Africian American Writers essays

Africian American Writers essays Booker T. Washington and William DuBois, both African American men, have enlightened the literary world with their brilliant works. Booker T. Washington spent his childhood as a slave with no formal education. After overcoming much diversity, he became a national spokesman and writer advocating equality for African Americans. On the contrary, William DuBois, although his ideas and writings were very similar to Washingtons, took a more radical approach to improving the lives of African American men and women. Although DuBois and Washington had similar ideas, the methods to which they used to achieve successful implementation of these ideas differed greatly. Washingtons famous Atlanta Exposition Address indirectly stated that African Americans could survive only through submission. Through his speech, Washington seems to accept or condone slavery and the prejudices and racial inferiorities that stem from it. By doing so, he seeks to eventually increase African Americans civil rights by way of compromise. He advocates peaceful cooperation by the African Americans and blending of the races. Washington believed that through these peaceful methods and initial acceptance of injustice by the African Americans that they, African Americans, will benefit in the long run. On the contrary, William DuBois proved to be a bolder, less passive advocate of equality for African Americans. Through his writings, DuBois expressed his extreme dislike of the nations treatment of African Americans. In The Souls of Black Folk, DuBois criticizes Washington for his laid-back attitude and the way he compromised justice for African American people on the account of cooperation. Although the respect he felt towards Washington is evident, DuBois felt that Washington ...practically accepts the alleged inferiority of the Negro races (724). DuBois recognizes Mr. Washingtons ...invaluable service in counseling patie...

I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay Example

I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay Example I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay Essay Topic: Talk In Act 3 Scene 5, Romeo and Juliet have just woken up from spending their night together, in other words consummating the marriage. Juliets nurse then comes in and says that her mother wants to speak with her. Romeo bids Juliet a goodbye, articulating that they will meet again. Then Juliets mother, Lady Capulet, bursts in and announces that Juliet will have to marry Paris next Thursday morning. Juliet is probably thinking How can I marry Paris, when I am already married to Romeo?Then, in comes her father, Lord Capulet, who complains about her still crying. Then he looks towards Lady Capulet, and asks her whether she has told Juliet the news about her wedding. Lady Capulet replies by saying she has told Juliet, but then backfires by saying she wishes Juliet was dead and married to her grave. Juliet says she is proud at what her father found for her, but she is not thankful of something she hates. Her father then goes on to verbally abusing her, and concludes by saying if she is not at the church on Thursday morning, he will disown her.The type of language features Shakespeare uses in Act 3 Scene 5 of Romeo and Juliet are oxymorons, double meanings, similes and metaphors. An example of an oxymoron is when Romeo says O brawling love! Here Romeo is describing how out of love he is. Here Rosaline rejected him and he dramatically mourned over the loss. An example of a double meaning is when Juliet is talking to her mother, after her mother says marry, I will not marry yet. And when I do, I swear it will be Romeo, whom you know I already hate, rather than Paris.These are news indeed! Juliet, very cunningly, twists her words when she is around her mother. She says that she would rather Romeo, but she is already married to him. But her mother does not know that Romeo and Juliet are lawfully married. An example of a metaphor is when Juliets father is abusing her and saying spiting things like, Out you green sickness, carrion! Out you baggage! You tallow face! Juliets fat her is calling her spiteful things like You disgust me, you little bug! He is letting his angry emotions out on Juliet by expressing how he feels about Juliets decision about the marriage he chose for her.One of the ways Shakespeare also creates sympathy for Juliet is by causing so many horrid events to happen at the same time for Juliet. I think that because of Tybalt dying, Romeo leaving, there being a chance that he may never return and that Juliet is being forced into an arranged marriage with Paris, Juliet is distraught. And the fact that Juliet has not got a mother figure, one that she can trust, plays a big part in how Shakespeare creates sympathy for Juliet.Juliet had had the nurse as a mother figure for nearly all of her life, the nurse even breastfed Juliet since she was little. Tis since the earthquake now eleven years; And she was weand,I never shall forget it,- Of all the days of the year, upon that day: For I had then laid wormwood to my dug, Sitting in the sun under t he dove-house wall; My lord and you were then at Mantua: Nay, I do bear a brain:but, as I said, When it did taste the wormwood on the nipple Of my dug and felt it bitter, pretty fool, To see it tetchy and fall out with the dug! Here the nurse is sharing her experience of Juliet being breastfed.Even though the nurse is like a mother to Juliet, when Juliet asks the nurse for comfort in time most needed; the nurse simply replies back I think it best if you married with the county. Oh, hes a lovely gentleman. Romeos a dishclout to him. The nurse is giving her opinion to Juliet, which is something Juliet does not want to here, because she trusted the nurse and just in that quote, I think that the trust between Juliet and the nurse is broken.Additionally Juliet feels that she is left in total darkness, when multiple scenarios happen at the same time for Juliet; Romeo leaves her, she is forced to marry Paris, Tybalt, her close cousin has recently died, and when Juliet asks the nurse for co mfort and advise, the nurse backstabs Juliet in the back by not saying what Juliet wants to hear. Here, we discover the weakness of the nurse by her sudden actions towards Juliet. Everyone leaving Juliet in a way reflects this in the staging of the scene, her cousins death, Romeo going to Mantua and then the nurse, who she trusts dearly, doesnt sympathise about what she is feeling.The themes Shakespeare uses in Act 3 Scene 5 are many. Some themes included in the play are love. There are different types of love in Romeo and Juliet. There is courtly love, dutiful love and true love. Courtly love is used when Romeo is talking about Rosaline and how she is not hit with Cupids arrow, like Romeo is. Romeo tends to be very dramatic when referring to love. Another name for courtly love is petrarchan love. Dutiful love is the love between Paris and Juliet. Paris has always been loyal to Juliet through out the whole play. At the end of the play, Paris dutiful love gains him a place next to Ju liet on her deathbed. True love is the love that is conveyed. Romeo and Juliet.When Romeo says to Juliet, Farewell! I will omit no opportunity that may convey my greetings, love, to thee. Romeo is expressing his love toward Juliet, because quite frankly, Juliet is never going to see Romeo again, though the audience and characters dont know this. Shakespeare mostly creates sympathy for Juliet by using dutiful love and true love. By using true love, Shakespeare is making Juliet feel quite lonely because her husband is leaving her, and maybe, never coming back. By using dutiful love, I think Shakespeare makes Juliet feel guilty in a way because Paris truly loves her, but she is being disloyal to him because she is already married to another man.Furthermore, Shakespeare also creates sympathy for Juliet by creating the audience in Romeo and Juliet a patriarchal society, making the men have more priority to woman over many things. In the case where Juliet is forced to marry Paris, she has to marry because her father was forcing her. And the fact that Lord Capulet is a man, and considered the head of the house, every one in the house including Lady Capulet, Juliet, the nurse and the servants have to obey the man of the house. This creates sympathy for Juliet, because her father, because of the patriarchal society, forces her choices in life upon her. If Juliet does not listen to her father then he said he will disown her. Hang thee, young baggage! Disobedient wretch!I tell thee what: get thee to church o Thursday, Or never after look me in the face: Speak not, reply not, do not answer me; My fingers itch. He also wanted to slap her because she was being so disobedient and stubborn.In conclusion, I think how Shakespeare creates sympathy for Juliet is very meaningful, because of the way he plays with the audiences feelings towards Juliet. It also adds quite a bit of conflict to the play between the families at the end of the play. Romeo and Juliet did not mean to fall in love; they were destined to fall in love and then die, since the start of the tragedy. They are Star-crossed lovers from the start of the play; the evidence is in the prologue. The way Shakespeare created sympathy for Juliet, led her to bear no more of the things she was forced to do, so it lead to two lovers from two spiteful families to take their lives, just for their voices to be heard to reach the family.

350- to 700-word essay comparing the similarities and differences Term Paper

350- to 700-word essay comparing the similarities and differences between virtue theory, utilitarianism, and deontological ethics - Term Paper Example In order to understand these principles better and understand how they can apply to real-life situations it is best to discuss the strengths and weaknesses of each individually and then highlight their commonalities and differences. Utilitarianism focuses on the idea that what is morally or ethically right is the course that results in the best possible consequences or what creates the greatest happiness among the larger portion. After all human beings work off of a pleasure principle in their actions and behaviors. This perspective is often found among big decision makers whose behaviors and decisions affect many (Fahey, 2012). Therefore the greatest happiness on the largest scale is being considered, as opposed to the needs of an individual. For example when we are with a group of 5 friends and each want the group to participate in different activities, therefore each member makes their case and the majority activity is chosen. This will not make the whole group happy but it will make the majority happy. Deontologists are dedicated to the idea of actions that are ethical are a result of a sense of duty. There is a staunch strictness to this ethical viewpoint. An action is right as long as it remains in accord ance with preset ethical laws (Rainbow, 2002). A good example is what we see in modern court rooms today, sometimes the law is immutable and disallowing of exception, this takes no consideration of the larger groups concerns or the ethical concerns of the accused. The final ethical principle is virtue ethics, which adheres to the idea that a person’s individual character must be considered as exactly that individual. A prime example of this can be found in our own academic institutions. A friend forgets to properly site a source in his paper, which means he technically plagiarized. However, if you see that the other citations are accurate and this student has had no history of dishonest conduct,

Economics Research Paper Example | Topics and Well Written Essays - 250 words - 1

Economics - Research Paper Example A recession comprises of a period of contraction: downfall in the above variables that spans for more than a few months. The US is currently in the recovery stage while a great number of states within the US are actually going through expansion. The US economy saw an increase in the annual rate of GDP and the unemployment rate fell as thousands of jobs were created. However, despite the growth in GDP, the job growth rate is slow. By the third quarter of 2013, the real GDP rose by 4.1 percent showing promising signs (Bureau of Economic Analysis (BEA), 2013). While the revenues of American companies have also risen by a large fraction, they are only hiring carefully to fill positions strictly required by them thereby reducing costs in an uncertain external environment. Considering the historical trends from the NBER (2013) data, the US economy is experiencing an economic expansion and should be turning into a contraction by the year 2014. Although the data presents a drop in the unemployment rates nevertheless the rate is still high. Therefore, even if the US markets are doing well, a large number of Americans still remain unemployed. Thus, the forecasters are predicting a declining economy in

Gun Control Essay Example | Topics and Well Written Essays - 500 words - 3

Gun Control - Essay Example Some people think that by banning guns crimes would be removed but this may not be so, as we know that there are many laws made but they are not necessarily followed. These laws which are not followed by the criminals have two adverse effects. First of all those sellers who are not allowed to sell arms and ammunitions become rich selling their weapons illegally. This will lead to a formation of a black market and we will lose complete control over it. â€Å"I am convinced that we can do to guns what weve done to drugs: create a multi-billion dollar underground market over which we have absolutely no control.† (Roman) Secondly, the law abiding citizens face a loss as they now have no weapons while the criminals, who don’t even bother to respect the law, will still be armed. This will reduce the number of lives saved by such law abiding citizens. This shows that the criminals are criminals because they don’t follow the laws and we cannot expect them to do so. †Å"Expecting a carjacker or rapist or drug pusher to care that his possession or use of a gun is unlawful is like expecting a terrorist to care that his car bomb is taking up two parking spaces.† (Chew) People who fought for independence also had guns. It is not the guns that matter; it is the intention of the one using it. Depriving people of guns doesn’t solve the problems but it only worsens it. Think about those nations who are now independent just because they fought for their independency. If they would have no guns, then they wouldn’t have got their independence. Like all the other things, gun control has some positive aspects as well. Guns are weapons and if not handled safely they can cause all the kinds of damage. In 1998, 30708 deaths were caused by weapons in the United States. Of that number, 12102 were assassinations, 17424 were suicides, 366 were accidents, 316 had nameless causes, and only 154 were confirmed to be in self-protection. (Guns in Our

The Selfish Giant By Oscar Wilde

The Selfish Giant By Oscar Wilde The story, The Selfish Giant by Oscar Wilde, was introduced in the taught module, demonstrated the kind of art and drama activities that a powerful story can stimulate and engage the audience meaningfully. The scheme of work emphasised on the childrens creativity, imagination and involvement in dramatising. The plot of the story was introduced by imagining a big garden, free for all children to play and have fun in. Participants were then engaged in creating play space and activities in the garden. Ample time was given to explore the garden. The story continued with the giant coming back from a long vacation and did something drastic- the sign No Children Allowed was placed outside the garden. This was followed by a series of brainstorming on the reason for the giant to reject the children. To appease the giant, ideas of gifts and presents were suggested. Instead of receiving these gifts with gladness, the giant reacted strongly. The following will indicate two art disciplines as wel l as the responses of children as they participate in this dramatisation and art. Principles and Approaches Instead of the usual approach of storytelling, a key principle of drama is to allow children to perform (Winston and Tandy, 2009) and be part of it. Children can be engaged in different characters, in different scenarios, performing individually or collectively, in a less rigidly defined (Winston and Tandy, 2009, p. 5) space and character. Through the drama conducted in a class setting, children can explore the different parts of the garden alone or with their friends, staying in their play space or exploring others, accompanied with encouragement and positive comments from the teacher. Dramas are platforms for children to adapt and perform real life scenarios and behaviours of characters. They assimilated the children in the story to be themselves in real life, doing the things they often do and behaving as they would. Transferring fiction to real life, it reflects more securely upon issues which have significant effects upon our daily lives. (Winston and Tandy, 2009, p.3). The selfish giant depicted the adults in real life, and the children having the mindset that they are being controlled by them. The childrens good intention of bringing gifts to the giant was unappreciated. The issues raised up and behaviours observed are hardly mentioned or elaborated through storytelling. Dramatisation brings about a different dynamics for issues to surface and discussed upon. The play space for children to dramatise is the classroom. Instead of the everyday function of the classroom, it transformed into a dramatic space, representing the garden, the house, the place to prepare gifts. As Winston and Tandy, 2009, p. 4 states, through play, children learn to manipulate the core elements of drama. The rules of time, space and identity was suspended (Winston and Tandy, 2009), and drama time became elastic. The ticking of a few minutes was equivalent to a span of a few years with the mention that the giant came back after a long vacation. The other key principle is setting a common stage for all children to understand and abide by the rules. The rules can be informed explicitly or agreed upon implicitly. For the drama to succeed and driven towards achieving common purposes, both teachers and children must be clear and agree in following the rules, which are not binding nor restrictive (Winston and Tandy, 2009). The indication to end the time playing in the garden was clearly brought across when the teacher sits on the chair. This is a new approach apart from the usual clapping of hands, gathering or attention through calling out. As Winston, 2009, p. 5 clearly puts it, its success will depend upon the children knowing what is expected of them and appreciating the rewards that come from doing it well, the rewards inherent to the experience of genuine engagement in a dramatic event (Winston and Tandy, 2009, p. 5) Many children enjoy drama because it has a playful element in it. When people die, nobody actually dies; when someone feels hurt, nobody is actually hurt. Children are able to distinguish the difference between the scenes that happen in a daily routine and the conventions of play, understanding and accepting the boundaries (Winston and Tandy, 2009). For example, in a real life setting, it is rather unlikely for someone to throw or destroy gifts. However, in the dramatisation, when the giant received presents, instead of being thankful, he tore and smashed them. The children found it all amusing and know that it was not for real. Thus, drama and play comes hand in hand, it is their innate capacity for play†¦.., the understandings they gain from participating†¦., that dramatic activity can be constructed. (Winston and Tandy, 2009,p. 3). Also echoed by Swanwick, 1988,p 41, play soon becomes imaginative and subjects things to the childs activity. Evaluation of results In a usual classroom setting, children are kept seated on the floor for a period of time, with little movement emphasised and usually, driving towards an academic approach. Children were all getting ready and one child was wondering aloud why the teacher was without a story book. The story began with a big garden that all children can play in. This garden belongs to the giant and it was empty. Children were encouraged to imagine one thing they would like to have in this garden and imitate the movement of it. If a child would like to have a swimming pool in the garden, he can reach forward with his arms and swim. With this, children are transferring the things they are experiencing in real life into play and drama. Many children were able to make correct guesses of their friends actions. With rules of noise level and space, children were clear of the boundaries and limitations in order to achieve a common goal. Exploration in the garden ended when the teacher sat on the chair. Every child was given the opportunity to share about their favourite activity. As the story proceeded, the children were puzzled to know that the garden was out of bounds. They were praised for their good behaviour and maintenance of the garden and equipment and none of them broke any rules. They were eager to find out what made the giant angry and the preparations of gifts were suggested. Many of them had suggestions and they were divided into groups to prepare it. They were given scrap materials to create the present they had in mind. Without any direction from the teacher, they put their ideas at work and each produced their gifts. With all enthusiasm that the giant would be pleased upon receiving, they were wrong. Such twist in the story thrilled the children as it differs from the structured and kept them in suspense about the end of the story. During the interview with the giant, the children shifted from one dimension that the teacher is the narrator to the teacher as the giant. In the interview, the giant voiced his unhappiness that children are noisy, they always cry, they do not wash their hands after using the toilet, they are liars etc.. The childrens strong objection caused a child to come forward and hit the giant. Such behaviour is inappropriate in a classroom setting and children will get disciplined for it. For the child to do that, he was fully engrossed into the story and responded appropriately. The story ended and it was toileting time. One child came out of the toilet showing the teacher that he washed his hands. This child actually remembered the reason the giant gave for not allowing any children in. He identified himself as the children in the story and the teacher as the giant. This response from the child shows that dramatisation is a form of education and should be included in the curriculum. Instead of having to remind them about the washing of their hands, a play through this story works it all well. Conclusion As much as acknowledging and understanding the benefits of having drama in the curriculum, there post a great constraint- time. For drama to take place and for it to deepen and develop further, time is usually the hindering factor. Thus, it takes pedagogist of each act. In conclusion, as Winston and Tandy, 2009, p.58 states, drama gives these stories a form and shape which can make them engaging, thought provoking and exciting for the children who are part of it†¦.

Class Struggle and Autonomy in the Communist Manifesto :: Karl Marx Communism Manifesto Essays

Class Struggle and Autonomy in the Communist Manifesto The University of Dayton emphasizes four humanities based themes to describe the essence of the human experience. Autonomy and responsibility, one of these four themes, is defined within the program as, â€Å"The individual person has the ability to make choices; with those choices comes a responsibility for the consequences of those choices.†[1] Although this definition fits well in modern American society since widespread autonomy has been granted by the Constitution to all citizens, Frederick Engels and Karl Marx observed quite a different human situation in the 19th century. The drastic increase in productive development characterized by the industrial revolution of the 19th century brought two major sociopolitical changes to Europe by the middle of the century. First, the industrial revolution gave rise to a middle class that would eventually become the driving political and economic force throughout Europe. Secondly, the industrial revolution demanded productive entities exploit the extensive influx of people into major urban areas in order to maintain competitive advantages and meet rising demand for European goods in domestic and foreign markets; such exploitation created an extensive urban social class that had no political power and little or none economic freedom. As these developments became more and more noticeable, Marx and Engels were prompted to write their now infamous Communist Manifesto in order to inspire what they believed as the inevitable downfall of capitalism and the bourgeoisie thus giving the proletariat something that both had stolen: their autonomy. To truly understand this concept an examination of the two major social classes in Europe at the time is critical. However, properly characterizing the bourgeoisie has been rather problematic for scholars. Pierre Proudhon defined the bourgeoisie as a â€Å"capitalistic aristocracy† who gained their wealth through little or no work.2 Nevertheless, many scholars like Michel Lhomme assert that the bourgeoisie is simply the social class that exists consisting of numerous facets between the landed aristocracy and the lower, working class. Ultimately, what seems to be true of the bourgeoisie is that it consisted of businessmen, professionals, and state officials that were united in ushering in the emergence of a middleclass 19th century society.3 These groups were connected because they shared a set of values that consisted of ideologies that embraced basic capitalistic ideals of economic expansion, increasing the standard of living, and augmenting the complexity of society as a whole; therefore, they were united in their defiance against the traditional, static society where production was limited to habitual consumption and business organizations remained monotonous.