Fashion provides one of the most ready means Essay

Fashion provides one of the most ready means - Essay Example The paper "Fashion provides one of the most ready means" explores what fashion is, from several perspectives, and highlights a number of difficulties in equating fashion with the expression of individual identity. The term â€Å"fashion† derives from the French verb faire which means simply â€Å"to make,† and it came to be used at first by the upper classes of Europe who began to mingle more freely with each other and exchange influences during the Industrial revolution. This connection with class, and with expanding European capitalism, continues into modern discourses about globalization and the dominance of Eurocentric ideas in the modern world. There is something about travel that encourages waves of imitation to cross from one culture to the next. It became obvious that different countries â€Å"fashioned† their everyday objects differently, and so the adoption of a â€Å"fashion† which imitated that of a distant place became an indicator of wealth a nd sophistication. An English aristocratic woman’s purpose in buying the latest pattern for dressmaking or interior design in Paris was therefore a celebration of difference, setting the owner apart from others of her own circle, and creating an insurmountable social gap between those who could afford such luxuries, and those servants and workers who could perhaps glimpse such wonders but never hope to ever own them. Already, then, it is obvious that the adoption of new fashions, from whatever source, is a complex undertaking that involves economic and social factors.

Julius Caesar Essay Example for Free

Julius Caesar Essay Each unlawful overthrow ends in disastrous consequences because no one knows whether the next leader will achieve greatness or insignificance. The country wouldn’t be prepared for such an event such as an assassination. It also causes chaos among the people because many individuals will be furious because they may have loved the original leader. There will be more riots and a less civilized society. Brutus and Cassius had a plan which they would assassinate Julius Caesar. They both agreed they wanted to, but for different reasons. Brutus says that it would ruin the republic because the people would want someone like Caesar as king. Cassius is irritated because he believes that Julius Caesar is just as normal as Brutus and himself. He thinks that Caesar is going to be treated as a god rather than a king and Caesar didn’t do anything to deserve to be king. Cassius brings in cases where Caesar is a mortal man such as Caesar not being able to swim and Caesar having a seizure in Spain. The consequence that â€Å"conspirators† were facing was that if they assassinated Caesar, they knew they were going to be killed. Mark Antony wanted revenge on the conspirators. He was the last one to speak at Caesars funeral which was very favorable to him because no one can oppose. Now, people will remember his speech the most out of anyone’s and more people will follow him. Antony also paused a lot in his speech so people had time to actually think about what he was saying. This led to a civil war where many of the conspirators were murdered. â€Å"Julius Caesar† is connected to â€Å"The Lord of the Flies† because in both books, a group of people wanted to overthrow their leader or just disagreed with their leader. Ralph and Piggy discover a conch and they used it to call over the other boys. When everyone was together, they elected Ralph as their leader. Ralph appoints Jack in charge of hunting for food for the entire group. Ralph sets up a system where the hunters set a fire so when someone passes by, they’ll see someone’s on the island. When someone passed by, the fire was out and Ralph and Piggy were furious. The conch symbolized order and normal civilization. When in a meeting, they would blow the conch to give people the right to speak. While searching for the monster, the kids see a silhouette of a parachute. Jack and Ralph hold a meeting telling the group of what they have just seen. During the meeting, Jack calls Ralph cowardly and proposes Ralph being removed from office. Jack walks away with the hunters. Meanwhile Ralph and the remaining children build a new fire. Before finishing the fire, most of the kids have moved to Jacks side. Jack declares himself the new leader. Life under Jacks dictatorship was quite violent. He organized a hunt with the new tribe members. During the hunt, they had a ritual where they slaughtered a sow to solemnize the event. After, the members cut off the sows head and they placed it on a sharpened stake. They put it in the jungle as an offering to the beast. When they were under Ralphs rule, they were never this uncivilized and unorganized. The Lord of the Flies is a voice that Simon keeps hearing. The Lord of the Flies tells Simon that Simon will never escape him. It says it exists within all men. It represents the madness that the children under Jack believe in. When Simon waked up, he goes to tell everyone that he saw a dead parachutist. The other see a shadowy figure from the jungle which they don’t know is Simon and they kill him. It just shows the chaos that’s happening on the island that they would kill their own friend. The final struggle of Mark Antony was what he should do regarding the conspirators. The conspirators had just killed King Julius Caesar. Once Mark Antony took over, he had to make a decision whether to he should or shouldn’t take revenge on the assassinators. The final struggle between Jack and Ralph was if Jack should call truce with Ralph or not. The children needed to find a plan to get off the island and Jacks clan chasing Ralph to kill him wasn’t the solution. A comparison with â€Å"Julius Caesar† and â€Å"Lord of the Flies† is that a normal person tries to corrupt the leader in one way or another. The difference is that in â€Å"Julius Caesar†, Brutus and Cassius try to assassinate Caesar, but they don’t necessarily want to take over. They just truly believe that Caesar does not deserve to be king because they think he’s a normal person. In â€Å"Lord of the Flies†, Jack tries to overtake Ralph, but not assassinate like Brutus and Cassius. The similarity is that they both succeed in what they want to accomplish. Brutus and Cassius kill Caesar and Jack overtakes Ralph as leader. The Tusnian Revolution was a revolt against President Zine El Abidine Ben Alio who was president from 1987 to 2011. They revolted because there was a high unemployment rate, food inflation, and corruption. Also, the living conditions were very poor and there was barely any freedom of speech. President Ben Alio resigned in January 2011. You can learn from â€Å"Julius Caesar† and â€Å"Lord of the Flies† that one shouldn’t think that you’re above all and on a higher power than everyone else.

Early Childhood Mathematics Teaching

Early Childhood Mathematics Teaching Mathematics is one subject that unleashes deep-seated memories for many people. Most of these memories include the learning of mathematical concepts and skills. Such learning may either be fulfilling or frustrating for learners, as Math covers a wide variety of degrees of difficulty. That is why an effective Math teacher can have so much influence over students in learning and even loving the subject. An effective Math teacher should be able to model to her students her enthusiasm for the discipline that she takes teaching it seriously while according due respect to her learners who may not exhibit the same level of competencies for the subject. Preschool is a time when children may first encounter mathematical lessons, however, much recent research has indicated that preschool children have the ability to understand a variety of mathematical concepts even prior to entering kindergarten (Klein, Stakey, Clements, Sarama, Lyer, 2008; Clement Sarama, 2007). That is why early childhood programs are increasingly required to implement mathematics instruction in classrooms because of young childrens early mathematical knowledge. Development of early math skills provides the foundation for later learning (Clements Sarama, 2008; NAEYC NCTM, 2008; Lee Ginsburg, 2008). According to the National Council of Teachers of Mathematics, the quality of mathematical education in early childhood plays an important part in the childs understanding of possibly difficult math concepts (Loop, 2009). Although there had been many studies pertaining to patterns of mathematical teaching in preschool, there is a lack of research on how teachers of Math perceive how young children learn Math and even what to teach in accordance to the developmental level of their learners. This current study draws much inspiration and idea from the work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom. Platas was able to measure the knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom of preschool teachers using developed and validated survey instruments and statistical analysis (2008). There was a significant variation in the knowledge and beliefs of early childhood teachers on age-appropriateness of math instruction, classroom locus of generation of mathematical knowledge, math versus socio-emotional development and the comfort level in providing the instruction. The instrument used in the research has been found to be helpful for the preparation of prospective Math teachers as well as for the professional development of current Math educators. Platas work has raised many issues and beliefs regarding the developmental knowledge of preschoolers. Such issues include age-appropriateness of mathematical instruction used by teachers in preschools, the extent of learning of such mathematical concepts taught, the purpose of teaching math concepts in preschool and the comfort level of teachers when they introduce such math concepts to preschool children (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). DEFINITION OF TERMS: Belief covers all the matters of which we have no sure knowledge and yet  which we are sufficiently confident of to act upon and also the matters that we  now accept as certainly true, as knowledge, but which nevertheless may be  questioned in the future (Dewey, 1933, p. 6). early mathematical development the increasingly complex mathematical constructions and goals that young children develop and pursue in their activities (Platas, 2008, p.3). In-service preschool teachers teachers who are currently teaching in the  preschool level of education. Pre-service preschool teachers aspiring teachers of early childhood education  who are qualified to teach but have not yet gained any teaching experience. STATEMENT OF THE PROBLEM Many national and state organizations have provided teachers with guidelines to help improve mathematics instruction for young children. Forty-six states have comprehensive learning standards for preschool children (Barett et al., 2008). Furthermore, national organizations such as the National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM) have developed specific recommendations related to high quality mathematics instruction in the early childhood classroom (NAEYC NCTM, 2006). As the NCTM and NAEYC proclaimed, importance in the learning and development of mathematical skills and knowledge is important in building the foundation of mathematical development of preschool children. However, some early learning programs do not focus on high quality mathematics instruction despite research supporting early mathematics experiences influencing mathematical outcomes later in school and promoting school readiness skills in mathe matics (Lopez, Gallimore, Garnier, Reese, 2007; Slaby, Loucks, Stelwagon, 2005). Other remarkable studies showed that there are many activities involved in teaching mathematics to young children and this would involve knowledge about the subject matter, pedagogical content knowledge, lecturing, introduction of symbolism, and connecting everyday experience to abstract ideas (Ginsburg Amit, 2008). This would imply the need to effectively train teachers of early mathematics. There are many significant studies in line with early childhood education but little information is revealed about the teaching of early mathematics (Ginsburg Amit, 2008). This gap in research in mathematics education calls for the need to be filled especially in the area of teachers knowledge development and beliefs in teaching math in preschool. The only remarkable research in the area of teachers knowledge on preschool mathematical development is that of Platas (2008). Platas suggested in her recommendations, further study is still needed in the area taking into consideration a larger sample size and other necessary adjustments (2008). The need for preschool children to be provided with high quality early childhood programs calls for competent educators in general. Specific to this study, competent math teachers concerned with the development of mathematical ability of preschoolers are the qualifications demanded. It is in this regard that early childhood educators in mathematics should create the basic foundation required in the education system. This can significantly create meaningful understanding on how pre-service teachers and in-service teachers in early childhood education for mathematics should handle and evaluate their teaching abilities and methods. However, it remains uncertain whether pre-service teachers and in-service teachers in early childhood education for mathematics have significantly the same knowledge of mathematical development and belief. Thus, it is important to evaluate their knowledge of development and belief about it so as to come up with a clear justification if there is a need to align their level of skills, knowledge and beliefs if necessary. Even though Platas (2008) was able to compare early childhood teachers based on their knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom, there was no comparison done between pre-service and in-service preschool teachers in this regard. The researcher believes that this research gap needs to be filled since future and current teachers knowledge and beliefs will inevitably create an impact in young childrens mathematical knowledge development. It would be interesting to determine if experience in teaching of in-service teachers have affected their knowledge and beliefs on mathematical knowledge development and beliefs or if they remain the same as their pre-service counterparts. Hence this study will analyze and review in-service teachers and pre-service preschool teachers understanding on mathematical knowledge development and beliefs PURPOSE OF THE STUDY The purpose of this study is to examine and compare the mathematical development and beliefs in preschool learning between in-service preschool teachers and pre-service preschool teachers. The comparison will gauge the need to enhance the teachers knowledge of mathematical development and beliefs in early childhood education. Further development of these teachers adeptness in mathematical knowledge as well as fine tuning their beliefs will be done in the backdrop of the literature in preschool math development. RESEARCH QUESTIONS The researcher will compare and evaluate in-service teachers and pre-service preschool teachers knowledge and beliefs of mathematical development and teaching. In order to find significant results for this, the researcher will try to answer the main research question at of the study: To what extent, if any, is there a difference between In-service teachers and pre- service preschool teachers with regard to their knowledge and beliefs of how to teach mathematics to preschool children? Specifically, the following sub-questions will be answered at the end of the study: What do the teachers think are the necessary concepts and skills preschoolers  need to learn in the area of math? What teaching methods do the teachers think are effective in teaching these mathematical concepts and skills? What are their beliefs regarding teaching math? HYPOTHESIS It is hypothesized that there are significant differences between the beliefs of in-service and pre-service preschool teachers on the basis of experience. Those who have experiences in the teaching mathematics will have a different perspective basing from their own experiences compared to those who have limited or no experience in teaching mathematics to preschool children. It is also hypothesized that there are significant differences in the knowledge of mathematical development between in-service and pre-service preschool teachers. REVIEW OF LITERATURE What Preschool Math Entails The study of Math incorporates the processes of questioning, reflecting, reasoning and proof. It is a powerful tool for solving familiar and unfamiliar problems both within and beyond mathematics. As such, it is integral to scientific and technological advances in many fields of endeavor (Brewer, 2001). The inclusion of Mathematics in the curriculum is aimed at developing students mathematical thinking, understanding, competence and confidence in the application of mathematics, their own creativity, enjoyment and appreciation of the subject and their engagement in lifelong learning (Board of Studies New South Wales, 2002) Apart from the skills developed from the study of Math, values and attitudes are likewise emphasized. Students get to appreciate mathematics as an essential and relevant part of life. They show interest and enjoyment in inquiry and the pursuit of mathematical knowledge, skills and understanding. Children demonstrate confidence in applying mathematical knowledge, skills and understanding to everyday situations and the solution of everyday problems. Math also aims to develop and demonstrate perseverance in undertaking mathematical challenges. Students recognise that mathematics has been developed in many cultures in response to human needs (Board of Studies New South Wales, 2002). The National Council of Teachers of Mathematics (2000) identified high quality mathematics programs for early childhood as having the following characteristics: (Brewer, 2001, pp. 319-320) They build upon and extend childrens intuitive and informal mathematics knowledge They are grounded in knowledge of child development They provide environments that encourage children to be active learners, eager for new challenges They develop a strong conceptual framework that provides the foundation for skills acquisition They nurture and develop childrens inclination to solve problems. Math Teaching Strategies in Preschool Children learn much on their own. However, the question of whether certain math concepts should be deliberately taught by the teacher or just be freely learned by children through play is another issue in math learning (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). Shaftel, Pass and Schnabel (2005) agree that children are more motivated to learn even difficult lessons in Math or other subjects through instructional games and simulations rather than traditional classroom instruction. Games have been found to result in improved content retention over time, possibly because of the opportunity for more participation. Math games improved on-task behavior and achievement even for students with mild intellectual disabilities (Beattie Algozzine, 1982). What motivates children with math games is that it allows them many opportunities to reinforce current knowledge and to try out other strategies or techniques without fear of getting the wrong answer. Trial and error is always encouraged, making them more confident in taking risks (Shaftel, Pass and Schnabel, 2005). Math games provide students with an environment for experiencing incorrect answers not as mistakes but as necessary steps towards connecting pieces of knowledge together (Holton et al, 2001; Quinn et al, 1992). Practical games such as those involving knowledge about money should be tied to real-life experiences if mathematical learning is to be optimized. Simulations develop metacognitive skills for analyzing and organizing data, checking responses, justifying solutions to problems and applying mathematical knowledge to daily activities (Hopkins and Dorsey, 1992). Issues of Teachers Teaching Math in Preschool This study is also concerned about the commitment of teachers in teaching math to young children (OConnor, 2010).. It is essential to investigate if they know the value of teaching math concepts to preschoolers at a very young age, which math concepts to teach and if it is worth teaching such concepts. It would also be interesting to know how comfortable these teachers are in teaching Mathematics and what are their attitudes and insights towards it. Teachers derive their behaviors, attitudes and ethics from their own personal and professional philosophies on teaching. Gore (1997) analyzes how such a philosophy leads to ones development of a pedagogical approach. A school having its own philosophy should have their teachers who hold the same beliefs. Alignment of their philosophy is essential for harmony. Gore (1997) claims that systematic and disciplined observations of pedagogy are necessary in order to clarify and perhaps compromise on the philosophy everyone must believe in and live by. This implies that a teachers perception of teaching a particular subject such as Math reflects her own and the schools philosophy regarding the subject. Many researchers have been intensively studying young childrens mathematical development and have come to understand the developmental progression of childrens mathematical understanding (Baroody, A. J., Lai, M.-L., Mix, K.S, 2006; Clement Sarama 2007; Seo Ginsburg, 2004). In order to support early mathematical development in young children, researchers recommend that teachers (a) develop a deep understanding of the mathematical content and concepts (Baroody, et al., 2006); (b) develop an understanding of young childrens mathematical development, including the ability to take into consideration the prior knowledge of the child (Baroody et al., 2006; Clement, 2001 Clement Sarama 2007); and (c) be fluent in the classroom pedagogy that supports and fosters such development including a knowledge of useful representations and strategies and common misconceptions and errors (Baroody, et al., 2006; Seo Ginsburg, 2004). By increasing teachers knowledge and understanding of mathematical knowledge development, it is expected that children will also learn better and a more productive classroom atmosphere is will be created. Therefore, it is important for teachers to know how to support childrens mathematical development in the preschool classroom in order to develop effective and appropriate classroom instruction. Teachers also need to understand how children learn mathematical knowledge as well as assessing their understanding, and monitoring their progress. Apart from the information yielded by Platas (2008) work, the literature point out that preschool teachers need to have a specific level of competency in their teaching which can be measured through their knowledge and beliefs. It was found that kindergarten teachers different training experiences and school contexts have significant impacts on childrens readiness for school (Lin, Lawrence, Gorrell, 2008). This implies that the level of knowledge and beliefs of preschool teachers have been significantly influenced by their training experiences and level of education received. Preschool teachers have different views on early childhood education with some of them thinking the programs in their schools may either be too advanced or too basic. Teachers preparation for cultural diversity in preschool is important prior to creating a welcoming learning environment (Hughes, Kwok, 2007). Skills and knowledge of teachers are important considerations especially on the basic education level. Teachers gestures and utterances were found to have a significant role in childrens learning (Klerfelt, 2007, Valenzeno, Alibali, Klatzky, 2003). In preschool education, high quality teacher-child relationships are expected. Knowing how to establish such good relationships with young children implies that the preschool teacher must have substantial knowledge on relationship building in early childhood education programs (OConnor, 2010). This also suggests that the teacher is effective and knows how to infuse fun in learning. Preschool teachers must have adequate knowledge and strong beliefs in a particular subject area they are tasked to teach. They should have knowledge of useful representations and strategies and common misconception errors when it comes to mathematical development in young children in particular (Broody et al., 2006). A Development model that coincides with theory and research is needed to create the building blocks for early childhood mathematics (Sarama, Clements, 2004). On the other hand, a teachers belief is hard to measure but it proves a reliable measure of teachers experiences and actions (Muis, Bendixen, Haerle, 2006). For example, a teacher may believe that young children are capable of understanding quantities because she herself has been successful in teaching a preschooler the concept of quantities, of which set has more objects and which set has less. Thus, knowledge and beliefs of teachers are requirements for mathematical development in early childhood education. Education and specialized training of preschool teachers are associated with young childrens learning and development (Barnett, 2004). Evaluation of the impact of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning (NAEYC, 2006). Perceptions of teacher on student-teacher quality and of childrens academic abilities proved to influence academic competence among students (Hughes, Gleason, Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers perceptions of school-related climates and teachers perceptions of workload stress (Mantzicopoulos, 2005). It was found that the amount of teachers math-related teaching was highly associated to childrens mathematical knowledge (Klibanoff, Levine, Huttenlocher, Vasilyeva, Hedges, 2006). The attitudes of preschool teachers on early m athematics do not change as they acquired knowledge of preschool teachers (Alinsinanoglu, Guven, Kesicioglu, 2009). Teachers elementary education credentials, years of education and years of experience have complex impact to childrens learning (Connor, Son, Hundman, Morrison, 2005). All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education. SIGNIFICANCE OF THE STUDY This study takes on Platas suggestion that more research should be done in terms of investigating preschool teachers knowledge and beliefs regarding the developmental mathematical knowledge of preschool children. In compliance with the standards of NCTM for high quality math programs, evaluation of teachers competencies should be done to ensure the quality of teaching in early childhood programs. This studys significance lies in ensuring that teachers are adequately skilled and emotionally ready to teach mathematical concepts in the preschool level. In addition, this study is a contribution to the growing body of knowledge of early childhood education. Furthermore, new information may be derived from concerned participants in this research such as fresh ideas coming from the perspective of in-service and pre-service teachers that could be helpful in improving ones performance in their jobs. Thus, the importance of pursuing this trend of thinking will highly benefit teachers in early childhood education. In particular, there is a need to publish studies such this in order to provide support and enhancement of skills to new teachers in the field. It is important to study perceptions of early childhood educators because they play a significant role in young childrens learning and development of knowledge and skills (Chien, Hui, 2010). This study will help not only teachers to better understand the learning process involved in order to maximize mathematical knowledge development of young children. It is also helpful in building a better mathematical foundation for young children. OVERVIEW OF METHODOLOGY Instruments to be used for this study are the instruments developed by Platas (2008) namely the Knowledge of Mathematical Development (KMD) Survey and the Beliefs survey. A demographic questionnaire gathering information about the respondents will also be distributed. The Knowledge of Mathematical Development Survey (Platas) is a set of 20 multiple-choice questions that tests teachers knowledge and development in the area of verbal counting sequence, counting, ordinal number of words, addition/subtraction, divisions of sets, written number symbols and words. In each number, the teacher-respondents are to choose which of two math skills children are likely to learn first. If the respondents think that both choices are easily learned by a child, then the choice of same may be picked. However if the respondent does not know which skill is easier for a child to learn, he or she can choose the option do not know. The Beliefs Survey is a set of 40 beliefs about Math teaching and learning. It has a 5-pt. Likert scale with responses that range from Strongly Agree to Strongly Disagree. The belief survey will evaluate the teachers perspective about 4 areas: (1) age appropriateness of mathematics instruction in the early childhood classroom, (2) locus of Generation of Mathematical Knowledge, (3) Social and Emotional vs. Mathematical Development as Primary Goal of Preschool and (4) Teacher comfort in mathematics instruction. The participants involved in the study will be comprised of 200 in-service teachers and 100 pre-service teachers that will be chosen in random. Results will be analyzed using ANOVA as well as correlation analysis. LIMITATIONS OF THE STUDY This study will be limited to exploring the knowledge development and beliefs of pre-service and in-service preschool teachers regarding math. It will not evaluate on any other subject area. It is important to note that in terms of experience, the pre-service teachers will have no teaching experience whereas with the in-service teachers experience may range from a few months to about 20 years, depending on the sample gathered. Also, the number of in-service participants is much higher than the pre-service participants. These factors may affect the results due to this unbalance and must be taken into account when data is analyzed. Summary of Chapter 1 Mathematical learning now comes at an earlier age. Preschoolers surprisingly manifest basic mathematical knowledge even before they start school. This realization that young children can already do Math has encouraged professional organizations such as NAEYC and NCTM have come up with guidelines that Math teachers should consult and comply to in their teaching of mathematical concepts and skills. Teachers of young children have the power to influence their preschool students. Teachers should basically possess adequate knowledge and skills as well as appropriate beliefs if quality teaching is to be expected. The work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom has been a monumental inspiration for this current study. However, this study goes beyond exploring teachers knowledge development and beliefs about Math by comparing knowledge development and beliefs of in-service preschool teachers and pre-service preschool teachers. It is presumed that the element of experience will play a significant role in either strengthening or modifying teachers knowledge and beliefs about Math in early childhood education.

Black Reparation: Social Justice through the visibility of the Black na

In American history, the people of color narrative have historically been invisible; the dominant discourse of American society has been predominantly white with Eurocentric emphasis. Thus, we see the silencing of the narrative of minority groups in American history. In his literature The Price of Reconciliation, Ronald Walters argues for a Black political agenda that includes reparations; he believes that the legacy of slavery has produced a domino effect that produces the oppression of Blacks till this day. Conservatives on the other hand disagree with Walter’s argument; they believe that reparation is unnecessary because America is now fair to Blacks. Furthermore, conservatives believe that Blacks should move on since slavery happened a long time ago. In order to understand Walter’s argument we must understand his claim that Blacks still suffer from the legacy of slavery. In addition, we must analyze his argument for Black reparation. To comprehend the impact of rep aration we must assess the effects of it in the Black community; thus we must analyze how reparation can both aid and hurt the Black community. By taking these steps, we look at the arguments about reparation with a critical eye. To understand Walter’s claim for reparation we must first understand his view on the effects of the legacy of slavery and its cascading effect on current Black oppression. According to Walters, slavery was a means of legitimizing Black subordination. He states that, â€Å"whites had to pretend that they [Blacks] were subhuman species unworthy to enjoy the privileges and responsibilities of free citizens in a free society (Walters, 84).† By the legitimization of slavery, whites are able to label Blacks as inferior creates undeserving of similar... ...ack reparation. Walter provides a viable justification for Black reparation. He believe that through the passage of Black reparation, the Black voice will finally be visible in American society. However, white conservative contest the idea of Black reparation as â€Å"opening up old wounds†; thus they advocate for the idea of â€Å"moving on.† In order to fully help the Black community, a viable alternative form of Black reparation must be achieved. Aiding Blacks with educational opportunities seems the most viable not because blacks are intellectually inferior but rather the education system in America is systematically racists; thus, it obstruct the success of many Blacks. As Walter suggest, reparation to Black should occur because it is the social responsibility of America to rectify its wrongdoing; thus with this argument, reparation becomes a form of social justice.

I Love Yous Are For White People

Reading your book brought to surface many of the occurrences in my life that I have found myself hiding from. You told my story seen through your eyes but from a deferent environment, I honestly thought I was alone In this world until I read your book.From moving from your home land, to being bullied and picked on for your accent, losing a friend through tragedy and having to meet new friends In a new world, from being physically and mentally abused by your father to molested by a family member, from ranking to numb the pain to Joining a gang/clack to feel at home and have a real family who cared, and finally occurrences to which I could have lost my life. Every story you told had a deeper meaning to me and my stories, you have helped me shine a light on the past which has held a strong grip on me for so long.Growing up in another country brought to light In my eyes the Importance of family, having respect for your elders, and to speak when spoken to along with not speaking out of tu rn. I grew up Belize with an abusive/ alcoholic father, in a way he was similar o what you described he was strict on me getting good grades and staying out of trouble: in any way I dishonored or disobeyed his orders he would be waiting my arrival home, his glare which literally made me weak in the knees and most of the time made me cry, but the various objects he would hold to give me my beatings never made me budge in a way; I was ready it was a routine.My mother I can say was in a way similar to the mother you described, she was always quiet and never intervened in anything my dad was involved in; she could never defend or protect e, she had to stay quiet, and had to make sure my father was satisfied whenever he was around. The phrase you used on chapter fourteen â€Å"l realized one thing- I am my father† really caught my attention. I found myself in life trying my hardest to run away from the thought of becoming my father not realizing that every action I participated in brought me closer to being him.At the age of eight I started stealing money from my parents and sneaking alcoholic beverages to drink so I could numb myself from my surroundings and the pain I was feeling, then it became worst as mime progressed. I don't usually talk about my best friend because it brings back painful memories and the feeling of hate and revenge, he was my big brother older than me by close to a year but he was too young to lose his life.I was eight when we loaned the family gang which Included friends and family members, at the age of 10 during a drug deal he was gunned down by a rival gang during their Initiation phase. Seeing my only brother lifeless In a coffin drove me to a dark place and I felt I had to do something about it. When I turned 10 years old my mother who feared for my life took me from my father and we left Belize to come to America; she wanted to give me a new start, a better life and a future to live for.In Tampa, Florida the elementary school m y mother enrolled me In I didn't feel alone the children were nice and friendly although I had my heavy Caribbean accent, then It changed when I graduated and went to a different middle school from the little bit of friend I had befriended the bullies and never was I picked on again; instead I was protected. My other received a better Job in a different location and I had to switch schools.The second middle school I was enrolled in became my worst nightmare; I was called names, physically picked on by the students and couldn't make friends, I was an outsider and found myself roaming the school yard alone. I became depressed, found myself eating away my pain, and started stealing drinks from my mother's wine bottles and from her boyfriend's liquor collection. I pleaded with my mom for a new change, as a result we moved to Long Beach, California after I graduated middle school; before arriving I swore to myself I would never stand for getting bullied ever again.In High school I starte d working out and turned all my fat into muscles and I also found myself getting in too much fights, about close to 70 in the first two years, then I switched schools to a predominated white upper-class high school in which I joined the wrestling team and took the varsity position at ass's my first year, ever since I moved to the new environment my life has changed. I am in college now pursuing a career in the Fire Service; I want to help people not cause harm to them.I never wanted to be a violent person, I was driven into it because at the time I felt there were no other possible solutions. Today I strongly believe the person I grew up to be does not shape my future, it's my choice; I can either stay and dwell in the past or move forward and strive for my future. You helped me enforce this idea and that's why I am grateful to have had the opportunity to read your novel â€Å"l Love Hoys Are For White People†.You can change the lives of many individuals Just by being able to elate, a lot of people feel they have to bottle up their emotions because no one out there would be able to relate and understand. I would and will recommend this novel for all my friends and family to read. I have come to witness that am still here in this world for a reason, I believe in the phrase you used and that is â€Å"Eve come across a couple of angels in my days here on earth†. I want to say thank you once again for speaking to me through your story and I really appreciate the words you wrote. Sincerely Clifford Usher

Free Essays on Crucible - John Proctor As A Tragic Hero

John Proctor as Tragic Hero in the Crucible In Arthur Miller’s play, The Crucible, the small town of Salem is engulfed in hysteria due to the accusations of children that many of the townspeople partook in witchcraft. Among the accused is John Proctor, a strong, steadfast farmer. John Proctor fulfils the requirements of a â€Å"tragic hero† by his actions throughout the story. His â€Å"tragic hero† status is illustrated by his efforts to save his wife from being put to death, his attempt to prove the children are making fraudulent claims, and his unwillingness to confess to practising witchcraft when accused. Proctor is a tragic hero in his efforts to save his wife. Proctor’s first display of trying to save his wife is shown when the Court officials come to take Elizabeth away. Proctor is so infuriated by this assault on his house that he rips the warrant and tells them to leave rather forcefully saying, â€Å"Damn the Deputy Governor! Out of my house!†(77), demonstrating his intense love for his wife. Proctor shows signs of being a tragic hero when he attempts to go into court to save his wife and prove the girls liars. However, he ends up being accused himself. Mary Warren is in court testifying when she suddenly breaks down â€Å" hysterically, pointing at Proctor, fearful of him: My name, he want my name. ‘I’ll murder you,’ he says, ‘if my wife hands! We must go and over throw the court,’ he says†... â€Å" [Proctor] wake me every night, his eyes were like coals and his fingers claw my neck and I sign, I sign†¦Ã¢â‚¬ (119). Thus John Proctor fails in trying to rescue his wife from the clutches of the false accusers; instead he falls prey to them. Proctor establishes that the children are lying in court with respect to their accusations of the townspeople. Proctor first learns of this through his household servant, Mary Warren who is one of the accuse... Free Essays on Crucible - John Proctor As A Tragic Hero Free Essays on Crucible - John Proctor As A Tragic Hero John Proctor as Tragic Hero in the Crucible In Arthur Miller’s play, The Crucible, the small town of Salem is engulfed in hysteria due to the accusations of children that many of the townspeople partook in witchcraft. Among the accused is John Proctor, a strong, steadfast farmer. John Proctor fulfils the requirements of a â€Å"tragic hero† by his actions throughout the story. His â€Å"tragic hero† status is illustrated by his efforts to save his wife from being put to death, his attempt to prove the children are making fraudulent claims, and his unwillingness to confess to practising witchcraft when accused. Proctor is a tragic hero in his efforts to save his wife. Proctor’s first display of trying to save his wife is shown when the Court officials come to take Elizabeth away. Proctor is so infuriated by this assault on his house that he rips the warrant and tells them to leave rather forcefully saying, â€Å"Damn the Deputy Governor! Out of my house!†(77), demonstrating his intense love for his wife. Proctor shows signs of being a tragic hero when he attempts to go into court to save his wife and prove the girls liars. However, he ends up being accused himself. Mary Warren is in court testifying when she suddenly breaks down â€Å" hysterically, pointing at Proctor, fearful of him: My name, he want my name. ‘I’ll murder you,’ he says, ‘if my wife hands! We must go and over throw the court,’ he says†... â€Å" [Proctor] wake me every night, his eyes were like coals and his fingers claw my neck and I sign, I sign†¦Ã¢â‚¬ (119). Thus John Proctor fails in trying to rescue his wife from the clutches of the false accusers; instead he falls prey to them. Proctor establishes that the children are lying in court with respect to their accusations of the townspeople. Proctor first learns of this through his household servant, Mary Warren who is one of the accuse...