Taking It Big by Steven Dandaneau

Taking It Big by Steven Dandaneau The age of postmodernism has brought many privileges with it. Most of the things done around the world could not be done a century ago. This can be attributed to widespread computerization, civilization and modernization. However, this age is also characterized by many hindrances to the human race. In this age, people no longer make independent decisions. They have allowed others to do the thinking for them. This is what has ruined the social imagination of many.Advertising We will write a custom essay sample on Taking It Big: Developing Sociological Consciousness in Postmodern Times by Steven Dandaneau specifically for you for only $16.05 $11/page Learn More In his book Taking it big: Developing sociological consciousness in postmodern times, Steven Dandaneau identifies the aspect of social imagination as the only way to prevent humans from being controlled by their surroundings. By using the term â€Å"Taking it big,† Dandaneau simply refers to the act of thinking in a broad manner without being under any influence. This is a term that he repeatedly uses throughout the entire book to urge all right-minded individuals to break away from the negligence that has engulfed today’s postmodern world. The author further perceives today’s world as one whose inhabitants have lost total control over their lives. Instead of relying on their own judgments, they let other influential people, and the media to decide the course of their actions. Dandaneau appears pessimistic in his perception of the current world. This is because he hardly makes any sense out of it. In fact, Dandaneau compares the life of today’s humans to that of fish, which are unaware of the happenings in the water around them. Dandaneau believes that the development of sociological imagination in human beings is the only way to save humanity. This is attributed to the fact that it enables one to look at the world from a reasonable point of view. With this type of imagination, Dandaneau guarantees that every person will be in a position to acquire the necessary knowledge and put it into practice. He purports that this particular imagination empowers everybody to act and think in a free manner by enabling them to acquire the myriad dimensions of cultural and social experience (Dandaneau, 2000). Dandaneau further believes that social imagination is bound to bring a revolution to the whole universe upon its inception. It will do this by enlightening the people about what life actually has in store for them. Dandaneau believes that if all youths in the world were to be introduced to the concept of social imagination, then they can transform the world.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to the author, Dandaneau is justified to view the current world the way he does. The writer fully concurs with him that the p ostmodern world has taken a delusional way of life that has ruined the intellectual capacity of many. It is apparent that today’s society hardly makes any significant society without the consideration of what other influential people or groups have to say about it. This has comprised the autonomy and freedom of choice of many. From the foregoing discussion, it is justifiably right to argue that Dandaneau’s book exhaustively explores the elusive culture of today’s society. In addition to that, Dandaneau posits that social imagination is the only remedy to get the world out of this deep slumber. Dandaneau presents his concepts and ideas in a captivating manner which heralds that imagination. Finally, the writer of this essay fully agrees with Dandaneau that today’s world lies in tatters as far as its thinking capacity is concerned. Reference List Dandaneau, S. (2000). Taking it Big: Developing sociological consciousness in postmodern times. California: Pine Forge Press.

Black Men, Atmosphere Changers Essays

Black Men, Atmosphere Changers Essays Black Men, Atmosphere Changers Essay Black Men, Atmosphere Changers Essay The mere presence of black men contain the power to invoke awe, discomfort and intimidation. This power, however, does not Justify the grossly apologetic attitude and extreme behavior modification that Brent Staples exercised for the simple purpose of alleviating the fears and suspicions aroused by the presence of a black man. Brent says he smothered the rage that surely would have turned to madness, he kept a wide distance from people on subways who appeared to be nervous especially during the wee hours, and even mores if he had changed from repressions attire into Shares. Brent, in his own words, allowed people to walk by so he didnt appear to be following them. In my opinion, this is overkill to accommodate the expectations and assuage the racially stereotypic and unrealistic suspicions of others. Smothering rage to prevent it from turning to madness is not only tantalizing but is an unnecessary, unreasonable emotion and expectation to tangle with for the mere purpose of fitting, functioning and thriving in ones rightful habitat of choice. Brent Staples concerted efforts to keep wide distances from people on subways who appeared to be nervous and allowing people to walk by so he didnt appear to be following them is equivalent to sacrificing freedom of expression and failing or neglecting to celebrate his God gifted image which is black with billowing hair, engaging, unique, captivating and yes, perhaps sometimes imposing. Repressing ones God given identity is a premium price to pay for not only the mere acceptance but the validation of ones existence. Staples during night walks down an empty street where one other person is present- a white woman acting petrified speeds up her pace, tightly reinforces her hold on her purse strap and eventually crosses to the other side of the street to escape the deadly harm this black man is sure to inflict upon her. At dark, shadowy intersections, crossing in front of a car stopped at traffic lights elicits thank, thank, thank, thank the sound of drivers black, white, male, or femalehammering down the locks on the doors of their cars. Standard unpleasantness with policemen, doormen, bouncers, cabdrivers, and others whose business it is to screen out troublesome individuals before there is any nastiness; pedestrians avoidance of eye contact; rushing into the office of a magazine I was writing for with a deadline story in hand, I was mistaken for a burglar these far out reactions to the presence of a black man brings into focus the following harsh realities: America continues to waddle in the the often inflammatory and outmoded tendency to racially profile and territory black men. Some of these very same issues appear to be responsible for igniting the recent Travois Martin controversy. As I examine and assess the behavior altering measures enacted by Staples, answers to the following questions inundate my thoughts. Whose perception needs tweaking? Whose reality is twisted? Is it Brent Staples or those reacting to the presence of a black man who stand to benefit most from behavior modification? Righteously and innately embedded in the sometimes intimidation.

Determination of nitrogen dioxide content of the atmosphere Lab Report

Determination of nitrogen dioxide content of the atmosphere - Lab Report Example Apparatus include sampling probe, absorber, gas drying tube, air-metering device, thermometer, manometer, air pump, spectrophotometer, and stopwatch. Reagent grade chemicals have been used. Water free from nitrite and deionized according to specification D 1193 for type I or II reagent water has been used. Anhydrous sulfanilic acid has been used as the absorbing reagent, N-(1-Naphthyl)-Ethylenediamine Dihydrochloride stock solution (0.1 percent), Sodium Nitrite standard solution (0.0246 g/L) and NO2 permeation device were reagents and materials that were used in the experiment. 5.0012 g of anhydrous sulfanilic acid was dissolved in 1 L of water containing 140 mL glacial acetic acid. The process was gently heated to speed up the process. 20 mL of the of N-(1-naphthyl)-ethylenediamine dihydrochloride 0.1 % stock solution and 10 mL acetone were added, and diluted to 1 L. 0.1 g of the reagent was dissolved in 100 mL water.Calibration and StandardizationThe flowmeter was calibrated using practice D 3195. The gas meter was calibrated using test method D 1071. Standardization was based on observation. 0.82 mol of NaNO2 produced the same color as 1 mol NO2. 1 mL working standard solution contains 24.6 Â µg NaNO2. The amount of NO2 given by (24.6/69.1)x(46.0/0.82), which is 20 Â µg NO2. Standard conditions of 101 kPa and 25C were taken, and the molar gas volume was 24.47L (ASTM International 3). Graduated amounts of NaNO2 solution were added to a series of 25mL volumetric flasks up to 1 mL.

Fashion Journalism, reporting in high-heels Essay

Fashion Journalism, reporting in high-heels - Essay Example The essay "Fashion Journalism, reporting in high-heels" concerns the fashion journalism. Under more frequently than not deal with "trends" and "tendencies" that are personal, and in attachment with some tenuous attachment with the details, the expression "journalism" is employed as a nickname, but does not convey general procedural and ethical facets of expert journalism. Work Fashion journalist can be rather varied. Typical work encompasses composing or revising items, or to aid in the design and mode of the Fashion shoot. Fashion journalist normally expends much time revising and / or carrying out interviews, and it is very significant that she or he has good associates with people in the Fashion business, encompassing designers, photographers, public relations and technicians. This study examines the connection between Fashion in newspapers and Fashion coverage and the UK displays that such coverage in the huge most developed by the PR, to the span, that there is little unaligned journalism Fashion actually does exist. Despite the detail that the presented review of report causes sharp to the expanding leverage of PR on the content of the media, the connection between journalism and Fashion stayed attention and unstudied. However, the amount of Fashion content in the newspapers of Great Britain has expanded considerably over the past two decades, and actually retains an important amount of space, far after the Fashion sheets and supplements. Fashion journalists, on the other side will stay at a grade. ... More Media = More Potential Fashion journalism is no longer concentrated on composing characteristics for newspapers and magazines, but now encompasses a kind of functions. In supplement to composing and revising, you are open for the design of photo shoots, public relatives, study, meetings and design. Numbers of media have furthermore expanded after just composing for publish, to online magazines, websites, TV and blogs. Even with added choices, Fashion journalism is more comparable in the vocation application and takes many of exercise. Bivins, T. H But if you're eager to put in an hour of hard work and little free work, you can absolutely make your way to the top. Nature of the target audience    Fashion journalist, a journalist and professional investigator, who aim on tendencies in the quickly increasing Fashion industry. Depending on their location of work, the work may have distinct responsibilities. Hines, et al. Some journalists spend most of their time in the agency, bro wsing the Internet assets, and carrying out phone and internet note interviews. It is significant to Fashion journalist to have very good connection abilities and proficiency to supply intriguing data for a broad audience through phrases and pictures. The Art of Fashion Journalism Reporting on the topic "Financial Times Fashion reviewer Vanessa Friedman notifies me; influential detractor of Fashion International Herald Tribune acquiesces, noting that newspaper journalism is no distinct from any other kind of journalism. Writing about Fashion counts on the exact inquiry on one edge of Fashion - apparel, accessories, luxury pieces, but on the other hand, the Fashion business in a market economy. Clothing has a communal function, as Miles, Steven recalls me: "Clothes manage not

Work Study In Business Essay Example for Free

Work Study In Business Essay Discuss the reasons why modern organisations engaged in the construction and property industries should use ‘work study’ in their business. The reasons why a modern organisation should use ‘work study’ in their business can be determined because of the potential benefits it can provide to the efficient running of the organisation. Work study is the systematic study of processes or operations to ensure the more efficient use of human and resources that are available. It is also known as the time/motion study and since its introduction; it has developed the course of instituting standard times with the motion study improving work methods by involving different techniques. With the refining and integration of these two techniques it become a generally accepted method for the improvement and advancement in work processes and systems that are used within the construction and property industries as well as many others involved in production. The quantitative analysis of time study leads to establishing a time standard. The qualitative analysis for motion study of a work station leads to the improvement or design of an activity or operation. Work study resulted from amalgamating concepts and practices which were developed by F.W. Taylor and by Frank and Lillian Gilbreth. The aspects that are important in the work study are the evaluation of human work, work measurement techniques are designed to create how long it will take a qualified worker to perform a specific job at a certain level of performance. Construction and property companies can use the work study to establish the necessity for the process of estimating labour, necessary remuneration and incentives for staff. The basic approach to this method will incorporate the procedure of: Select (The work to be studied), Record (The relevant facts), Examine (the facts critically), Develop (the most effective method), Install (the new method) and Maintain (by performing regular checks). Work study is used to show the required effort and time that is required to perform particular tasks and when more efficient ways of doing the task. The task can usually be broken down into different motions and how long an average worker takes to perform these motions is then measured by using a camera and stop watch. It can be seen from the history of work study that the methods of Frank and Lillian Gilbreth sort out to find the best method of doing a specific job, in his experience of bricklaying he noticed his instructor was using three different set of motions when laying bricks, when he started his own business he introduced several procedures which improved the motion pattern and increased productivity from 120 bricks laid per hour up to 350. In my line of work we carry out surveys on behalf of institutions such as the NHS for space and usage, by using a form of the work study over a period of between a week and a month we analyse the occupancy of the rooms and whether they are empty, under, fully or over used. Once this information has been collected, collated and analysed then we can see where savings for the particular trust can be made. This can be based upon economic, technical or human conditions, whether they are planning on downsizing/merging or moving to larger premises, whether the space is fully utilised or if it is up to the minimum requirements for standard working conditions. A rating can then be identified for each aspect and other reviews are compared allowing for decisions to be made and improvements can then be implemented. The results of the study can be integrated into the time and effectiveness of how people use their time and whether or not it is fully utilised and then whether there are better working practice methods that can be identified and implemented. By integrating this approach to improve the work system which is known as methods engineering it can be applied to many other construction or property organisations. The work study uses both the time and motion study together to ensure that the results are both rational and reasonable are achieved, in order for this to be successful it is of significant importance that the study of motion is fully understood so that when applying it to the time study so that the results are as accurate as possible. However with construction projects lacking repetitive operations to monitor and due to numerous variable factors, such as the weather and change of labour, this will affect how work is performed, it is only generally provided as a guide to quantitative figures which should be included in other management tools. The time study measures how long is required in order to perform a specific task by an average work with a specified method, if a new work method is introduced then a time study needs to be changed in line with the new method. By analysing the different work methods and the equipment that is used when a job is performed then a more optimum and standardised method can be introduced. This method will contribute towards the search for better and improved methods, whilst ensuring optimum working procedures and effective use of management utilisation tools to help achieve higher productivity. In relation to my work place it was noticed that time and effort was being wasted due to a lack of a suitable and sufficient filing system; files were regularly misplaced and no backup records were kept. By analysing these ineffective methods it was evident that improvements were needed and therefore following this study and more effective and efficient system was put into place which addressed all the identified problems in the study. The benefits of work study is to have an increase in operational efficiency and productivity, reduce manufacturing costs, improve the work place layout, provide better capacity and manpower planning, provide fair benefits and conditions to employees, improve the work flow, reduce handling cost of materials, provide a performance standard to measure the efficiency of the labour force, improve industrial and employee morale, provide a better basis for any incentive schemes and more job satisfaction for employees.

Factors Affecting Learning Essay -- A Level Essays

Factors Affecting Learning To distinguish a student by their learning style, there must first be a review of the student’s abilities and the factors affecting their learning. When reviewing these factors there will be a sense of when the students responses are more consistent and help a teacher figure out when a student learns the best and how they learn as an individual. There are six different things that could affect the learning of a student: brain processing, senses, physical needs, environment, social needs, and emotional attitudes (Creative learning,1997). How a student processes information is determined by the left or right brain. A left brain thinker is very analytical. They tend to do things logically and step-by-step. They concentrate hard on details and are highly sequential in taking in new information. A student who thinks with their right brain is holistic, or thinks in wholes rather then analysis or separation of parts (Oxford, 2001). Right brain thinkers prefer a whole picture of an idea and not interested in the details. They also process information simultaneously. There are also reflective and impulsive thinkers. Reflective thinkers like to have time to consider and debate everything before making a decision. Whereas, impulsive thinkers make quick decisions with very little thought and based on very little information (Encarta, 2002). There are four ways to learn with the senses. They are: auditory, visual, tactile, and kinesthetic. When asking an educator whether the all the students learn the same they will say â€Å"No†. However, that knowledge isn’t brought into a classroom. A classroom is normally 90% lecture and question and answering, but only two or three students will... ... Database. Manner, Barbara M. (2001). Learning Styles and Multiple intelligences in students. Journal of College Science Teaching. 30(6) p 390-93. retrieved April 7, 2003 from Eric/Ebsco database. Website: Gardner, Howard. (2001). Project Sumit. Retrieved May 1, 2003. from http://pzweb.harvard.edu/SUMIT/MISUMIT.HTM Creative Learning. (1997). Period Model. Retrieved May 2, 2003. from http://www.creativelearningcentre.com/default.asp?page=styles&sub=pyramid&la ng=&cs=NZ%24&cr=1&theme=main Magazine: Sears, Dr. (2001). Your child and School. Retrieved May 1, 2003. from www.parenting.com. Carol, Gina. (1999). Multiple Intelligences and Tests. Retrieved May 2, 2003. from www.teachermagaizne.org. Educational Dictionary: Encarta. (2002). Learning and Your child. Retrieved May 1, 2003. from www.encarta.com

Null Hypothesis

Why We Don’t â€Å"Accept† the Null Hypothesis by Keith M. Bower, M. S. and James A. Colton, M. S. Reprinted with permission from the American Society for Quality When performing statistical hypothesis tests such as a one-sample t-test or the AndersonDarling test for normality, an investigator will either reject or fail to reject the null hypothesis, based upon sampled data. Frequently, results in Six Sigma projects contain the verbiage â€Å"accept the null hypothesis,† which implies that the null hypothesis has been proven true.This article discusses why such a practice is incorrect, and why this issue is more than a matter of semantics. Overview of Hypothesis Testing In a statistical hypothesis test, two hypotheses are evaluated: the null (H0) and the alternative (H1). The null hypothesis is assumed true until proven otherwise. If the weight of evidence leads us to believe that the null hypothesis is highly unlikely (based upon probability theory), then we hav e a statistical basis upon which we may reject the null hypothesis. A common misconception is that statistical hypothesis tests are designed to select the more likely of two hypotheses.Rather, a test will stay with the null hypothesis until enough evidence (data) appears to support the alternative. The amount of evidence required to â€Å"prove† the alternative may be stated in terms of a confidence level (denoted X%). The confidence level is often specified before a test is conducted as part of a sample size calculation. We view the confidence level as equaling one minus the Type I error rate (? ). A Type I error is committed when the null hypothesis is incorrectly rejected. An ? value of 0. 05 is typically used, corresponding to 95% confidence levels.The p-value is used to determine if enough evidence exists to reject the null hypothesis in favor of the alternative. The p-value is the probability of incorrectly rejecting the null hypothesis. The two possible conclusions, af ter assessing the data, are to: 1. Reject the null hypothesis (p-value ? ) and conclude that there is not enough evidence to state that the alternative is true at the pre-determined confidence level of X%. Note that it is possible to state the alternative to be true at the lower confidence level of 100*(1 – p-value)%. Ronald A.Fisher succinctly discusses the key point of our paper: In relation to any experiment we may speak of†¦ the â€Å"null hypothesis,† and it should be noted that the null hypothesis is never proved or established, but is possibly disproved, in the course of experimentation. Every experiment may be said to exist only in order to give the facts a chance of disproving the null hypothesis. 1 A Helpful Analogy: The U. S. Legal System Consider the example of the legal system in the United States of America. A person is considered innocent until proven guilty in a court of law.We may state this particular decision-making process in the form of a hypo thesis test, as follows: H0: Person is innocent vs. H1: Person is not innocent (i. e. , guilty) The responsibility then falls upon the prosecution to build a case to prove guilt beyond a reasonable doubt. It should be borne in mind that a jury will never find a person to be â€Å"innocent. † The defendant would be found â€Å"not guilty† in such a situation; i. e. , the jury has failed to reject the null hypothesis. Decisions Based on Data We must keep in mind, of course, that it is always possible to draw an incorrect conclusion based upon sampled data.There are two kinds of error we can make: †¢ Type I error. When the null hypothesis is rejected, practitioners refer to the Type I error when they present results, using language such as: â€Å"We reject the null hypothesis at the 5% significance level,† or â€Å"We reject the null hypothesis at the 95% confidence level. † †¢ Type II error. A second possible mistake involves incorrectly failing t o reject the null hypothesis. The power of a test is defined as one minus the Type II error rate, and is therefore the probability of correctly rejecting H0. The sample size plays an important role in determining the statistical power of a test.When statisticians address small sample sizes, they often refer to the power to justify their concerns. One may argue that the sample size would be too low to correctly detect a difference from the hypothesized value, if that difference truly existed. Example of a Test with Low Power Consider a test that compares the mean of a process to a target value. The null and alternative hypotheses are, respectively: H0: Process mean on target vs. H1: Process mean different from target Suppose two observations are collected daily to monitor for a change in the process mean (i. e. , n = 2). Assume a one-sample t-test is carried out at the ? 0. 05 significance level (95% confidence level) and the resulting p-value is above 0. 05. Fig. 1 One-Sample t-Test As is shown in Figure 1, there is less than a 50% chance (power = 0. 4944) such a test will correctly reject the null hypothesis even when the difference between the process mean and the target is six standard deviations. This is obviously an enormous statistical difference, yet the test (owing to the small sample size) would not be sensitive to it. The danger in concluding the process is on target with a sample size of two, for this example, is evident. ImplicationsAssessing and relaying findings in a cogent manner is critical for Six Sigma practitioners. In statistical hypothesis testing procedures, this means that investigators should avoid misleading language such as that which implies â€Å"acceptance† of the null hypothesis. Reference th 1. Ronald A. Fisher, The Design of Experiments, 8 ed. (New York: Hafner Publishing Company Inc. , 1966), 17. Bibliography 1. Lenth, Russell V. â€Å"Some Practical Guidelines for Effective Sample Size Determination. † The Americ an Statistician 55, no. 3 (2001): 187-193. 2. Tukey, John W. â€Å"Conclusions vs. Decisions. † Technometrics 2, no. 4 (1960): 423433.

Racialization of savagery Essay

In his essay ‘The Tempest in the Wilderness: The Racialization of Slavery’, Ronald Takaki (1992) discusses how savagery as generally understood by Europeans since the early seventeenth century became identified with and synonymous to the races of Native Americans and transplanted Africans. He shows how this historical construction of savagery proceeded from a general understanding of civilization as similar with and synonymous to being European. He demonstrates in the historical experience that he examines the creation of the binary opposition ‘European-civilized/Others-savage’. He used The Tempest, the play by William Shakespeare, as a starting point in delivering his argument. He says that the play â€Å"can be approached as a fascinating tale about the creation of a new society in America. † As a play, as literature, as a work of art, The Tempest inevitably drew upon prevailing, if not dominant, perceptions of Europeans colonizers’ encounter with Native Americans. Europeans after all have not been at that time exposed to such people, and those who were indeed exposed were but a minority of the population. The existing conditions therefore allowed, if not forced, a narrow, one-sided and ethnocentric appreciation of the Indians. This is the context of The Tempest. The play was written after the first encounter with American Indians but before the full-scale colonization of New England began. In the play, the main character Prospero encountered Caliban – a beastly creature that captures the stereotype of Native Americans. Caliban’s appearance is deformed and dark, and his behavior is savage. He personified ‘a born devil’ who belonged to a ‘vile race’. He represented intellectual incapacity as well as nature in its raw form. He is therefore the diametrical opposite of Prospero – intelligent, civilized, and normal-looking and therefore European, driven by lofty principles. The Native Americans in New England were racially different from the Europeans. They were viewed as representatives of backwardness and inefficiency, different from and opposed to the modernity and technological advancement represented by Europeans. They reminded the English colonizers of the Irish savages because they were tribal and pagan. Their economic system appeared to the English colonizers as the primitive ancestor of the latter’s manufacturing system. The Indians had a dark complexion, lived in the forests and were open sexually. â€Å"Christianity, cities, letters, clothing and swords† – these, according to Takaki, are the things Europeans considered as hallmarks of civilization – their civilization – which Indians however lacked. Indians were seen as driven by wild passions, and not led by intellect, as Europeans thought about themselves (Weinberg 2003). Historical developments built upon this largely negative perception of American Indians to the detriment of the latter. The New England area was later to be occupied by English settlers who were devout Protestants and who condemned the American Indians as heathens. The American Indians were later to be called a ‘demonic race’ that is associated with evil. The Protestant English sought to reaffirm and strengthen their moral beliefs by defining these against the beliefs and practices of the American Indians. They are not American Indians and they must strive never to become similar with these people. They believed that the diseases afflicting large sections of the American Indian population were God’s way of punishing and destroying pagans, as well as of paving the way for God’s people to settle and reside in the lands of these peoples. When embroiled in conflicts over rightful ownership of lands, English settlers fell back on their religious beliefs, believing that it was their ‘Puritan destiny’ to occupy those lands. They even claimed that by not using their lands, the American Indians were merely wasting these. In short, economic contradictions between the two peoples worked to reinforce the racialization of savagery as a Native American character. In many ways, the appreciation of Africans by the European colonizers were similar to the latter’s appreciation of the Indians. There were also differences, however. The dark skin of the Africans by itself, and especially when understood as ‘black’, sets off into motion various cultural connotations for Europeans. Darkness or blackness often signifies evil, sinister or wicked forces in English culture. Africans were viewed as a baser, primal and lesser people who deserve to serve Europeans. The physical strength of Africans, in the context within which they were encountered by the Europeans, appeared to the European settlers as a form of threat. The Africans were therefore thought of as needing to be subjugated and controlled, tamed and enslaved. They embodied nature, not culture. This largely negative perception of Africans was reinforced later by succeeding developments. If they were initially perceived as slaves, slave-like, or deserving to be slaves, Africans were later to become slaves, thanks to complications in the class system of the English settlers. The English aristocracy demanded labor to capitalize on the growing tobacco demand. Landowners on the other hand depended on indentured servants, both black and white. The indentured servants aspired to become wealthy themselves, but were repressed to minimize competition for land and increase the supply of white laborers. This resulted in the Bacon’s Rebellion of 1676, in which lower-class workers fought the landowners. For depending on white labor, the landowners felt threatened. It is here that slaves from Africa came as a convenient way to address the problem. Africans can become slaves without the right to bear arms and assemble at meetings that were given to white laborers (Halford 1999). So the racialization of savagery is the outcome of a complex historical process that involved the encounter of two different cultures, societies, and economic and political systems – wherein one is debased from the perspective of the other whose identity came to be built upon the debasement. Important in this process is the uneven economic and military power between the two collectivities, as this factor determines whose perspective shall become dominant and shall persist among the two perspectives that naturally go with the two races. The racialization of savagery constitutes and is in turn constituted by, various cultural forms as exemplified by The Tempest. The participation of cultural forms in the racialization of savagery, though in a different but related contex, is also clarified in the influential book of Edward W. Said titled Orientalism (1979). 2. Compare the Land-Allotment Strategy used with the Choctaw’s with the Treaty Strategy that was applied to the Cherokee. What are the key differences between both approaches to Indian lands? Do they share any similarities? What were the outcomes of each strategy? Both the Land-Allotment Strategy used with the Choctaws and the Treaty Strategy used with the Cherokees continued and carried to conclusion the Europeans’ earlier deceitful and brutal strategies in dealing with American Indians. Weinberg (2003) reports that the communal society of the Indians was converted by the white settlers into a ‘plunder’ society: Many of the Indians lived as a community. They depended on hunting for buffalos. They planted corn, which served as their staple food. The Indians were an intelligent and civilized people. They had a civilization, even if this did not conform to and imitated what the white settlers considered as civilization – which, to their mind, means their civilization. Wars were waged against the Indians to get their land and subdue their labor. European fur traders even used whiskey to greatly weaken the sense of discretion of Indians in matters pertaining to trade. To get their lands, repression through legal means, as well as death squads, was used against them (Weinberg 2003). Historically, both the Land-Allotment Strategy used with the Choctaws and the Treaty Strategy used with the Cherokees were implemented under the â€Å"Indian Removal Act†. This act was campaigned for by US President Andrew Jackson in both houses of Congress. This piece of legislation gave the president the free hand to discuss the removal treaties with Indian tribes occupying the eastern part of the Mississippi river. Under these treaties, the Indians were to surrender their lands in exchange for lands in the west of the Mississippi river. Those wishing to remain in the east, the act claims, would be considered as citizens of their home states. The process was supposed to be voluntary and peaceful. When the southeastern nations resisted, however, US President Jackson used force to make the Indian nations leave their lands. He was initially trusted by the Indians but was later exposed and condemned as a traitor to their cause (â€Å"Indian Removal†, n. d. ) Some points on the Land-Allotment Strategy used with the Choctaws: ? The Choctaws were the first to sign a removal treaty. ? The Treaty of the Dancing Rabbit Creak promised to give individual families the liberty to stay and live amidst white people by giving them a land grant. ? Those who stayed were given some protection by the War Department, though it proved no match to the white population which squatted in Chotaws territory and those who cheated Choctaws of their land. ? President Andrew Jackson initially promised to protect those who stayed, only to say later that he cannot guard the boundaries he set. ? Those who stayed ran out of money and had to borrow from white land-owning families. As a result, they got into debt, had to sell their lands, and moved west. ? This is the reason why whites think that they are not to blame and are without fault in relation to the poverty and eventual exodus of the Indians. They make it appear that it is the Indians who are responsible for their decision later on to go to a different land. ? The migration of the Choctaws occurred during the winter, causing many to get sick and die (Wright and Fernandez, 1999). Some points on the Treaty Strategy used with the Cherokees: ? The legislature of Georgia orders Cherokee lands to be absorbed by the federal government. ? They were tricked into signing an illegitimate treaty. This treaty promised individual Cherokees a payment of $3. 2 million in exchange for their lands. (SHSU, n. d. ) ? In 1833, a small faction agreed to sign the Treaty of New Echota, a removal treaty. The leaders of this group were not the recognized leaders of the tribe. ? More than 15,000 Cherokees signed a petition in protest to the Treaty of New Echota. The Supreme Court, however, ignored the protests and ratified the treaty. ? The Cherokees were given two years to voluntarily migrate. If they fail to migrate after two years, the ruling says, force will be used to remove them. By 1838, however, only 2,000 members of the tribe have transferred, and 16,000 members remained in the land. ? The US government sent in 7,000 white troops. The Cherokees were not allowed to pack up their belongings, and the white troops looted their homes. ? This resulted in the march known as the Trail of Tears, which in reality is an exodus from the violence inflicted by the white settlers. The Trail of Tears lasted until winter, killing more than 4,000 Cherokees on their way to another land. (â€Å"Indian Removal†, n. d. ). The similarities between the two approaches are more striking than the differences. Both approaches merely continued and carried to conclusion the Europeans’ earlier deceitful and brutal treatment of the Indians. Both are premised on the drive to remove Indians from their lands. Both started off by dividing the particular Indian populations. Both inflicted suffering on the section of the Indian population that stayed in their lands. Both ended up with whites owning Indian land, and with Indians getting sick and dying on their way to a different land. Both used laws and treaties that pretended to work for the Indians, but in reality facilitated the transfer of their lands to the white settlers. These laws and treaties also made it appear that Indians had genuine choices at that time and that they are solely responsible for their actions. The approaches not only exemplify ‘divide-and-rule’ tactics used by European colonizers against peoples they colonize. The approaches also demonstrate the brutality with which colonial conquest was carried out by Europeans against peoples they perceive as ‘others’. The differences between the two approaches hinge on one significant factor: The resistance of the Cherokees. Because the Cherokees resisted, they were treated as a group, not as individual families as in the case of the Choctaws. This is the context of the attempt to buy off individual families for such a preposterously huge sum. Because they resisted, their occupancy of their land was extended, unlike that of the Choctaws. Because they resisted, they were met with a force more violent than that encountered by the Choctaws. 3. Possession of land is a recurring theme throughout the nineteenth century. Discuss how the differing relationships to the land typically experienced by European immigrants and their descendents, Native Americans, African slaves, post-bellum African Americans, and Mexicans contributed to the relative successes of these different ethnic groups. The possession of land is widespread in the 19th century. European immigrants did not come to America to occupy vacant land but to a territory inhabited by different ethnic groups (Zinn, 1980). The American ruling elite as well as the upperclass Europeans emerged many times richer after grabbing land from other peoples. The white who had the resources to carry out land grabbing deprived people of their land. The descendants of European immigrants, hereafter, inherited the land that was stolen from others. The countless peoples (number reaching millions) coming from ethnic groups had this in common: they did not have ownership of the land that they had occupied and developed for hundreds of years. How it was taken from them also has this central theme- war. It was by force that their land was taken from them. Behind this coercive measure is the drive for private property. European occupation, therefore, involved stories of massacre, deception and brutality (Zinn, 1980). In sum, the differing relationship to the land by European immigrants and their descendents and Native Americans, African slaves, post-bellum African Americans and Mexicans was that of ownership of land. The ethnic groups were either driven out of their land, or were made to stay and develop the land but were not allowed to partake in its bountiful resources. The result of this differing relationship is that the rich became richer and the poor became poorer. What would emerge different from these ethnic groups, on the other hand, is how they fought the war for land. The internal and external conditions of their struggles result to their varying success in social status. Relative to each ethnic group the difference is minimal. Relative to European immigrants, the gap is wide. However, in the event of monopoly capitalism, different ethnic groups would all experience exploitation of greater scope and magnitude than any point in history. The Case of Indians In the 19th century, the movement of whites pressured national government to conduct aggressive activity to Indians to drive them out of their land. The removal of Indians opened the vast lands of America to agriculture then to market, then to money, and then to the development of modern capitalist economy -which is essentially an economy characterized with the surplus of good and the phenomenon of superprofit. The places involved in the violent dispossession of land were Louisiana (purchased from France), North Carolina, Kentucky, Alabama, Georgia, Missisipi and Florida (Zinn, 1980). The Case of Mexicans US government troops were ordered to occupy the territory inhabited by Mexicans. The latter were murdered in their own soil. Some of the soldiers including commanding officers were reluctant but few showed opposition in executing orders. Although racism was widespread among Americans, the killings did not receive popular support. The places involved in the violent dispossession of land were California, Texas, New Mexico and Louisiana. Mexico surrendered to US and was later paid $15 million. US propaganda later professed that fortunately they have taken nothing by conquest (Zinn, 1980) The Case of African American In 19th century, slavery of blacks was abolished in principle. In practice, however, they remained subjected to the oppressive conditions in plantation systems. They were still whipped and punished as forms of discipline in work. The places involved in the oppression of blacks based on land were New Orleans, South Carolina, Virgina, among others. The event of large-scale production in plantation brought about many uprisings of black people. Some ran away individually to escape their white master’s exploitation. But, it was through collective resistance and armed insurrection that black people received vast support that even electoral candidates including President Lincoln had to make a pretense of giving black and white equal access to land and all the wealth and rights that go with it (Zinn, 1980). Conclusion There is no doubt that the need for land is real and practical. But in a society ruled by competition and insatiable drive for more wealth, this human need was transformed to the murder of millions of people who are mostly colored. The ruling class in America during the 19th century argued that this conquest is justifiable because the white man is far superior to any other race. But history proves they were only superior militarily (Zinn, 1980). And they used this instrument of force to oppress other peoples. The history of white man supremacy is still propagated to this very day by the most powerful men in modern capitalists. The US government and its propaganda network in media and academe argue that taking land from other people, despite its bloodshed, can be justified with the emergence of a more progressive US. The ethnic groups, on the other hand, are more refined culturally and richer economically. This claim, of course, is but a distortion of history. If there is any real progress among these ethnic groups, it is the result of their struggle against their oppressors. Futhermore, it is not the American people as a whole that benefited from the systematic land grabbing from ethnic groups by the government. Ordinary Americans had to work hard for what they have; it was not given to them by the government. They were even sent to wars for the sake of the rich. In sum, the relative success of different ethnic groups was brought about by their struggle for land and all the wealth that comes with it. There was never a â€Å"United States or a community of people with common interest if we mean a â€Å"national interest† represented by the government, the development of capitalism or the dominant culture (Zinn, 1980). The differing relationships to the land experienced by European immigrants and their descendents, compared to the native Americans, African slaves, post-bellum African Americans, and Mexicans result to the formation of different people bounded with similar interests and common struggles, and contribute to the formation of movements which, as a whole, create a battling arena against modern capitalism. REFERENCES Halford, Joan Montgomery. (1999) â€Å"A Different Mirror: A Conversation with Ronald Takaki† Understanding Race, Class and Culture. Vol. 56, No. 7. April. http://www. ascd. org/ed_topics/el199904_halford. html â€Å"Indian removal†. n. d. Public Broadcasting Service. Retrieved 21 Aug. 2006 from http://www. pbs. org/wgbh/aia/part4/4p2959. html Said, Edward W. (1979) Orientalism. New York: Pantheon. Takaki, Ronald. (1992) The Tempest in the Wilderness: The Racialization of Savagery. The Journal of American History, vol. 79, no. 3, December, 892-912. Weinberg, Meyer. (2003) A Short History of American Capitalism. USA: New History Press. Retrieved August 16, 2006, from http://newhistory. org Zinn, Howard. (1980) A People’s History of the United States. USA: Harper & Row Publishers. Wright, Dawin and Dr. Ramona Fernandez. Sept. 16, 1999. ATL 125-13 American Ethnic and Racial Experience. Retrieved 21 Aug 2006 from http://www. msu. edu/user/wright96/essay2b. htm

Get Access to 200+ Grammar Exercises and Quizzes

Get Access to 200+ Grammar Exercises and Quizzes Get Access to 200+ Grammar Exercises and Quizzes Get Access to 200+ Grammar Exercises and Quizzes By Daniel Scocco When we launched the DailyWritingTips Pro subscription six months ago, our main goal was to create a resource our readers could use to improve their English and writing skills. The feedback we received far exceeded our expectations, so it seems we are on the right track. The main part of the Pro subscription are the exercises and quizzes. Subscribers get a new exercise every day, and they also get access to the archive of over 200 interactive exercises that have been published already. Here are some of the topics our exercises and quizzes cover: -Pronoun Usage -Confused Words -Irregular Verbs -Prepositions -Comma Usage -Hyphenation -Wordiness -If Clauses -Nominalization -Compound Nouns -Possessives -Verb Tense -Capitalization -Dangling Modifiers -Expletives -Colons and Semicolons -Subject-Verb Agreement -Quotation Marks -Parallel Constructions -Misspelled Words -Idiomatic Expressions -Redundancy -Prefixes and Suffixes We offer a 15-day free trial, so you have two weeks to try everything out completely free, and only then decide whether or not the subscription is right for you. Click here to get all the details and join! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:100 Idioms About NumbersWhat is the Difference Between Metaphor and Simile?9 Forms of the Past Tense

French Adverbs ~ Les Adverbes

French Adverbs ~ Les Adverbes An adverb, one of the eight parts of speech, is an invariable word that modifies a verb, an adjective, or another adverb. Adverbs provide information about the words they modify, such as when, where, how, how often, or to what degree something is done. See the list of some common French adverbs at the end of this lesson. Word Order with Adverbs In English, adverb placement can be arbitrary: some adverbs may be found in front of or after the verb, or even at the beginning or end of the sentence. This is not often the case in French, which has much stricter rules about placement. The following rules apply to the majority of situations, but there are exceptions. For detailed information, see my lesson on the placement of French adverbs.1. When a French adverb modifies a verb, it is placed after the conjugated verb. Nous avons bien mang. We ate well. Je regarde souvent la tl le soir. I often watch TV in the evening. Often, I watch TV in the evening. I watch TV in the evening often.   Ã‚  2. When an adverb modifies an adjective or another adverb, it is placed in front of the word it is modifying. Je suis profondment mu. I am deeply moved. Nous avons trs bien mang. We ate very well. Common French Adverbs Nearly every French word that ends in -ment is an adverb, and its English equivalent almost always ends in -ly: gà ©nà ©ralement - generally. For more information, please see adverbs of manner. Here are some of the most common French adverbs: French English Type of adverb actuellement currently adverb of time assez quite, fairly adverb of quantity aujourdhui today adverb of time aussi as comparative adverb beaucoup a lot adverb of quantity bien well adverb of manner bientt soon adverb of time dj already adverb of time demain tomorrow adverb of time enfin finally adverb of time ensuite next, then adverb of time heureusement fortunately adverb of manner hier yesterday adverb of time ici here adverb of place l there adverb of place l-bas over there adverb of place longtemps for a long time adverb of time maintenant now adverb of time mal poorly adverb of manner moins less comparative adverb parfois sometimes adverb of frequency partout everywhere adverb of place peu few, little adverb of quantity plus more, ___-er comparative adverb quelque part somewhere adverb of place rarement rarely adverb of frequency souvent often adverb of frequency tard late adverb of time tt early adverb of time toujours always adverb of frequency trs very adverb of quantity trop too much adverb of quantity vite quickly adverb of manner

Free Speech Essay Example | Topics and Well Written Essays - 500 words

Free Speech - Essay Example The concept of free speech is one which is initiated as it protects the right of human beings to have a sense of freedom. When one is able to express themselves through communication, thoughts and opinions, it becomes a freedom. This is furthered by the ability to protect the communication and the rights of individuals to the expression. The meaning of free speech isn’t one which is based on the opinions or ideals of an individual. Instead, it is the freedom of communication and expression which remains important. If this is regulated or taken away, then it creates a lack of freedom of expression and impacts the level of freedom which one has. If the freedom of speech is taken away, it ultimately leads away from having a free society in one of the most important forms of expression and communication (Sedler, 377). The concept of living in a free society through the use of expression and communication is furthered with the ideal of using communication as a way for an individual to protect other rights. If one is able to make a statement about what is wrong in a given situation, then this becomes a protection toward a given situation or circumstance.

Action Plan for a Learning Organization Assignment

Action Plan for a Learning Organization - Assignment Example For example, the communications department may consist of employees whose skills are not equal. Some may be good in editing; some are better in copy writing and so on. The company should facilitate different skills training to help the employees level off their skills to help each other to finish their designated tasks. Communication systems are innate in any given organizations or companies. To â€Å"develop communication† system is redundant, the better option is evaluate whether the existing communication system is efficient or not. The graphics and design depart speak a different language from the communications team but their workloads are distinct but not separate that’s why the communication system must be open and improved. Communication system and processes differ per department because their functions are different as well. On the other hand, departments are inter-dependent that’s why the improvement of communication system is necessary. For example, the communication department has an entirely different purpose and function to the human resource department. A capacity building training and company orientation for the employees is needed to achieve this Some employees may only be concerned on the matters of their department without appreciating their department’s relevance to other department. The company should facilitate harmony and unity among its workers. It is insignificant if all employees know each other’s work deliverables especially if they don’t have anything to do with it. Gossiping may arise if all the information per department will be known or made available to all. For example, the communications, public relations and media team should foster open communication lines because their workloads are interrelated. However, it is still pleasant to have open communication lines among different departments. For example for a long time a company has been using Microsoft Office but