Democracy in American History essays

Democracy in American History essays There are many events in United Stated history that prove democracy had worked in this country. I researched five different examples in American history where the American people got what they wanted. The five things I choose to discuss are the fight for womans voting rights, Civil rights movement, Prohibition, Education, and Gay and lesbian rights. Winning Suffrage, the right to vote, had been a focus of woman reformers since the Seneca Falls convention in 1848. Woman have tried many things though out American history to gain woman voting rights. Woman have challenged the 14th amendment and pushed for an amendment to let them vote but all this did not work until the 1900s. People like Carrie Chapmen Catt organized committees to help push for the amendment. Finally in 1919 the nineteenth amendment was ratified, after 72 years of work the woman got what they deserved. In the 1873 many people wanted prohibition which is the banning of selling alcoholic beverages. Committees like the Woman Christian Temperance Union founded in 1873 promoted prohibition. But by the mid 1920s only 20 percent of the American people supported prohibition because it increased the crime rate. So in 1933 it was repealed by the 21st amendment. Education was another issue that stirred peoples concern about the future of there children. In 1963 a presidential commission issued a report on education entitled A nation at risk. The report showed American schools scores lagged behind those of other nations schools. It also showed that an average 17 year old could not tell Russia from Florida on a map or fill out a job application. The commission recommended increasing school year , long school days , increase pay for teacher , and emphasis on math and English. Finally in 1991 President bush announced a bold new education initiative called America 2000 which stated that people can choose to send there children to privat...

Reaction Attachment Disorder - SmartCustomWriting.com Samples

Reaction Attachment Disorder - SmartCustomWriting.com Reaction Attachment DisorderAbstract The definition of reactive attachment disorder has been provided in this paper followed by a brief introduction to the symptoms of the disorder. The positive and negative outcomes and their impact on relationships has been put forward. The causes of the reactive attachment disorder amongst infants and adults have been tackled. Finally, the various treatment strategies as addressed by empirical research have concluded the paper. Introduction This is a severe uncommon disorder that affects children. The disorder is characterized by poor or inappropriate social interactions or excessive interactions depicted by children even with strangers. In most cases the child appears to be disturbed in terms of making the normal social interactions from all contexts. During early childhood, it is expected that the child develops attachments to the caregiver with the normal socialization models. The care giver in this case could even be the mother or any other person charged with the responsibility of taking care of the child. However with the disorder such an attachment is not achieved because of a number of factors ranging from child abuse, neglect, genetic, environment or even separation from the child in the early stages of development. (Cappelletty, Brown,Shumate,2005). Children with Reaction Attachment Disorder (RAD) have social interaction models that appear to be grossly disturbed and can be the main cause of future behavior problems later on in life. The symptoms of the disorder vary from behavior problems to socialization problems as depicted by researchers. (Fairchild, 2006). Symptoms Behavior problems Children with RAD are clearly noticed with aggressive and oppositional behaviors at their young age.Most research findings have demonstrated that  Ã‚   RAD children are not affectionate to their parents and they lack eye contact on parents. Such children can be indiscriminately attracted to strangers unlike in the normal cases. They also tend to be very destructive on their self and other kids. For instance they are always in trouble and prone to accidents than other children. In most cases, they would want to be given more attention than anybody else.   They are also prone to vices such as stealing and lying. Such can tell lies even for the obvious things. Evidence from empirical studies also indicate that RAD children often like asking non sense and annoying questions to their friends and their care takers. In terms of knowledge and learning, researchers have indicated that the children normally lag behind in language and other cognitive skills. In cases where the children have been left with pets and other animals, they have tended to display a cruel behavior towards the animals. From empirical studies, children with RAD display a variety of symptoms that are unusual and clearly reflect their disturbed attachments. (Shaw Paez,2007). Negative outcomes of the disorder Undesirable behaviors are part and parcel of children who have Reaction Attachment Disorder. In some cases the children have depicted erratic mood swings. The unpredictable behavior can be in the form of clinging to hanging and swearing. In studies where the children with the disorder have been assessed, the results have shown that the children stated concerns about being mad and crazy. In some cases, psychiatric analysis has pointed pointed out that the child here’s a voice instructing to do a particular undesirable activity. Research has also shown evidence of children not showing affection to their parents as a result of the disorder. Bad behaviors such as stealing unnecessarily and lying can be quite a common thing amongst the children with the disorder. (Schechter Willheim,2009). Delayed social and cognitive development. Children with Reaction Attachment Disorder can experience delayed development in their cognitive abilities. In most cases the children find difficulties and are completely unable to accomplish cognitive tasks assigned to them in school or by the caregivers. Delayed cognitive development can be indicated in such cases with mild mental retardation. In terms of social development affected children can depict immature socialization and inappropriate behaviors. The behavior of the children can also be indiscriminate social interaction with lack of abilities to regulate emotions such as anger. The children can also show lack of attention and concentration while in the company of caregivers and other children. Language deficiency is also associated with the children with the disorder. Affected children can experience difficulties in receptive and expressive skills. The child may be unable to undertake comprehension and articulation exercises. (Schwartz, DavisAndrew,2006). Positive outcomes The interruptive and controlling behavior of children with Reaction Attachment Disorder can be made useful in terms of leadership. This is in light of the fact that they have tendencies of believing that they are more powerful than the rest. The children therefore do not find it comfortable to be led or influenced by others. In their ability to have control over what others are doing, RAD children can end up being chosen as young leaders. This is also achieved positively because they are able to make others focus on what they do. By this they easily manage to influence and lead others. In future such an   ability can grow and develop into future leaders in business and in the corporate world. Growing up and developing independently is a positive outcomes of RAD. In most cases children develop attachment to their parents at a very tender age. Most of them are unable to live independently without the affection from the parents.   With or without parents, RAD children would still continue living and achieve education and other important goals. The reduced attachment and dependency on parents should therefore be viewed as a strength because the children cannot break down in case something happened to the care givers. In future such children could also develop into powerful people in the society who are self driven and highly motivated. A good historical example was provided by Adolf Hitler who suffered the disorder in his early childhood. The ability of the RAD children to depend on themselves is a very important positive outcome. This is because they can easily confront the challenges that come in their way without involving other children or care givers.   This can make such children develop talents and other skills that can benefit them in their future lives. For instance independent thought and decision making can be greatly developed in such children more than their counterparts who are so much dependent on caregivers and colleagues. Causes of Reaction Attachment Disorder (RAD). Child abuse Abuse has become a common threat amongst young children and it has been blamed by most researchers to be a cause of this severe disorder. Abuse can be physical, emotional and even sexual. Psychologists argue that when the child is subjected to abuse in any form, the risk of developing an attachment disorder is very high. In most cases, child who have been subjected to abuse by their caregivers, siblings or parents often are impulsive towards the people who caused the problem. Later own this can be transferred to other people hence a reaction attachment disorder. (Fairchild, 2006). Neglect In normal situations, it is expected that a parent should take care of the child to ensure that all the needs are met as the child undergoes growth and development. Child neglect is a common problem among teenage mothers and other cases. Research has indicated that children who have been neglected lack the love and affection of parents or primary care givers. The children struggle on their own and they fail to develop the necessary attachment to their parents. In such cases , the children are forced to socialize on their own and this can greatly interfere with their different aspects of development. In some cases, the symptoms of the disorder have been noticed in children who have been separated from the primary care givers. If the mother was the source of primary care for the child when the mother is separated from the child due to factors such as death or any other separation, the child might fail to initiate attachments with other people. This has been mentioned by sociologists and they argue that it is a common case during early adolescence. Foster parents who have adopted children who have pasts full of abuse and neglect have experienced behaviors in the children that are associated with the disorder. The most common behavior in the aggressive behavior that has been witnessed by most of the foster parents. (Guttmann-Steinmetz Crowell, 2006). Genetic constitution of the infant. The genetic constitution of the child can also predispose the child to RAD. This is still under the aspects of poor maternal care and its impact on the child’s development. Infants are normally born with different genetic profiles some which can result in the attachment and behavior disorders. There is a strong growing body of evidence from animal and clinical studies that suggests that the infant’s genetic constitution is very important in the reaction towards pathogenic environments. In the genetic makeup of the child , there are genes that are in charge or releasing the neuronal hormones that shape the child’s attachments to the mother or primary care giver. From this point of view, it is more likely that some children become susceptible to disturbed attachment depending on the nature of their genes. In light of this issue, several genes have been cited to have an effect on attachment and detachment of the child. For instance vasopressin and serotoninergic hav e been implicated in studies of attachment disorders. (Hardy, 2007) Maternal Ambivalence This involves the various reactions and processes the expectant mothers go through which might affect the developing child. It is vital to mention that in some communities, cultures can exert a lot of pressure on the mother. The way the mother responds to the cultural pressures determines the risk to attachment disorders. In some cases the mother is supposed to deal with stressful situations such as uncooperative husbands or separation issues and they all affect the relationship with the child. In cases where mothers have responded with mixed reactions on the child chances of forming stronger ties with the child even after birth become slim hence making the child to develop RAD symptoms. (Hardy, 2007) Inheritance A number of   studies have pointed out the role played by poor motherhood in the occurrence of RAD in infants. It is vital to mention that emotional and cognitive aspects of the mother can predispose the child to the attachment disorder. There are studies which have been done on primate mothers have indicated that mothers have the potential of influencing the future behavior of their children in relation to the disorder. Specifically they have concluded that nonhuman mothers who were abused at infant stage are more likely to abuse their children hence leading to the development of the disorder in their off springs. This was observed in both the children raised by their biological mothers as well as those raised by their non biological mothers. Maternal anxiety and other emotions in relation to bad behavior of the child has also been indicated by research to affect the child. Children who have behavior problems and are difficult to manage can trigger anxiety amongst mothers and if i t is not handled carefully, it can result in the disturbed attachment in the infants of 4 years. The goodness of fit in the mothers environment has also been associated with triggering factors of the disorder. Sociologists argue that the mother has to be well equipped with the right attitudes and skills that can control the external environment of the child. This is applicable to infants who are unresponsive and quiet and also those who are irritable and repulsive. With such a control, the mother is able to reduce the risk of the environment in triggering symptoms of the disorder. (Hardy, 2007) Treatment/Therapy Therapy and management of reaction attachment disorder requires a lot of patience from the people involved. Immediate success upon commencement of the therapy should not be anticipated. Infants and adolescents are often oppositional and aggressive and can test the limits of external controls and rules. The therapists must therefore be prepared for little appreciation from the patients while at the same time expects the negative feedback in terms of behavior of the patients. (Hoffman,   Marvin, Cooper Powell, 2006). Empirical studies have identified various treatments for reactive attachment disorder. One of the most common strategy has been psychotherapy and has taken different dimensions while utilizing theories such as that of attachment. Becker-Weidman has articulated the Dyadic development psychotherapy. The researcher argues that symptoms of the disorder have declined to a great extent in cases where the method has been applied effectively. The therapy is based on the attachment theory and it is founded on the premise that the current situation of the child is the most essential in reducing the symptoms while at the same time the experiences of the child should be looked into. Building a relationship with the child is a key aspect of this treatment. The proponent argues that it is through the knowledge of the child’s background and experiences that workable relationships can be built with the care giver. In an environment where there is safety of the child, the therapist models heal thy attachment modes. The RAD child is given a chance to re-experience the traumatic situations and in the event new feelings are triggered and expressed. (Becker-Weidman, 2006). Cycle of security therapy This is a strategy that uses the secure and non secure attachment designs. The process is led by a therapist who addresses the children and the care givers. One of the goals of the therapy is to develop a secure working environment between the children and the caregiver. The goal then shifts to the attention and sensitivity and responsibility that looks into the attachment needs of the child. The ability to recognize the verbal and non-verbal cues is enhanced by the methods. (Hoffman, Marvin, Cooper Powell, 2006). Another therapy that has been put forward through empirical research is known a eye desensitization and reprocessing. Such a therapy in founded on the assumption that traumatic episodes are trapped rather than processed by the brain. Each and every aspect of the negative experiences continue to be reactivated every now and then and they have an impact on the victim of the disorder. Children who suffered abuse and neglect continue to visualize these bad experiences and it interferes with their abilities to form relationships with their caregivers. This therapy has the potential of diminishing the unfortunate experiences of abuse and neglect and replaces them with positive feelings such as those of happiness and hope. The RAD infants are therefore able to continue with a normal life that is full of excitement and positive attitude towards others hence attachments. (Newman, 2007). Medications for other conditions that might be affecting the child with RAD has also shown positive results according to empirical research. Studies have continued to point that conditions such as anxiety and depression might be very influential towards the behavior of adolescents. In cases where these conditions have been kept at bay, reactive attachment disorder symptoms have reduced tremendously. Counseling Individual psychological counseling can be of great help to children suffering from the attachment disorder. In this case, the therapist who can be the parent or care giver should seek psychological counseling on how to bring back attachment relations with the affected child.   The caretaker can also attend the counseling sessions with the affected child for the psychologists to have a first- hand experience with the patient. Empirical studies have shown that RAD children who are given medicine by the psychologists would show diminishing behavior problems with application of therapy. In these studies the patients were enrolled in a three year program. During the three years counseling was applied and it resulted in positive results with changed behavior in the children. Specifically the patients developed attachments with their adopted mothers and they showed a diminishing trend in the oppositional and aggressive behavior. (Haggard Hazan, 2006). Play therapy This form of therapy makes use of a number of important aspects in forming attachments between the caregiver and the child. The balance of structure, nurturance and play are key in this case in the formation of attachments. As recorded by Weir (2007), modifying theraplay is a crucial step towards helping the child with attachment problems. The approach is applicable to children of upto 12 years. The sessions are designed to last for one hour per week and should last between 10 to 20 weeks. The facets that are key towards better attachments include structure, challenge, stimulation and nurturing as mentioned by Pzybylo (2002). Structure in theraplay refers to the groundwork in which times rules are set and reviewed for the sake of establishing the structure. The challenge pertains to the scenario where the participation of parents and children is required whether they like it or not. Participation of these two important stakeholders ensures that the required tasks are completed as set to realize the objectives. Engagement has to be undertaken in the therapy so as to attract the children and ensure they are in the process of changing their behavior. Nurturing has been considered to be a very important aspect of play therapy by the research. It is through nurturing that the desirable bonds are established between the care giver and the child. A sense of security is very essential for the child. Empirical research had provided evidence that affirms that the more secure the environment formed by the caregiver, the stronger the attachments that are established between the child and the care giver. (Newman, 2007). Conclusion. Reactive attachment disorder manifests itself in different behavior problems and has an impact on the relationships between infants and their care givers. It is vital to understand the symptoms of the disorder before choosing the appropriate therapy. Empirical research has shown the success that has been achieved by various treatment methods   that have been discussed in the paper. References Becker?Weidman, P. A. (2006). Treatment for children with trauma attachment disorders:   Dyadic Developmental Psychotherapies. Child and Adolescent Social Work Journal , 23 (2), 147?171. Cappelletty, G. G., Brown, M. M., Shumate, S. E. (2005). Correlates of the Randolph   Attachment Disorder Questionnaire (RADQ) in a sample of children in foster placement. Child and Adolescent Social Work Journal , 22 (1), 71?84. Fairchild, S. R. (2006). Understanding attachment: Reliability and validity of selected attachment measures for preschoolers and children. Child and Adolescent Social Work Journal , 235?261. Guttmann-Steinmetz S, Crowell JA (2006). "Attachment and externalizing disorders: a developmental psychopathology perspective". J Am Acad Child Adolesc Psychiatry 45 (4): 440–51. Hardy, L. T. (2007). Attachment theory and reactive attachment disorder: Theoretical perspectives and treatment implications. Journal of Child and Adolescent Psychiatric Nursing, 27?39. Hoffman, K. T., Marvin, R. S., Cooper, G., Powell, B. (2006). Changing toddlers' and preschoolers' attachment classifications: The Circle of Security intervention. Journal of Consulting and Clinical Psychology , 1017?1026. Haugaard, J, J.; Hazan, Cindy.(2006).Recognizing and Treating Uncommon Behavioral and Emotional Disorders in Children and Adolescents Who Have Been Severely Maltreated: Reactive Attachment Disorder. Child Maltreatment, Vol 9(2), May 2007. pp. 154-160. Mukaddes, N Motavalli; Kaynak, F. Nimet; Kinali, Gulsevim.(2005). Psychoeducational Treatment of Children with Autism and Reactive Attachment Disorder. Autism The International Journal of Research and Practice, v8 n1 p101-109 Mar 2005. Newman L, Mares S (2007). "Recent advances in the theories of and interventions with attachment disorders". Curr Opin Psychiatry 20 (4): 343–8 Schwartz, Eric; Davis, Andrew S.. (2006). Reactive attachment disorder: Implications for school readiness and school functioning.Psychology in the Schools, Apr2006, Vol. 43 Issue 4, p471-479, 9p; DOI: 10.1002/pits.20161. Shaw, S. R., Paez, D. (2007). Reactive attachment disorder: Recognition, action, and considerations for school social workers. Children and Schools , 69?74. Schechter DS, Willheim E (2009). Disturbances of attachment and parental psychopathology in early childhood. Infant and Early Childhood Mental Health Issue. Child and Adolescent Psychiatry Clinics of North America, 18(3), 665-687. Weir, P. K. (2007). Using integrative play therapy with adoptive families to treat reactive attachmentdisorder: A case study. Journal of Family Psychotherapy , 18 (4), 1?16.

Demonstrate an understanding of financial statement analysis Essay

Demonstrate an understanding of financial statement analysis - Essay Example For instance, if a financial statement analysis is conducted and the results indicate profitability of the company then the shareholders are assured of a company’s prospective growth hence safety of investments. In the contrary, they may decide to sell their shares where financial statement analyses indicate a downfall in profitability. This group’s interest concerns the company’s wealth situation. Their major interest is security of the money they invested in the company and the ability of the company to refund both the accrued interest as well as principle amount within the designated repayment time. The creditors are interested in financial statement analysis for purposes of establishing the short-term liquidity status of a firm. Their main interest is to ascertain a firm’s capability to repay the amount they owe on time. â€Å"They do financial statement analysis from which they are informed on whether there is need to extend the lends and ask for advanced interest charges† (Sinha & Sinha, 2009). It is for this purpose that the information gathered from the financial statements is important. The management is charged with the responsibility of ensuring a smooth running of an organisation. They are responsible in formulation of future policies and plans as well as undertaking immediate decisions. It is for this reason that they should analyse financial statements in order to measure the effectiveness of the policies and the decisions they make in the day-to-day running of a firm. â€Å"In addition, the management’s interest is to ascertain both the short-term and long-tern creditworthiness of the company, productivity, liquidity and return on investment status of the business† (Shim, & Siegel, 2007). It is the duty of every government to ensure that firms conform to tax regulations. Therefore, the government examines financial statements with an aim of determining tax submission. In addition, the government

Judy Baca Research Paper Example | Topics and Well Written Essays - 250 words

Judy Baca - Research Paper Example hat is interesting in this endeavor is the cooperative effort done by artists around the world who is collaborating with her to complete the travelling mural. I t is dubbed as a â€Å"global village† because as the â€Å"World Wall† tours the world; artists from different parts of the world paints a panel to form part of a global community. . Latest contributions came from artists from Finland, Russia, Palestine, Israel, and Canada. (Chavez, Cesar. n.d.) A mural is designed to bring beauty to the wall, building, freeways, or underpass. Sometimes, it depicts the culture of the community wherein it is painted, the concerns and values of its people. This is the theme shown in the Great Wall of Los Angeles, done in 1976 and is said to be the world’s largest mural, with 13’ x 2500’. The mural is a combined effort of the community and several artists that took five summers to complete. (â€Å"Judy Vaca†) I believe that the work of Judy Vaca carries with it a unifying theme that has been desired by everybody in the world. I think that her painting is just not a painting or a piece of art but something that brings to mind what one wants to achieve for life, for the community and for the world in general. The mural is also one way in which Judy Vaca develops the artistic ability of her students in arts. The mural, as a collective work, gives the artists a chance to use their painting skills to be in unison with the others. In the end, I see that there is a taint of activism in mural works, but at the same time provides portrayals of nationalism in the way she carried out all of her

Top of Form Essay Example for Free

Top of Form Essay The U.S. has gone through many transitions in its short history. The pre-Depression were born before 1930. People born in this era as young children saw their family go through very difficult hardships. They are mostly conservative and are typically not concerned about materialistic things but instead concerned about health, aging, financial, and personal security. People born in the Depression era were small children who were instilled into them the importance of rationing, saving, morals, and ethics. People in this generation value family togetherness, but are slow to embrace change. People born in the baby boom era, typically born 1946-1964, were all about self-expression and optimism. Today, many of the baby boomers are workaholics working well into their 50s and 60s. Many people of this generation are more tuned in to technology. The golf channel would cater to a lot of people from this generation due to the fact nearly all of them are retired at this point. Golf is one of those sports that you dont necessarily need to be in tip top shape to partake in. Product managers of the golf channel would cater to people of this generation by showing golf as a leisurely activity that can be done on a Sunday afternoon. The approach the golf channel marketing to the Depression group be similar to the pre-Depression. Golf would be depicted golf as a nice leisurely activity that is not strenuous on your body and is a sport perfect for soon to be or already retired people. Baby boomers would look at Golf as a place where business transactions are discussed. Golf has greatly transformed over the past few decades and many more people of the baby boomers generation are beginning to play it. As I a sales representative of Verizon Wireless, I deal with the difficulty of trying to cater my sales pitch to individuals from all three of the generations. For a product like an ipod, the earlier the generation, the more difficult it is for them to buy into the concept or product. For an individual from the pre-Depression era it would be important to focus on strictly the functionality of the device and not the device itself. Somebody from this generation is not going to be sold on the bandwagon approach. However, you can cater to the fact that an ipod can assist them in their everyday lives and make many tasks a lot easier. For example, as memory loss kicks in, having a phone that can set reminders or even has the capability of being able to beep when its misplaced would be very appealing to somebody to somebody a little older. Since people of this era are very family based, a project manager could also position the ability to send and receive pictures of their grandchildren and being able to see them via Skype. A project manager could also An individual from the baby boomer era would be the easiest to sell a device like the ipod to. People of this era would be much more more receptive to new technology and they would be more likely to be persuaded by the bandwagon approach.

Physics of Skydiving :: physics skydive

Acceleration..... Galileo demonstrated that an object falling only under the influence of gravity will experience a constant acceleration, i.e.., it gains the same amount of velocity for every additional second that it falls. (5) On earth this amounts to 32.14 ft/sec/sec, meaning that it increases its downward velocity by 32.14 ft/sec for each second that it falls. If acceleration is constant, then it follows that the downward velocity V an object experiences at any time t after the start of the fall is given by: V=g t where V=velocity (m/sec) t=time (sec) g=acceleration due to gravity One can also show that the distance d fallen after time t is: d= 1/2 gt^2 where d=distance fallen (ft) g=12.54 ft/sec/sec for Mars t=time (sec) Furthermore, Galileo discovered that this acceleration is independent of the body's mass, but dependent only on the strength of gravity on the planet. So, in the absence of an atmosphere, heavy things don't fall faster than light things, but at moderate to large velocities even a thin atmosphere can have a significant effect on a falling body's motion due to the effects of aerodynamic drag. (5) Freefall... When in freefall, a skydiver with arms and legs outstretched falls at about 120 mi/hr, with the arms in and the body in more of a diving position, the skydiver can reach speeds of up to 200 mi/hr. At this speed, many people believe that it is impossible to breath. Well, it is not impossible, but the truth is, you don't even need to breath because enough oxygen is absorbed through your skin to provide the blood cells with the required oxygen. This is also why jumpers do not jump on cloudy days or when they might risk going through clouds. The moisture in the clouds can condense on their exposed skin surfaces preventing the absorption of the necessary oxygen resulting in suffocation. (2) How fast do you fall? When you leave the aircraft, you are moving horizontally at the same speed as the aircraft, typically 90-110MPH. During the first 10 seconds, a skydiver accelerates up to about 115-130MPH straight down. (A tandem pair uses a drouge chute to keep them from falling much faster than this). It is possible to change your body position to vary your rate of fall.

How does Pinter exploit the verbal and the visual in the Birthday Party

The Birthday Party is a play in which the visual and the verbal are carefully put together to create certain effects in the spectators. Pinter exploits both the verbal and the visual to show the personalities of the characters as well as their relationships, often with much ambiguity as the visual and verbal do not always match. Indeed, the contrast between the visual and the verbal can at times be very disconcerting for the spectators, creating an atmosphere of uncertainty and secrecy. Pinter also explores power, both verbal and visual, and how it is used to create fear and violence as well as the idea of secrecy. Obviously, the verbal and visual are very important for the characterisation, it is through what characters say and do that we are able to know more about them and the other characters. Petey is the first character that we see on stage, he is also probably the character that we doubt the least; for example, when he says that it is his chess night we are inclined to believe him. He is perhaps the only character, aside from Stanley, who is not taken in by Goldberg and McCann, which we see through his questioning their actions; â€Å"Where are you taking him?† He also is not seduced by Goldberg's speeches the way Meg and Lulu are, all he says after Goldberg talks about his childhood is â€Å"Well, we all remember our childhood†. Petey's blunt manner here shows that he is not really interested by the two newcomers, perhaps why he does not stay for the party. Petey is also quite blunt with his wife, Meg; he answers her questions but does not really elaborate what he is saying or take any interest in her, often just answering â€Å"yes† or â€Å"no†. The spectators get the impression that he would much rather be left alone, in fact the only things he seems to show any real interest in are the paper and his chess night, thus making it seem that he prefers the â€Å"outside† world to the community in the boarding house. Meg is almost the exact opposite to Petey. Unlike him, the boarding house community seems to be her world; the only time she leaves is to go shopping. She is also very proud of it, saying â€Å"this is a very good boarding house. It is. It's on the list† to Petey. Meg seems to be quite simple, asking stupid questions and making obvious statements such as â€Å"But sometimes you go out in the morning and its dark†. She also seems to believe everything people tell her, for example, she believes that Stanley is a concert pianist despite this being very unlikely. She is a trusting character who latches on to others, perhaps because her own husband does not seem to care for her. She admires Goldberg and listens to what he says; it is he who suggests that she throw a party for Stanley's birthday and she asks him what she should drink and whether she looks nice; she seems to want his approval.Sentence and Verbal Communication She also cares for Stanley, saying â€Å"he's [her] Stanley now†, and despite the fact that he sometimes bullies her; she still cares about what he thinks, for example, on page 21 after he menaces her she says in a small voice â€Å"Didn't you enjoy your breakfast Stan?† The audience gets the impression from what she says, and perhaps the nervous facial expressions we could imagine her to have at this moment, that she worries a lot about pleasing Stanley, an idea emphasised by her panic when she realises she has nothing to give him for breakfast on page 70. Overall, verbally and visually, Meg seems to be a simple and trusting character that cares a great deal about her guests and what they think. However, her last words, â€Å"Oh, it's true I was. (Pause) I know I was.† perhaps show that she is not so trusting as she seems as the pause and repetition could mean that she is trying to convince herself that what she says is true while she knows that it is not. Meg's uncertainty also appears at other points in the play where the stage directions say that she is uncertain or uneasy, such as on page 54. Perhaps this uncertainty is simple because she is not comfortable in social situations or maybe she thinks the others are making fun of her, for example, when Goldberg asks her to make a speech. The audience can get the impression that she chooses to believe the others because it is easier than confronting them, which could cause her whole world to fall apart. A lot of Meg and Petey's characterisation is done through their relationship with each other. Indeed, Pinter exploits their dialogues to add humour to the play. The fast rhythm created by the short sentences shot back and forth can remind the audience of a tennis game while Meg's constant questioning can make the audience laugh, for example on page 11: â€Å"Petey: Someone's just had a baby Meg: Oh, they haven't! Who? Petey: Some girl. Meg: Who, Petey, who? Petey: I don't think you'd know her. Meg: What's her name? Petey: Lady Mary Splatt. Meg: I don't know her.† Their dialogue is full of pointless questions, obvious statements and vague words such as â€Å"nice† which is repeated 15 times throughout the dialogue. It seems obvious to the audience that they are speaking simply for the sake of it, to fill the gap created by silence, as Meg often asks a question after a lull in the conversation to try and keep it going. The way some of the dialogue is repeated in the third act also emphasises the routine of Meg and Petey's lives as a married couple. Their actions also seem quite stereotypical, for example Petey, the husband, reads the paper while Meg, the wife, makes him breakfast, tidies the room, darns and goes shopping. Thus both the visual and verbal come together to show Meg and Petey as a comedic, stereotypical, old married couple. Lulu is a neighbour; she is the character who seems to care about visual appearance the most. The first time we see her in the play she starts putting on makeup and tells Stanley to take more care over his appearance. However, despite her saying that he looks â€Å"terrible† she still asks him to go for a walk with her. Thus showing that what she actually says is not always what she thinks as if she attaches so much importance to appearance she would not want to go out with him. Lulu is also attracted to Goldberg because of his verbal power, indeed she says â€Å"That was a wonderful speech† and â€Å"you're a marvellous speaker† to him. Therefore we can assume that speech is important to Lulu. The audience only finds out what happened between Lulu and Goldberg the next morning, although we are made aware that they are attracted to each other at the party when they embrace, by what they say. However, neither character says exactly what happened; we have to guess through hints that are made. Whereas the night before the two were physically very close, Lulu sitting on Goldberg's lap, in the morning Lulu keeps away from him, it says in the stage directions that she backs upstage left and retreats to the back door, thus creating a visual reminder of their separation. What is actually said is quite ambiguous; Lulu insists that Goldberg is the one at fault, comparing him to Eddie, her â€Å"first love†, saying â€Å"he wouldn't come into my bedroom at night with a briefcase† and â€Å"you made use of me by cunning when my defences were down†. However, Goldberg replies â€Å"Who opened the briefcase, me or you?† and â€Å"Who took them down?†, thus implying that Lulu can only blame herself for what happened. Despite the seriousness of this scene and Lulu's being obviously upset there is also humour when Lulu says â€Å"You taught me things a girl shouldn't know before she's been married at least three times!†. This adds some humour to the otherwise serious dialogue but makes Lulu lose her credibility. The ambiguity remains about whether Goldberg did use Lulu against her will as in previous scenes Lulu has acted in a quite experienced manner. Lulu does seem like a character who is quite sure of herself at other times; she doesn't mind saying what she thinks, for example she criticises Stanley, saying â€Å"you're a bit of a washout, aren't you?† As well as this, at the end she leaves the house without giving in to McCann and confessing. Indeed, she actually says â€Å"I know what's going on. I've got a pretty shrewd idea.† it's not certain whether this is true but either way it shows that she does possess a certain amount of intelligence as she knows Goldberg won't want people finding out what they did to Stanley. Overall, Lulu shows through what she says that she is an intelligent character but her relationship with Goldberg shows that she may act in a more experienced way than she is. Stanley is another character who shows a lot of pretence, the way he speaks and acts changes depending on the characters he is with. Throughout the entire play we wonder who he really is and what he is doing in the boarding house. In a way he plays many different roles in the play. With Meg he is a son, a boarding house guest or a angry lover, with Lulu he tries to be a â€Å"real† man, with McCann and Goldberg he tries to be strong but he soon breaks down. Indeed, it is hard to work out exactly who Stanley is without looking at each of his relationships with the other characters. When we first see Stanley, he is dressed in pyjamas and is unshaven; he could seem like a stereotypical lazy teenager, especially as he has slept in. Indeed, before we see him Meg and Petey talk about him and Meg continually calls him â€Å"the boy†. She also says that she'd rather have a boy when Petey tells her that a Lady Mary Splatt has had a baby girl. This could lead the audience to believe that Stanley is their son. When Meg goes to wake him up we do not see what happens, we simply hear laughter from Meg and shouts from Stanley, and it is not certain exactly what is happening. Perhaps Meg is tickling Stanley (something that she later threatens to do), perhaps she is taking his covers or perhaps she is doing something of a more sexual nature as when she returns she is panting and her hair is messed up. The first dialogue we see between Meg and Stanley involves Meg continuing to treat him like a child, saying he can't have his second course until he's finished his first. However, Stanley does not act like a child; he threatens to leave Meg, saying â€Å"I'll have to go down to one of those smart hotels on the front†. Later on, Stanley morphs back into a child, teasing Meg when she tells him to say sorry first, replying â€Å"Sorry first† instead of sorry, while Meg says he deserves the strap before becoming flirtatious, speaking â€Å"coyly†. The speed in which Meg changes both verbally and visually from treating Stanley like a son to a lover is quite startling, one second she is ruffling his hair and the next she is sensually stroking his arm. However, one thing remains constant, and that is Stanley's reaction to her touching him, every time he recoils or pushes her away. He also criticises her verbally, saying she isn't a good wife and doesn't know how to make tea. It is due to all this changing that the audience does not know for certain what their relationship is, we do get the impression though that they have had a sexual relationship is the past as Meg says â€Å"I've had some lovely afternoons in [your] room† and asks him to give her a kiss on page 36. It seems as though Stanley is ashamed of what happened though, which is why he treats her so badly. Stanley's relationship with Lulu is quite different. He tries to talk to her, talking about the weather in a way which echoes Meg and Petey's conversation. This makes it seem as though he has very little contact with anyone else as this is the only way he knows how to talk, an idea emphasised by Lulu asking him if he ever goes out. He also lies to her, saying he went swimming â€Å"all the way to the headland† that morning, which we know to be untrue, and asks her to go away with him but does not know where to. This dialogue shows that Stanley is socially inept as well as emphasising his lack of contact with the outside world. Stanley's relationship with McCann is hard to ascertain, we can not even be sure whether they knew each other before coming to the boarding house. Although, at the beginning of the second act McCann asks Stanley if they've met before and Stanley replies that they haven't, Stanley later goes on to say that he's â€Å"got a feeling† they've met before. They both whistle the same song, making it seem as though they do have a link. Stanley tries to act verbally powerful with McCann, mimicking Goldberg; he talks about his past and business, a theme which Goldberg made a speech about in the first act. However, Stanley soon falters in his speech, pausing and ending with the words â€Å"Do you know what I mean?† which McCann answers with an abrupt â€Å"No†. This shows the audience that McCann is not really interested in Stanley's words, and perhaps that he is not taken in by his lies. The power of speech does not seem to work well with McCann as he refuses to answer Sta nley's questions about why they are here, thus making Stanley seem quite weak, especially compared to the threatening and violent Stanley we saw with Meg in the first act. It seems that Stanley knew Goldberg, or at least of him, prior to his arrival at the boarding house as he seems afraid of him before he has even spoken to him: In act one when Meg tells him Goldberg's name he does not reply, just stays sitting still, the audience could think that this is because he is afraid as if he didn't recognise the name he would've perhaps said so when Meg asked him. He also asks McCann questions about him, although he does not say Goldberg's name but simply refers to him as â€Å"he†. Goldberg however says that he â€Å"hasn't had the pleasure† when Meg asks him if he's met Stanley, this fits with McCann's refusing to acknowledge that Stanley may have known him before: the two characters try to hide any links they may have with Stanley. Stanley also tries to make Goldberg leave, again showing his fear of him, either because he is from some kind of organisation that Stanley has run away from or because Stanley is simply afraid of â€Å"outsidersà ¢â‚¬ . Thus, Stanley shows his fear through what he says, despite never stating that he is actually afraid. Stanley's relationships with Goldberg and McCann revolve around secrecy and power. Indeed, the characters of McCann and Goldberg themselves seem to be defined by their power as well as their origins, which are shown verbally and visually McCann is a typical Irish name, and the two Christian names he is called by in the play, Dermot and Seamus, are also typically Irish. As well as this we could imagine that the character speaks with an Irish accent. There are also certain humorous things to do with McCann's â€Å"irishness†. Firstly, when Stanley asks him where he is from he replies â€Å"Where do you think?†, this could seem funny to the audience as it is plainly obvious that McCann comes from Ireland. Secondly, McCann refuses to drink Scotch whisky, pouring himself Irish whisky instead. McCann is also characterised by his physical power. It is always he who carries out physical actions, such as breaking the glasses, bringing Stanley downstairs and fighting physically with him. McCann's physical power is easy to see but this power also causes him to act like a servant as he has to carry the suitcases and the alcohol. This is a visual reminder of Goldberg's superiority to him, which is shown verbally by both characters in the play as well. For example in the first act McCann asks Goldberg many questions and needs assurance from Goldberg, making it obvious that it is he who is in charge. Unlike McCann, Goldberg is a Jewish character. He does not seem to take so much pride in his roots as McCann as he never actually mentions that he is Jewish. However, Goldberg and Simon (Simey) are typical Jewish names and throughout the play we are reminded of his origins through the use of Jewish words such as â€Å"gefilte (fish)†. His religion is also used in a humorous way when McCann says â€Å"You've always been a true christian† and Goldberg replies â€Å"In a way†, this could make the audience smile as the fact that Goldberg is Jewish is very obvious. Goldberg seems to try hard to show that he is integrated in the English â€Å"way of life†. He uses many idiomatic expressions and also creates an image of a cosy family life in the past. Goldberg is characterised by his verbal power instead of physical power. Indeed, except at one point in the play, when he tries to strangle McCann, he seems to be completely physically incapable of action; he is almost always sitting down and cannot defend himself when Stanley kicks him in the stomach during the interrogation scene. Goldberg's physical inability is contrasted with his verbal ability. Whenever Goldberg speaks in the first two acts, whether it is about Stanley, the past or something else, the other characters are in his thrall. They cannot help but listen to him, and the results of this depend on how he uses his power, for example he causes Stanley to break down by interrogating him and seduces Lulu through his speeches. Sometimes when he speaks he uses complicated words, making it hard for the other characters to understand him, such as when he â€Å"explains† to McCann what they are going to do he says â€Å"The main issue is a singular issue and quite distin ct from your previous work. Certain elements, however, might well approximate in points of procedure to some of your other activities†. It is unlikely that this explanation has helped McCann to understand. This complicated sounding explanation, however, would probably make Goldberg seem even more important to both McCann and the audience. Goldberg also uses idiomatic expressions such as â€Å"You're getting on her wick† or â€Å"I gave her a peck†; he also changes a vulgar expression into a more polite version: â€Å"You're getting on my breasts†. These expressions are used quite often in his long speeches with the occupants of the boarding house and Lulu which makes it seem that Goldberg is trying to make his language suitable for these people, while still keeping his verbal power. Goldberg's manipulation using language is particularly obvious when the lights all go out as he stops using long speeches to make people do what he wants and instead gives plain orders, such as â€Å"Everyone quiet! Help him find the torch.† He is also very capable at questioning characters, as shown by his vio lent interrogation of Stanley but also the efficient, softer interrogation of Meg on page 31. However, in the last act, Goldberg seems to lose his power: He keeps pausing and seems unsure of what he wants to say, this uncertainty climaxes with the lines: â€Å"Because I believe that the world†¦ (Vacant.)†¦.Because I believe that the world†¦ (Desperate.) †¦ BECAUSE I BELIEVE THAT THE WORLD†¦(Lost.)†¦.†. It is as though he has used up all his verbal power the night before and has none left. We also notice that Petey, unlike Lulu and Meg, talks back to Goldberg, telling him to do things, thus emphasising his loss of power. In order to get his power back, Goldberg orders McCann to blow in his mouth on page 79. This shows how despite being a powerful character, Goldberg relies on McCann to act for him and to keep him in power. Goldberg and McCann have used their verbal and visual powers not only to control Stanley but also to â€Å"break† him. By the end of the play he is incapable of speech and his appearance is completely changed. He â€Å"is dressed in a dark well-cut suit and white collar and â€Å"he is clean-shaven†. This change in Stanley's visual appearance is a sign of his inner change. Another sign of this change is his lack of comprehensible verbal reactions to Goldberg and McCann's goading him. Indeed, he simply makes noises such as â€Å"Uh-gug†¦uh-gug†¦eeehhh-gag†¦Caahh†¦Ã¢â‚¬  before visually showing his resignation by shuddering and dropping his head. Thus, the power struggles in this play, and perhaps also in real life, are shown through the verbal and the visual aspects of the play and its characters Violence and fear are two very important themes in the play that are linked to power. Pinter exhibits these themes through the verbal and the visual. Indeed, there is a sort of crescendo of violence and fear in the play involving dialogues, language and images. In the first act, the violence is kept minimal until the end, and the majority of this violence is directed from Stanley towards Meg. There are many exclamations and Stanley swears, saying â€Å"Not the bloody table†, he also â€Å"throws her arm away† when she goes to ruffle his hair. These small things soon become larger, with Stanley menacing Meg: â€Å"Tell me, Mrs Boles, when you address yourself to me, do you ever ask yourself exactly who you are talking to?† and scaring her by talking about a wheelbarrow. The last image from the act involves Stanley and Meg again, in the stage directions it says â€Å"beating [the drum] regularly, he begins to go round the table a second time. Halfway round the beat becomes erratic, uncontrolled, Meg expresses dismay. He arrives at her chair, banging the drum, his face and the drumbeat now savage and possessed.† The crescendo of the drumbeat could represent the crescendo of the violence in the play itself and this v iolent image also sets Stanley up to commit violence later on in the play. The second act opens with a menacing image; McCann tearing up strips of newspaper. We can imagine a violent tearing sound to accompany his actions. After this threatening image McCann and Stanley's conversation soon turns violent, with Stanley grabbing hold of McCann's arms and McCann speaking â€Å"savagely [and] hitting his arm†. Stanley is obviously afraid, asking McCann questions such as â€Å"Has he told you anything† in a â€Å"hissing† voice. Their dialogue ends when Goldberg enters with Petey however the violent and menacing atmosphere starts up again once Stanley is alone with Goldberg and McCann. The violence starts verbally, with many questions asked quickly and exclamations, with accusations such as â€Å"He's killed his wife!† The violent dialogue soon becomes visual as shown by the stage directions, â€Å"[Stanley] looks up slowly and kicks Goldberg in the stomach, Goldberg falls. Stanley stands. McCann seizes a chair and lifts it above his head. Stanley seizes a chair and covers his head with it. McCann and Stanley circle.† This shows how the fight with words (the interrogation) has become a physical fight. It is obvious, however, that Stanley has lost the fight as he is incapable of speech, he can only grunt and make animal sounds. It is also McCann who has the last word, shouting, â€Å"The bastard sweat pig is sweating† before the scene calms down abruptly due to Meg's arrival. The violence of the act is kept at bay for a while; however, there is a disconcerting image, which can remind us of the interrogation scene. This is when a toast is made to Stanley with the lights off and a torch shining into his face, just like a stereotypical interrogation scene. The violence of the act is continued in the game of blind man's buff; this violence is visual and is only punctuated by the characters' asking questions and their fearful exclamations. It involves Stanley, who is playing the â€Å"blind man†, first McCann breaks his glasses and Stanley treads on the drum, he then tries to strangle Meg when the lights all go out. The darkness of the stage creates more fear, both amongst the characters but also perhaps among the audience. The sounds that are heard; grunts, a drumbeat, whimpers and then a scream add to this fear and alarm. The act ends with Stanley seeming to try to rape an unconscious Lulu and then Stanley backing away against the wall while everyone else walks menacingly towards him. This is the climax of the violence and menace of the play and this image emphasises how Stanley has had a break down, while also showing his inner feelings: he hates Meg, so tries to kill her; he is attracted to Lulu but the only way he can show his â€Å"manliness† is to rape her. In the last act, there is a lot less violence than in the second. However, there are reminders of the violent second act in the broken drum and glasses. There is also a scene between Goldberg and McCann in which we see Goldberg act violently for the first time, instead of speaking violently: he yells murderously â€Å"Don't call me that! NEVER CALL ME THAT† and seizes McCann by the throat†¦ McCann also yells at Lulu â€Å"savagely† to confess. The audience can notice that the violence perpetuated in this act seems to have less meaning than in the first and second. In the first, the violence helps to characterise Stanley and make us understand what he is capable of whereas in the second it is part of McCann and Goldberg's â€Å"breaking† Stanley, but in the third act it seems to be more associated with the anger of the characters and have less of a real aim. The only violence that does have an aim is the violence that happened upstairs; this violence is mentioned by McCann and Goldberg without referring to it directly. We understand that McCann and Goldberg are actually afraid of what happened through what they say, for example McCann says on page 73 â€Å"I'm not going up there again†. This non visual violence that we are left to imagine seems worse than the violence we saw on stage because of our lack of knowledge of it. All of the visual violence in the play seems quite serious, however at times this is contrasted with humour in the characters' speech. A good example of this is during the interrogation scene in which serious questions and accusations are interspersed with comic lines and expressions, such as McCann saying â€Å"Mother defiler† followed by Goldberg asking why Stanley picks his nose. Stanley himself joins in with this humour at times, saying â€Å"No hands† when Goldberg asks him how many fingers he uses to play the piano. The verbal humour placed alongside violence and seriousness can be quite disconcerting for the spectators and could cause them to take the violence a little less seriously. Much of the characters' fear is caused by the violence of other characters, however, it is also caused by the unknown or secrecy which is shown through verbal communication, or lack of verbal communication, between characters. Stanley's fear in the first act is the main example of this, when Meg mentions the two men that are coming Stanley shows fear, through his actions and his words. He repeats things such as â€Å"It's a false alarm. It's a false alarm† and paces the room, which indicates worry. Stanley is also afraid because he doesn't know why the two men are there, something which is shown by his frantic questioning of McCann. McCann himself also worries about the unknown. We see him question Goldberg about what the job will involve and what he will have to do, his worry is shown particularly through Goldberg ‘s mentioning it. He tells him first to stop worrying and then to stop being so nervous. This shows that fear of the unknown is not simply limited to weaker characters such as Stanley but also physically strong ones; an idea which could also apply to real life. The audience itself never finds out who Goldberg and McCann are and why they are here. Indeed, much of what we know about Goldberg and is past is what he has decided to tell the other characters and we find it impossible to believe him. This is for several reasons: Firstly, he paints a picture of a good, family life which is hard to connect with his seduction of Lulu and his behaviour towards Stanley. Secondly, the way he describes his mother is almost identical to the way he describes his wife; the echoes in his description of them make it seem as though he is almost making them up. Lastly, we know Goldberg lies, for example he tells Petey that McCann is called Dermot and later on in the book he calls him Seamus, he also tells Petey that Stanley is alright. Lies seem to be quite important in this play, especially when talking about the past. Many of the characters lie to each other or at least say something which we could think was a lie. Stanley talks about being a concert pianist and his business, Goldberg talks about his family and Meg talks about hers, while Petey lies to Meg at the end about Stanley still being upstairs. Many of these lies do not seem to do any harm; in fact they seem to make the characters feel better about themselves as they become nostalgic and reflective. However, they add to the level of uncertainty which we find in the play and make it even harder for the audience to know what is going on. To conclude, Pinter takes advantage of both the verbal and the visual to emphasise certain things and explain them completely, such as the characters and their relationships, while also using them to show the themes of the play: Power, violence, fear and secrecy. He also uses it to relax the tension at times through humour but most of all it is used to create ambiguity. The audience can be sure of very few of the things that are said in this play which leads to many varied interpretations of the events and the characters. Perhaps this is what Pinter was hoping for.

Black Americans Essay

Firstly black Americans faced problems in the south because of lynching and the Jim Crow Laws. Lynching meant that racist white Americans would put the law into their own hands and punish black people whenever they please. They would hang the victim from a tree. In 1897 123 black people were lynched in the south, 84 in 1903 and 61 in 1921. The police would turn a blind eye and made no effort to stop lynching from happening. Even though slavery ended in 1865 black people faced the threat of violence, intimidation and racial discrimination on almost a daily bases. The Jim Crow Laws were created to keep whites and coloured people away from each other. The Jim Crow Laws covered all the aspects of life. Black Americans were stopped from using the same restaurants, hotels, libries, taxis, and even cemeteries. If black people wanted to vote the Jim Crow Law made them have to pass a difficult literacy test and they would have to pay high taxes. Nearly 2million black Americans moved from the southern states to the north in hope of a better life. This was called the Great Migration They thought they would be able to escape the Jim Crow Laws and racism as a whole, they wanted to go to the north for a better chance at jobs and education but little did they know. Secondly black Americans faced problems in the south because of the KKK. The KKK stands for the Ku Klux Klan; they were a racist group and were part of a secret society. The leader of the KKK in the 1920’s was a dentist called Hiram Wesley Evans whose name in the KKK was Imperial Wizard. Only WASP’s could belong to the KKK- White Anglo Saxon Protestants. The KKK targeted blacks mainly, but they also hated Jews, Catholics and Liberals but there main focus was poor black families that were very vulnerable. 5 million white Americans joined the KKK between 1920 to 1925. Most members where poor white people because they were afraid that black people would take over their jobs. Some of the KKK members were judges, policemen and lawyers. They would dress in white sheets and white hoods to cover their identities. The KKK used a variety of different methods such as intimidation, murders, raping, whipping, lynching, castration and tar burning. The Black Americans tried to fight back using non-violent methods. The NAACP -National Association for the Advancement of Coloured People- asked the president for new laws to help combat the KKK violence but received very little results. In the 1920’s Black Americans started to turn to the ‘Back to Africa’ movement which told blacks that they should return to their native America. This was started by Marcus Garvey but the whole movement faltered when he was arrested for fraud and sent to prison. In 1926 membership of the KKK dropped from 2million to 300,000 people. Lastly black Americans faced problems in the north because there was still racism around. Black people would be sent to live in the worst parts of the poorest cities. They were last to be hired and first to be fired from any jobs that they could get their hands on. Factory owners in northern cities knew that huge numbers of black people knew how to work well because of the slavery era. So they sent people down South to encourage them to take jobs in their factories up North with promises of good salaries. They wanted to add to the pool of white workers to keep down wages. So the black workers were encouraged to move North to compete with white workers. The white workers did not welcome the black workers with open arms because they naturally saw them as a threat. The black workers were willing to work for less money at least at first. So this led to racial tension. The white Americans refused to accept black members to protect the jobs. Another thing was that white neighbourhoods did not want poor black people and the problems that came with them moving into their neighbourhoods. It was a bad situation all around and led to much racial issues and even race riots These are the problems black people faced in the USA during the 1920s.

Education as an economical issue

Education as an economical issue MY POSITION: In the first look, education seems to be a social issue, but in my point of viewthere are many economical issues that are hidden. Many parents do not want to send theirchildren to school because of some financial problems. Either both parents work at the same timethat they cannot take their child to school and also the bus school is not available to the distancewhich they live.On the other hand, there may be many parents who cannot afford to buy manysupplements which their child needs in school. In my opinion there should be a government aid toall the parents that have these problems. Kerry also agrees with me and asserts, " Providingstudent loan loans for college kids is an ethical issue" (issues2000.org).DEMOCRATIC PARTY POSITION: Wesley Clark on Education claims that education includesjob transitioning for adults (Sep 18). Increase teacher training teacher pay (Jun 17).Education@EdunationHoward Dean on Education said that Bush's "No Child Left Behind" is an unfunded mandate(May 17). John Edwards on Education quotes "Two school systems: one for the have's, one forhave-not's" (Sep 4).Free first year of college for all willing to work for it (Jun 17). (issues2000.org)

On Rhetoric, or the Art of Eloquence, by Francis Bacon

On Rhetoric, or the Art of Eloquence, by Francis Bacon Father of the scientific method and the first major English essayist, Francis Bacon published Of the Proficience and Advancement of Learning, Divine and Human in 1605. This philosophical treatise, intended as an introduction to an encyclopedic study that was never completed, is divided into two parts: the first part broadly considers the excellency of learning and knowledge; the second focuses on the particular acts and works . . . which have been embraced and undertaken for the advancement of learning. Chapter 18 of the second part of The Advancement of Learning offers a defense of rhetoric, whose duty and office, he says, is to apply reason to imagination for the better moving of the will. According to Thomas H. Conley, Bacons notion of rhetoric seems novel, but what Bacon has to say about rhetoric . . . is not as novel as it has sometimes been represented, however interesting it might be otherwise (Rhetoric in the European Tradition, 1990). On Rhetoric, or the Art of Eloquence* from The Advancement of Learning by Francis Bacon 1 Now we descend to that part which concerneth the illustration of tradition, comprehended in that science which we call rhetoric, or art of eloquence; a science excellent, and excellently well laboured. For although in true value it is inferior to wisdom, as it is said by God to Moses, when he disabled himself for want of this faculty, Aaron shall be thy speaker, and thou shalt be to him as God; yet with people it is the more mighty: for so Salomon saith, Sapiens corde appellabitur prudens, sed dulcis eloquio major a reperiet1; signifying that profoundness of wisdom will help a man to a name or admiration, but that it is eloquence that prevaileth in an active life. And as to the labouring of it, the emulation of Aristotle with the rhetoricians of his time, and the experience of Cicero, hath made them in their works of rhetorics exceed themselves. Again, the excellency of examples of eloquence in the orations of Demosthenes and Cicero, added to the perfection of the precepts of eloqu ence, hath doubled the progression in this art; and therefore the deficiences which I shall note will rather be in some collections, which may as handmaids attend the art, than in the rules or use of the art itself. 2 Notwithstanding, to stir the earth a little about the roots of this science, as we have done of the rest; the duty and office of rhetoric is to apply reason to imagination for the better moving of the will. For we see reason is disturbed in the administration thereof by three means; by illaqueation2 or sophism, which pertains to logic; by imagination or impression, which pertains to rhetoric; and by passion or affection, which pertains to morality. And as in negotiation with others, men are wrought by cunning, by importunity, and by vehemency; so in this negotiation within ourselves, men are undermined by inconsequences, solicited and importuned by impressions or observations, and transported by passions. Neither is the nature of man so unfortunately built, as that those powers and arts should have force to disturb reason, and not to establish and advance it. For the end of logic is to teach a form of argument to secure reason, and not to entrap it. The end of morality is to procur e the affections to obey reason, and not to invade it. The end of rhetoric is to fill the imagination to second reason, and not to oppress it: for these abuses of arts come in but ex obliquo3, for caution. 3 And therefore it was great injustice in Plato, though springing out of a just hatred to the rhetoricians of his time, to esteem of rhetoric but as a voluptuary art, resembling it to cookery, that did mar wholesome meats, and help unwholesome by variety of sauces to the pleasure of the taste. For we see that speech is much more conversant in adorning that which is good, than in colouring that which is evil; for there is no man but speaketh more honestly than he can do or think: and it was excellently noted by Thucydides in Cleon, that because he used to hold on the bad side in causes of estate, therefore he was ever inveighing against eloquence and good speech; knowing that no man can speak fair of courses sordid and base. And therefore as Plato said elegantly, That virtue, if she could be seen, would move great love and affection; so seeing that she cannot be showed to the sense by corporal shape, the next degree is to show her to the imagination in lively representation: for to sh ow her to reason only in subtlety of argument was a thing ever derided in Chrysippus4 and many of the Stoics, who thought to thrust virtue upon men by sharp disputations and conclusions, which have no sympathy with the will of man. 4 Again, if the affections in themselves were pliant and obedient to reason, it were true there should be no great use of persuasions and insinuations to the will, more than of naked proposition and proofs; but in regard of the continual mutinies and seditions of the affections, Video meliora, proboque,Deteriora sequor, 5 reason would become captive and servile, if eloquence of persuasions did not practice and win the imagination from the affections part, and contract a confederacy between the reason and imagination against the affections; for the affections themselves carry ever an appetite to good, as reason doth. The difference is, that the affection beholdeth merely the present; reason beholdeth the future and sum of time. And therefore the present filling the imagination more, reason is commonly vanquished; but after that force of eloquence and persuasion hath made things future and remote appear as present, then upon the revolt of the imagination reason prevaileth. 1 The wise-hearted is called discerning, but one whose speech is sweet gains wisdom (Proverbs 16:21).2 The act of catching or entangling in a snare, thus entrapping in an argument.3 indirectly4 Stoic philosopher in Greece, third century BC5 I see and approve the better things but follow the worse (Ovid, Metamorphoses, VII, 20). Concluded on page 2*This text has been taken from the 1605 edition of  The Advancement of Learning, with spelling modernized by editor William Aldis Wright (Oxford at the Clarendon Press, 1873). 5 We conclude therefore that rhetoric can be no more charged with the colouring of the worse part, than logic with sophistry, or morality with vice. For we know the doctrines of contraries are the same, though the use be opposite. It appeareth also that logic differeth from rhetoric, not only as the fist from the palm, the one close, the other at large; but much more in this, that logic handleth reason exact and in truth, and rhetoric handleth it as it is planted in popular opinions and manners. And therefore Aristotle doth wisely place rhetoric as between logic on the one side, and moral or civil knowledge on the other, as participating of both: for the proofs and demonstrations of logic are toward all men indifferent and the same; but the proofs and persuasions of rhetoric ought to differ according to the auditors: Orpheus in sylvis, inter delphinas Arion 1 Which application, in perfection of idea, ought to extend so far, that if a man should speak of the same thing to several persons, he should speak to them all respectively and several ways: though this politic part of eloquence in private speech it is easy for the greatest orators to want: whilst, by the observing their well-graced forms of speech, they leese2 the volubility of application: and therefore it shall not be amiss to recommend this to better inquiry, not being curious whether we place it here, or in that part which concerneth policy.   6 Now therefore will I descend to the deficiences, which (as I said) are but attendances: and first, I do not find the wisdom and diligence of Aristotle well pursued, who began to make a collection of the popular signs and colours of good and evil, both simple and comparative, which are as the sophisms of rhetoric (as I touched before). For example:   Sophisma.Quod laudatur, bonum: quod vituperatur, malum.Redargutio.Laudat venales qui vult extrudere merces. 3 Malum est, malum est (inquit emptor); sed cum recesserit, tum gloriabitur!4 The defects in the labour of Aristotle are three: one, that there be but a few of many; another, that their elenches5 are not annexed; and the third, that he conceived but a part of the use of them: for their use is not only in probation, but much more in impression. For many forms are equal in signification which are differing in impression; as the difference is great in the piercing of that which is sharp and that which is flat, though the strength of the percussion be the same. For there is no man but will be a little more raised by hearing it said, Your enemies will be glad of this, Hoc Ithacus velit, et magno mercentur Atridae, 6 than by hearing it said only, This is evil for you.   7 Secondly, I do resume also that which I mentioned before, touching provision or preparatory store for the furniture of speech and readiness of invention, which appeareth to be of two sorts; the one in resemblance to a shop of pieces unmade up, the other to a shop of things ready made up; both to be applied to that which is frequent and most in request. The former of these I will call antitheta, and the latter formulae.   8 Antitheta are theses argued pro et contra7; wherein men may be more large and laborious: but (in such as are able to do it) to avoid prolixity of entry, I wish the seeds of the several arguments to be cast up into some brief and acute sentences, not to be cited, but to be as skeins or bottoms of thread, to be unwinded at large when they come to be used; supplying authorities and examples by reference. Pro verbis legis.Non est interpretatio sed divinatio, quae recedit a litera:Cum receditur a litera, judex transit in legislatorem.Pro sententia legis.Ex omnibus verbis est eliciendus sensus qui interpretatur singula. 8 9 Formulae are but decent and apt passages or conveyances of speech, which may serve indifferently for differing subjects; as of preface, conclusion, digression, transition, excusation, etc. For as in buildings there is great pleasure and use in the well casting of the staircases, entries, doors, windows, and the like; so in speech, the conveyances and passages are of special ornament and effect. 1 As Orpheus in the woods, as Arion with the dolphins (Virgil, Eclogues, VIII, 56)2 lose3 Sophism: What is praised is good; what is censured, evil.Refutation: He who praises his wares wishes to sell them.4 Its no good, its no good, says the buyer. But after he goes he exults in his bargain.5 refutations6 This the Ithacan desires, and for it the sons of Atreus would pay much (Aeneid, II, 104).7 for and against8 For the letter of the law: It is not interpretation but divination to depart from the letter of the law. If the letter of the law is left behind, the judge becomes the legislator.For the spirit of the law: The meaning of each word depends on the interpretation of the whole statement.

Peruse some sources to find a relationship between dress codes and Essay

Peruse some sources to find a relationship between dress codes and success in the work place. Remeber to focus on anglophone cultures - Essay Example This is because an organization’s image is represented by its employees, with outstanding expertise and academics, one’s appearance lay the foundation for perceptions; internal as well as external (Howard, p. 234). Eventually, appearance plays a great deal in one’s success. Dressing in a work appropriate manner portrays one’s seriousness towards their job. If the employer doesn’t dress appropriate, employees would not see him respectfully. Dressing appropriately shows good work ethics, mainly because employees are meant to display a professional image to the clients and customers. Although, dress code provides an opportunity for self-expression, but wearing things inappropriate can hinder the success level (Neil, p.279). Furthermore, certain criteria should not be ignored while dressing for work, like cultural aspects and nature of the job. Organizations give peculiar guidelines regarding dress code to help their workers verify what constitutes fitting and agreeable work environment clothing. In accordance with the Anglophone culture: a suit and wingtips would look perfect on a financial analyst; while it might look out of place on a telephone operator. In the same manner, a professor cannot go to the class wearing miniskirt, or gowns or really casual clothes. Several studies have shown that looking good from outside can make one feel good inside, which is why it is also vital to take care of employees’ comfort. Many companies also have pretty impressive dress code policies, designed in a way that allows employees to have a professional image, as well as respecting the comfort and style element intact. On the other hand, there are companies with formal dress code policies and documents with specific instructions prohibiting women from wearing certain pieces of jewelry and men from wearing cufflinks or sneakers (Workplace Law Handbook, p.179). Guidelines provided by companies for dress code and attire correspond with several factors, such