him. He had failed in his business buy sold his idea, but the product not even worked. However, the failure is not stop him to find the new way to succeed, and the he became the succeed business man by created the Microsoft. According to â€Å"Why we are the way we are†, researcher describe 2 types of person that might involve to successful or failure. These 2 types are different such as behavior and physiological makeup. Once type of person is introvert. This type describes person quiet, introspective, deep thought, careful, control, and fond of books than people. Another is extravert describe person who like to going out, but does not like to reading or studying by themselves, and impulsive. Since people are impulsive, and does not like to studying or reading might lead to failure in doing business. Not only those things make people failure in business, but many factors cause failure in business such as wrong location, wrong time, lack of experiences, lack of understanding customers, do business alone, and not suitable planning. Many people may give up on their way and put their dream away, or even they fear of failure from these things and not interesting or believing in do business to succeed. Fortunately, there are several ways to solves this problem include: choosing good location, improving experience, and making a plan. OneShow MoreRelatedEssay about informative speech Bill Gates1577 Words   |  7 Pagesgrade, during every break I had. We all, including myself, procrastinate. We can all thank Bill Gates for making our times of procrastination slightly more bearable by creating the Microsoft software that is accessible, easy to use and constantly evolving to meet consumer needs.    B. Thesis Statement:  Today I am going to inform you about Bill Gates who invented Microsoft software and started what is now known as the largest computer software, according to Dina Bass a writer for the Bloomberg BuisnessweekRead MoreHow Bill Gates Siezed his Dreams1399 Words   |  6 Pagescomputer software industry. This man excelled at school, but seized his dream of starting his own company, making him one of the most successful businessmen in history. This iconic figure is the one and only, Bill Gates. William Henry Gates III, more commonly known as Bill Gates, was born into a Seattle family on October 28, 1955. He was born to parents William Gates II and Mary Gates, with one older sister and one younger, Kristianne and Libby. As a child, Gates was referred to as â€Å"Trey†, beingRead MoreBill Gates and How the World Was Effected by His Accomplishments1203 Words   |  5 PagesBill Gates How he effected the world with his accomplishments William Bill Gates III was born on October 28, 1955. He accomplished many unbelievable things, and highly influenced the people around him in many ways. In University, Bill Gates was known to be the smart computer nerd, who totally amazed all of his friends with his knowledge. One of the people that he had influenced the most was Steve Ballmer, current Microsoft s Chief Executive Officer, whose room was down the hall from BillRead More Bill Gates and how the world was effected by his accomplishments1166 Words   |  5 Pages Bill Gates How he effected the world with his accomplishments nbsp;nbsp;nbsp;nbsp;nbsp;William Bill Gates III was born on October 28, 1955. He accomplished many unbelievable things, and highly influenced the people around him in many ways. nbsp;nbsp;nbsp;nbsp;nbsp;In University, Bill Gates was known to be the â€Å"smart computer nerd,† who totally amazed all of his friends with his knowledge. One of the people that he had influenced the most was Steve Ballmer, current Microsoft’s Chief ExecutiveRead MoreA Brief Biography of Bill Gates Essay968 Words   |  4 Pages William Henry Gates III was born in 1955 in Seattle, Washington U.S.A. He was a middle kid and was the only boy besides his father, in his family. He is more commonly known as Bill Gates. When he was in sixth grade, he wasn’t performing well in school, so his parents sent him to counseling. Gates thought his counselor was cool. He let him read books after each session. He got really into psychological theory. Bill Gates also loved being challenged. â€Å" As a student, I took notes with eitherRead MoreBill Gates Role Model1663 Words   |  7 Pagesit look good. - Bill Gates It s important for me to dedicate myself to find the right career for myself, and to make sure I make smart and rewarding decision. I want to be a business person and I want to be a successful entrepreneur. I believe that I can effect positive change in my country, and in the world through business, since, Business help countries to grow.To be a successful business person I have to follow a business person who is a great leader. I selected Bill Gates as my role modelRead MoreWilliam The World s Largest Pc Software Company1823 Words   |  8 PagesWilliam Henry Bill Gates was born on the 28th of October 1955, William is an American business philanthropist, and computer programmer. In 1975, William co-founded Microsoft with his partner Paul Allen, which has now became the world s largest PC software company in the world. William’s career at Microsoft was CEO and chief software architect for the company, he also held the largest individual shareholder percentage until May 2014. With his success William has authored and co-authored severalRead MoreThe Saga Of An Entrepreneur Who Changed The Face Of The World - Bill Gates1598 Words   |  7 PagesThe saga of an entrepreneur who changed the face of the World - BILL GATES Abstract This article deals with the life and career outline of the American Business Magnate and the cofounder and CEO of Microsoft, Bill Gates. The article primarily emphasizes on the inception and proliferation of Microsoft along with some of Gates’ major business strategies which assisted him to become the father of Personal Computers and paved way for his company to deliver high standards of products to the customersRead MoreEssay about Comparsion of Steve Jobs and Bill Gates1599 Words   |  7 Pagesand Bill Gates are two of the most well-known names of our generation for being the co-founders of two very large corporations. Steve Jobs being the co-founder of Apple, also the founder of Pixar and NeXT. Bill Gates, most known for being the co-founder of Microsoft, which is the biggest software company in the world. Though, without a doubt, both of these men were very successful in their professional lives for mainly the same thing and similar in their ways, but very different. Bill Gates BillRead MoreThe History of Bill Gates2211 Words   |  9 PagesBusiness Communications Dr. Joseph Jang Rise of an Empire- Bill Gates Introduction William Henry Bill Gates III is an American business philanthropist, author, and is chairman of Microsoft, the software company he founded with Paul Allen. He is consistently ranked among the worlds wealthiest people and was the wealthiest overall from 1995 to 2009, excluding 2008, when he was ranked third. During his career at Microsoft, Gates held the positions of CEO and chief software architect, and remains

Destruction Of The First Nations Culture By Indian Residential Schools Free Essays

string(44) " take away the felicity associated with it\." The Indian Residential Schools non merely were the cause of much agony to the First Nations people during the 18 and 19 100s, but they have besides extended this agony to all coevalss that have followed. These schools have played a big function in the loss of traditions, linguistic communication, and beliefs that First Nations people held in such high respect through humiliation, force, and isolation. Anglican and Catholic churches managed the Indian Residential Schools from the 1870 ‘s to the early 1980 ‘s by following the legislative authorization that they were given by the Canadian Government ( Meseyton, 2005 ) . We will write a custom essay sample on Destruction Of The First Nations Culture By Indian Residential Schools or any similar topic only for you Order Now Kipling and Stout ( 2003 ) say that â€Å" by 1930, 75 per cent of First Nations kids between the ages of 7 and 15 old ages were enrolled in one of 80 such schools across the state and in the 1940s, attending was expanded to include Inuit kids every bit good † ( p.29 ) . There were about 150, 000 Frist Nations, Inuit, and Metis kids taken from their places and put in Indian Residential Schools ( CBC New, 2009 ) . In Nova Scotia, there was one Residential School for First Nations people, which resided in Shubenacadie. The Shubenacadie Residential School opened in 1930 and it closed its doors in June of 1967 ( Knockwood, 1992, Paul, 2006 ) . The object of the Indian Residential Schools were used as a portion of colonialism to absorb the First Nations people by destructing their civilization, linguistic communication, individuality, history, and spiritualty ( Longboat, 1987 ; Meseyton, 2005 ) . Taking away the First Nations heritage was seen to alter whom they were and do them intermix in to Canadian Society. Battiste ( 1986 ) explains that the Indian Residential Schools were evaluated based on their â€Å" ability to transform the Indian † ( p. 35 ) . This transmutation came with barbarous force and no respect to the kids ‘s self-pride because they were portrayed as barbarians, pagans, heathens and wild Indians ( Knockwood, 1992 ) . The Shubenacadie Residential School followed the Nova Scotia course of study with a few alterations in the faith class and they were besides taught to be ashamed of who they were ( Paul, 2006 ) . Paul ( 2006 ) besides says that the â€Å" kids were taught about all the advantages of Caucasic life and all the immoralities of First Nations ‘ isolation, linguistic communication and civilization † ( p. 283 ) . First Nations kids traveling into the residential schools were non allowed to talk their ain linguistic communication. Knockwood ( 1992 ) says, â€Å" Talking Mi’Kmaw was non permitted in the school because it held kids back in the schoolroom in reading, articulating and composing English † ( p. 26 ) . Taking the kids from their households and coercing them non to talk their linguistic communication was the first stairss in taking away their individuality. Even though the churches and Government made the First Nations people believe that they had a pick to direct their kids to school, this was non the instance. Harmonizing to Daniel Paul ( 2006 ) , because of how the Indian Act was written, the kids were considered wards of the Crown and did non hold Torahs to protect them so households could make nil. Families filled out signifiers to let their kids to go to these schools, but Paul ( 2006 ) says that it did non affair because these signifiers were merely â€Å" window dressings † and the Indian Agents did non necessitate the parents ‘ permission and could make whatever they wanted with the kids. Maltreatment of the First Nations kids was normally used in the Indian Residential Schools for control and assimilation. The kids were forced to give up their individualities through whippings, menaces, and isolation. Isabelle Knockwood ( 1992 ) conducted an interview with Peter Julian, former pupil at the Shubenacadie Residential School, that said by the clip he left the school he was ashamed to talk his ain linguistic communication for the small spot that he could retrieve. Talking the Mi’Kmaw linguistic communication was non the lone thing that brought on maltreatment. Isabelle Knockwood was besides a former pupil of the Shubenacadie Residential School. She can retrieve watching a nun shingle a small miss while shouting, â€Å" Look at me † because the nun did non recognize that direct oculus contact between a kid and an grownup was considered chesty in the native civilization ( Knockwood, 1992, p. 50 ) . The maltreatment made the kids forget about their civilization though fright. Knockwood ( 1992 ) says we â€Å" were forcibly disconnected from everything our parents and seniors had taught us, and everything new was learned in an ambiance of fright † ( p. 50 ) . At times physical and sexual maltreatment was used together. The kids were being sexual abused by the nuns and priest and if they did non follow with it, they would be all in ( Knockwood, 1992 ) . Physical and sexual maltreatment was non the lone signifiers of penalty used in the Indian Residential Schools. As stated earlier, isolation from households were besides used to absorb the First Nations kids. Children were non allowed to see their households frequently and for some they did non acquire to see their households at all because of the going distance to the school. During the Christmas interruption, the kids were forced to remain at the school alternatively of being place with their households ( Knockwood, 1992 ; Paul, 2006 ) . Even though the kids could non travel place for Christmas, they remember lovingly being able to pass it with their siblings that were at the school besides. Knockwood ( 1992 ) remembers this as the merely good thing about Christmas and says, â€Å" we ‘d acquire our nowadayss from place and acquire to sit with our brothers and sisters † ( p. 38 ) . However, Doug Knockwood remembers one Christmas were his male parent travelled to the sc hool to convey Christmas gifts and the nuns refused to let the kids to hold them and made him take the gifts back place ( Knockwood, 1992 ) . Christmas is one of the major vacations where households are near. This was a manner to unplug the bonds between the kids and the parents and take away the felicity associated with it. You read "Destruction Of The First Nations Culture By Indian Residential Schools" in category "Essay examples" The kids ‘s gifts were the lone thing left that made them experience like kids. Harmonizing to Knockwood ( 1992 ) , the kids were merely allowed to play with their gifts until January 6 and so they were packed up and ne’er seen once more. Taking these gifts from the kids would be like taking them from their households once more because these gifts were the lone thing every twelvemonth that connected them to and reminded them of their households. Many of the parents besides had trouble accepting that their kids could non come place for Christmas. These parents would compose letters or hire attorneies to acquire their kids place, but all they would have was ill-mannered letters from the school denying them ( Paul, 2006 ) . Other households stuck together as a community to seek to acquire their kids place. Paul ( 2006 ) explains briefly that the Cambridge Reserve hired a adult male to travel to the school to pick their kids up but the Principal would non allow them travel. These are illustrations of how determined the churches and Canadian Government were in absorbing the First Nations people. The Indian Residential Schools did non supply the instruction that other Nova Scotia schools provided. The pupils were taught really basic instruction and the remainder was manual labor ( Knockwood, 1992 ) . Learning merely the basic instruction was so First States people could acquire by life in society by understanding English, but non have excessively much instruction so they obtain callings such as attorney, instructors and physicians. Making them make manual labor was in some manner ‘killing two birds with one rock ‘ . The Government could absorb them into Western Society and non hold to pay anyone to make the manual work at the school. The kids that attended these schools were non trained to make the work and most clip they were in the place to make manual work that was insecure. Knockwood ( 1992 ) describes that many of the kids got physically hurt because they were excessively little or untrained to run the machinery. There was really small clip to make anything merriment at the school. Knockwood ( 1992 ) remembers being able to play baseball and traveling skating. For the kids that attended these schools, keeping on to the memories of these times is what helped them do it through each twenty-four hours. This was one of the times, other than Christmas, that the kids that had brothers or sisters at the school would acquire to see them even for merely a few proceedingss ( Knockwood, 1992 ) . These tactics were ways that the churches and Government thought would insulate the kids and cut bonds with other household members. This was non the lone manner that the Indian Residential Schools managed to deprive First Nations kids of their individuality. The kids did non hold the chance to turn up and see what a normal household life would look like because they were at school for 10 months a twelvemonth with no parental contact other than letters, which were no usage, because they were written in English so the parents could non read them ( CBC News, 2009 ) . This farther goes to demo how isolation was used to take the bonds within the households so they could suit into Canadian society more expeditiously. There were besides residential twenty-four hours schools and some kids were sent away to schools in other states so they would larn to â€Å" reject their traditional cultural ways in favor of the life of the person in the dominant Canadian society † ( Battiste, 1986, p. 36 ) . No affair where the First Nations kids were sent for instruction, the chief result the Canadian Government desired was assimilation of the ‘Indian ‘ . Daniel Paul attended an Indian Day School on the Indian Brook Reserve where assimilation was still in advancement ( Paul, 2006 ) Paul ( 2006 ) recalls his clip in this school and says he â€Å" can non remember any attempt being made – except for a brief mention to basket weaving and other traditional trades – to learn us about heritage and civilization † ( p. 291 ) . The deficiency of instruction of the First Nations heritage and civilization in the Indian twenty-four hours schools was merely another effort of the Canadia n Government to absorb the First Nations people. Assimilation of the First Nations people did non travel like the Canadian Government planned. There are still First Nations people widely spread all across Canada. Did the Indian Residential Schools affect the First Nations civilization and their individuality? Harmonizing to Kipling and Stout ( 2003 ) , the parents that grew up in Indian Residential Schools create what they call â€Å" intergenerational † Survivors by go throughing the injury they experienced down to their kids ( p. 51 ) . The effects of the schools non merely affected the First Nations people in them at the clip but for coevals to come. Kipling and Stout ( 2003 ) explains this to be â€Å" like a pebble dropped in a pool, traumatic effects tend to ruffle outward signifier victims to touch all those who surround them, including kids and grandchildren † ( p. 51 ) . The subsisters of the Indian Residential Schools ne’er had a opportunity to go near with their households and larn what healthy relationships were. Kipling and Stout ( 2003 ) suggest that the force that the subsisters encountered at the schools was used towards their ain kids subsequently in their lives because they did non cognize how to show fondness. This is what causes a rhythm of maltreatment. Unless this rhythm is stopped, every coevals will endure the same sort of force from their parents. The maltreatment can besides stem from defeat. When kids were old plenty they returned place to their parents where they felt like they did non belong because they did non hold the accomplishments to assist their parents out and ended up going ashamed of who they were ( CBC News, 2009 ) . Not everyone experienced the same things in the Indian Residential Schools. Some First Nations people believe they learned valuable accomplishments such as talking English, how to maintain their places in good form, stitching, cookery and praying, while others thought it was the most atrocious topographic point to be ( Knockwood, 1992 ) . Knockwood ( 1992 ) besides explains that some of the pupils thought the whippings were deserved, while some thought it was a safety from place because their parents abused them, and some pupils were the priests and nuns front-runners so they did non endure the penalties. Even though there were some First States people that seen the schools as a good topographic point to be while they were at that place, this did non halt the agony of the First Nations civilization and individuality. The First Nations civilization and linguistic communication are threatened because â€Å" several coevalss of kids holding grown up in a scene where any manifestation of Aboriginality was disparaged and devalued † ( Kipling A ; Stout, 2003, p. 34 ) . Kipling and Stout ( 2003 ) besides suggest that many subsisters are seeking to get by with both the maltreatment they suffered at the Indian Residential Schools along with the loss of their civilization. First Nations communities need to lodge together to mend if they want to convey back the civilization and linguistic communication of their ascendants. Without the instruction of traditions and linguistic communication, the First Nations individuality will be wholly gone. Randolph Bowers considers himself a Mi’kmaq adult male that is seeking to detect his ain individuality while seeking to assist others understand themselves better by bring outing their ain individuality ( Bowers, 2008 ) . The Indian Residential School did non affect Arbors straight but he states how it affected his household indirectly by stating: My household was non impacted by the residential school epoch straight. We were influenced indirectly. My grandma Honora Elizabeth Richard-Bowers lived during an epoch when the residential schools were enforced in Nova Scotia. For Metis households I suspect there was a changeless fright of authorities functionaries. Foster places, wards of the province, and residential schools were non far distant worlds for comparatively hapless Acadian households. Hiding their Aboriginal lineage was most likely really necessary during the late 1800s and early 1900s ( Arbors, 2008, p.37 ) . This shows that the Frist Nations people did non hold to be forced into an Indian Residential School to be stripped of their civilization and linguistic communication. Some of the households felt giving up their individuality was better than the alternate. Arbors ( 2008 ) goes on to state, â€Å" My experience is of being a non-status Indian turning up in a household that had about lost our connexions to Aboriginal heritage and civilization. There was ever a nothingness in my bosom, a immense portion of me that was losing † ( p. 29 ) . Arbors shows us that cognizing your heritage is of import in cognizing who you are. The grounds proves that the Indian Residential Schools took something from the First Nations people that was really of import to their individuality. It is of import for anyone to cognize who they are and where they came from, but for the First Nations people it is highly of import because happening their individuality though their traditions and linguistic communication aid mend the agony brought on by the Indian Residential Schools. Healing is an of import measure in recovering the civilization and linguistic communication of the First Nations people. Knockwood ( 1992 ) explains that it is of import that the subsisters of the Indian Residential Schools talk with other subsisters to assist with the healing procedure. Moayeri and Smith ( 2010 ) conducted interviews with two First States female parents that were former pupils at the Indian Residential Schools. These adult females have lost their individuality because of the maltreatment they suffered and the isolation they endured. In these interviews, the adult females explained that they were seeking to recover their individuality back by taking some power over their lives ( Moayeri A ; Smith, 2010 ) . Many pupils are still seeking to mend themselves in one manner or another and with the support of their First Nations communities, the procedure of mending would profit the subsister every bit good as coevalss to come. In decision, the Indian Residential Schools along with other efforts of assimilation of the First Nations heritage, civilization, linguistic communication, and individuality have affected the First Nations people. Arbors ( 2008 ) says, â€Å" We are Canadians, but if we do non cognize where we come from and who we are, we are nil † ( p. 38 ) . Reconnecting with the First Nations communities and larning about their lost heritage will assist mend the agony for the future coevalss of First Nations kids. Reclaiming their individualities will do the First Nations communities stronger to contend any other signifiers of assimilation that may happen in the hereafter. How to cite Destruction Of The First Nations Culture By Indian Residential Schools, Essay examples

Okay free essay sample

With the war revealing many immigrants to still have tentative sympathies for their other county, the US hoped to keep out dangerous radicals and communists who might poison the minds Of millions Of Europeans already in North America by restricting limitations. Soon enough, life for foreign born immigrants was not an easy one as hostilities rose and many Americans were deeply resentful towards anything foreign.After 1 918, many Americans began to look upon the whole conflict of the war and regretted that their country had become involved, this lead isolationism playing a key counterpart in a determination to curb immigration and preserve old American stock ethically as seen by the refusal of The Senate to ratify the Treaty of Versailles which consequently, lead to the refusal to make the USA a member of the league of nations even though America had been the key stone towards this.The hostility shown towards many immigrants was due to many reasons such as; The Red Scare, Social Fears, Religious Fears, World War One, Anti- immigrant feeling and Immigration Laws. The American Dream. This was something that vast numbers of immigrants were seeking when they abandoned their motherlands and headed across the Atlantic to reach the land of opportunity. Americans began to gain hostility toward new immigrants coming in from Southern and Eastern Europe, escaping poverty and persecution with very little money and few skills seeking work in growing industries in the cities during and after the war in 1918.Hostilities rose further as as the immigrants were shown to be prepared to work in appalling conditions, of which average Americans would not, and for very little pay. As many Americans were sent off to fight in the war, employers took this advantage of hiring cheap immigrant labor to take their jobs. After 191 8, hen many US soldiers had returned from the war, they came back to find a saturated labor market, with employers preferring the cheap work that the immigrants provided.As a result, Trade Unions backed the Dialing Commissions idea of a literacy test for immigrants in the hope that it would limit the entrance of unskilled workers in the USA. It did not, however, decrease the resentment that many Americans felt towards immigrant s after being replaced in work with them, and soon enough many limitations and assumptions were made such as canceling German languages in schools and alleges, having German Americans beaten, tarred and feathered.F-implies with German sounding surnames changing them, Sauerkraut became known as Liberty cabbage, many Irish immigrants were suspected of being dangerously anti-British and potentially, anti-American if they were Catholic, and many Eastern Europeans were suspected of being Communists or Anarchists. To Americans, the unfamiliarity of the immigrants with the ways of democracy and their general mistrust of Government loomed as a threat to the constitution of US republican Government.One of the most important reasons that Americans developed a hostile feeling towards immigrants after WWW was the fear of revolution, in particular a communist revolution, commonly named the Red Scare. Many Americans were concerned that immigrants coming to America from Eastern Europe and Russia might share the same values that radical communist of the Bolsheviks did and Americans commonly perceived immigrants as people with radical political views. This was found to typically be untrue with only a small minority sharing these radical political views.Many Russians were suspected f being associated with communism and were jailed or deported, some people who were merely though to be Russian were also jailed. In January 1920, J Edgar Hoover of the General Intelligence Division within the Department of Ju stice, organized Communist raids in 33 cities, arresting 6,000 foreign radicals and put them in jail without trial. Many were held in filthy conditions and beaten until they would sign confessions. Although, due to lack of evidence, many were released although 600 were deported.Local police departments and the Federal Justice Department continued to harass hose who supported Socialist of Communist ideas. The specter of the Russian Revolution , coupled with the economic recession, set off the Red Scare Period. Us government and organizations purporting to defend Americanism responded to any activity that was perceived to be radical. US atoners, Mitchell Palmer gave an order to break the back of radicalism by purging America of Southern and Eastern Europeans immigrants, who he believed were foreign born subversives and agitators. The scare was escalated when a seemingly random spree of mail bombs were used by a antic fringe to spread fear. The Red Scare, along with similar scares was however all but gone with very few people still fearing them after 1920. The Red Scare increased hostility towards immigrants, however it was very short lived and the majority of those persecuted for being associated with it were in no way associated with communist or anarchist views.Like the Red Scare, Social fears were a big factor as to why the USA adopted hostility towards immigrants after WWW; also like the Red Scare most Of the claims made are untrue or hyperbolic in nature. Immigrants lived in erroneous conditions, many in poor ghettos, typically congregating in big industrial cities. The immigrants wanted a sense of family and shared culture when they moved to America which resulted in them moving into a particular area or street with other families of immigrants, any existing residents refused to live in the same area as them and left, taking any political prestige the area had won with it.These areas were typically run down and overcrowded. Crime was a constant fixture within these ghettos and although most of the claims were exaggerated they s till had major problems with ambling, vagrancy, petty theft and prostitution. Any social disorder that arose was deemed the fault of an immigrant by Americans, with statistics in crime rates soaring high in neighborhoods with high concentrations of immigrants despite the only crime that was particularly noticeable was that of petty theft, vagrancy and drunkenness. Many Americans were appalled by the fact that a vast majority of immigrants refused to conform to American traditions and society, continuing to still practice their Mother lands traditional culture, speaking in their native language and wearing their rotational clothes. Another social fear is that of Immigrants stealing jobs from Americans, they believed that since immigrants would work for less pay and do more hours so that they undermined anything trade unions could do to improve working standards.It was also believed that with the increase in immigrants they would lead to a shortage of houses and cause costs to rise, this was however untrue as immigrants usually lived in ghettos in terrible conditions in high rise houses. Although settlements workers were more realistic in acknowledging that abominable living conditions, sickness, fear ND loneliness were the real causes of crime. Social workers argued that the thieves who stole small amounts of food, clothing or money were desper ately attempting to cope with poverty and hopelessness, rather than responding to an innate criminality.Yet the myth of immigrant criminality persisted and the majority Of Americans continued to blame the immigrants for the majority Of social disorders. Americans were scared that the newly found immigrants who came into America after the war would cause America to become UN-American. Immigrants brought new religions into America, such as Catholicism by Italians, Greeks and Poles or Judaism from Eastern Europe; this increased many hostilities as the traditional American religion was predominantly Protestant.After WWW, Protestant Americans sought to reaffirm orthodox Protestant Christianity, resulting in the birth of the fundamentalist movement. Forces of modernity gathered momentum following WWW , this seem to be eroding away the fabric of the traditional beliefs of White Anglo Saxon Protestant, aka WASP communities. Many Protestant Fundamentalists aimed to defend traditional religion by emphasizing a literal interpretation Of he bible and targeted Darnings theory of evolution as a symbol for what was wrong in modern society.The trial of The State of Tennessee v. S John Thomas Scopes, informally known as the Scopes Trial was a landmark American legal case in 1 92 against High School teacher, John Scopes, violating Tennessee Butler Act in 1925, which was an act p rohibiting public school teachers from denying the Biblical account of mans origin. The trial saw modernists, who said religion was consistent with evolution, against fundamentalists who said the word of God as revealed in the Bible took rarity over all human knowledge. This trial resulted in the teaching of evolution expanding despite many Americans protests. The rising increase of fears about religion and traditional American moral values soon lead to an increase in hostilities and change in attitude towards immigrants as Americans feared Catholics would continue to pay allegiance to the Pope rather than their new country, as well as Jewish and Russian immigrants facing similar hostility. Anti-immigrant feeling was widespread and many Americans of longer standing began to feel like traditional American values Were under threat room new immigrants.Persecution was not unfamiliar to Americans and had been around, and practiced, for many years prior to 1918. A large percentage of this anti-immigrant feeling was directed towards Chinese and Japanese immigrants with laws put it place to stop them working in labor intensive jobs, such as the gold rush and rail road work and in 1 924 there was a ban put on Japanese immigration. Nativities believed that th e immigrants were a danger to society and the American way of life and this feeling began to be widespread. Most serious was the hostility generated by ordinary people who led Natives views. They believed that immigrants threatened their economic and social position as they distrusted foreigners as they did not uphold the American lifestyle and only provided competition for jobs. A Natives political party was established in the asses, known as the American Party, it wanted immigrants to be allowed to enter the USA but meaning they had to wait 21 years after arrival for full citizens rights. Nativity was a way of Americans to be united under the preservation of the United States, it caused hostility as it imagined to make immigrants second class citizens and not have full rights.Immigration laws were perhaps an outcome of some natives groups and campaigns, but mostly due to the increased hostility that had been left behind after the war. These new laws were aimed primarily at new immigrants. The main pieces of legislation against immigration were the Emergency Quota Act of 1 921 and the National Origins Act of 1924. The Emergency Quota Act permitted 357,000 immigrants ent ering America per year, although many anti-immigrant Americans believed that this was not restrictive enough. Henceforth, through the coalition of eugenicists and some big-business interests, the National Origins Act was put in place to replace the Emergency Quota Act. It was to limit the number of new immigrants but also try to ensure the ethnic makeup of America. E number allowed in to the States was dropped to 2% and it was designed to limit competition on jobs. As a results these acts show the increased hostility towards immigrants as they were restricted from entering America and the old open door policy, was now closed to many.The government did not believe that the new immigrants enriched the life and culture of the USA. This resulted in there being more fear of immigrants, xenophobia and racial persecution. There was clearly an increase in hostility towards immigrants and immigration after 191 8, with WWW playing a key role as a catalyst towards this. The aftermath of WWW is apparent in the actions taken against German immigrants, the new immigration laws being placed, the closing of the open- door policy, the uprising of new social and economic fears as well as the isolationism that America placed itself in.