?The Rise and Fall of Jim Crow? Essay -- essays research papers

In 1863 Jim triumph was performing black face in major production halls. Jim Crow became a simble of racial discrimation. The erra of Jim Crow had begon at this time. This erra was a time were Jim Crow pushed for blacks have there rights taken from them. During the Jim Crow erra a lot of resterants and bathrooms had signs hanging out of doors that said coloreds only. Many blacks were fighting to start their commintuies because they felt this was the only way they would have rights. In 1919 the Klu Kluc Klan ( KKK) became a national world power. The Klan was major powerhouse behind Jim Crow. Blacks were non just going to stand by and let the Klan have control over them, so backs used the power of the press and the courts to fight natural covering against the klan. Then the video go forthd itself back to when Lincoln was presdent of the united states. The narrator lectureed about how Lincoln did not want the war to be about press release slaves but , for the war to be about sav ing the union. During this times the balcks thought that linciln was fighting for them and all they wanted was to have rights. These rights consisted of land , education, ablity to vote ,, but mosting significantly was alnd they believe if theey owned land they were free. In South Carolina blacks had built their own schools, churches and communitys , on the land that they were given during the war. When Andrew Jackson was eleceted into office he did not manage the idea fro blacks have their own land. So Andrew Jackson orderd Oliver O Howard a Christian general to remove the black people off the land they had do their homes. Oliver Howard called ammeting at the town hall and some were around 2,000 people attended. In 1866 Congress passed the 14th and 15th amendments because the south was not looking out for the violate intreates of the blacks. At this time reconstruction had began. Around the time reconstruction had began , most black people felt that they did not have to work in the palm or work at hard labor jobs. So they started electing other black man into office so that they could have rights and voice in the government. similarly these officals helped with getting schools and education for the black population. At this time the KKK wanted all of the ex-slaves to fall back into place were they belonged... ...et them run it Montgumery wanted a safe place for blacks to live and grow as people. Mound Bayou was truly proprose. When Missippi wanted to put in place the Jim Crow laws , Iza Montgumery was delegated to vote against the idea. But Iza voted for the a law against uneducation blacks would not be able to vote. Many blacks acrossed the nation felt this was tresion. Montgumery said that blacks had already lost. Booker T. Washington was mad like Fredrick Douglas. Booker was able to talk to talk to anyone. Booker sureached ideas for a white and black comprmisse. September 25th was calimed Negero day. Booker want to speak and people complained that t here was a nigger giving a speech . Almost as if they felt he was unable to speak because he was black. Booker said to the white people we can be as seprate as two fingers but as close as the hand. That speech caused massive confusion for the blacks in the south. Although the white people at the rally were very happy and impressed by the way Booker talked. To blacks this idea was called the Atlanta Comprimse. Dispite any Advances by blacks they were all surpressed because Jim Crow had complete control over the power of the United States.

Violence on Television Essay -- essays research papers

"There was murderers going around killing lots of people and stealingjewelry." This quote comes from the mouth of an eight year honest-to-god girl afterwatching the evening news on television. The eight year old girl claimsthat she is afraid "when on that point is a murder confining because you never know ifhe could be in town" (Cullingford, 61). A recent report from the NationalInstitute of Mental Health (NIMH) pools evidence from everyplace 2,500 studieswithin the last decade on over 100,000 subjects from several nations toshow that the compiled evidence of televisions influence on behavior is so"overwhelming" that there is a consensus in the research community that" strength on television does lead to aggressive behavior" (Methvin, 49).Given that the majority of scientific community agrees that "the researchfindings of the NIMH exit support conclusion of a causalrelationship between television violence and aggressive behavior" (Wurtzel ,21), why is it that "the Saturday morning "kid vid ghetto" is the mostfierce time on T.V." (Methvin, 49), and that "despite slight variationsover the past decade, the amount of violence on television has remained atconsistently high levels" (Wurtzel, 23)? Why is it that, wish the tobaccocompanies twenty years ago, the present day television broadcastingcompanies refuse to consent that violent films and programming can and dohave insalubrious effects on their viewers (Rowland, 280) What can be done tocombat the stubborn minded broadcasting companies and to reduce the amountof violent scenes that infest the topical air waves?The television giants of today, such as ABC, CBS, and NBC continue toair violent shows, because they make money off of these programs. Ingeneral, society finds scenes of violence "simply enkindle" (Feshbach, 12).Broadcasting companies argue that "based on the high ratings, they aregiving the public what it wants, and theref ore are serving the publicinterest" (Time, 77). Michael Howe states "We have to mobilize thatchildren and adults do enjoy and do choose to watch those programs thatcontain violence" (48). At the same time, however, we must also rememberthe undeniable truth that "there is clear evidence between televisionviolence and later aggressive beh... ... boob tube and the Child. London Oxford University Press,1958.Howe, Michael J.A. Television and Children. London NewUniversity Education, 1977.Lowe, Carl, ed. Television and American Culture. New York TheH.W. Wilson Company, 1981.Methvin, Eugene H. "T.V. violence the shocking new evidence."Readers Digest Jan. 1983 49-54.Milavsky, Ronald J., Ronald C. Kessler, Horst. H. Stipp, andWilliam S. Rubens. Television and Aggression. OrlandoAcademic Press Inc., 1982.Palmer, Edward L. Children and the Faces of Television. NewYork Academic Press Inc., 1980.Pearl, David. "Violence and Aggression" Society Sept.-Oct.1984 17-2 3.Rowland, Willard D. Jr. and Horace Newcomb. The Politics of T.V.Violence. sharp-witted Publications Inc., 1983.Feshbach, Seymour and Robert D. Singer. Television andAggression. San Francisco Jossey-Bass Inc., 1971.Skornia, Harry J. Television and Society. New York McGrawHill Book Company, 1965.Time. "Warning from Washington Violence on Television isHarmful to children." May 17, 1982 77.Wurtzel, Alan, and Guy Lometti. "Researching TelevisionViolence." Society Sept.-Oct. 1984 22-31.

Malcolm X Essay -- essays research papers fc

The Autobiography of Malcolm X by Alex Haley was published in 1965. It is content best seller ab come in the life and times of Malcolm X. On May 19, 1925 Malcolm Little was born in Omaha, Nebraska. His father was a preacher who spoke turn out about the unity of black people. This caused several white racists to strike out against Malcolms father and his family violently. His family moved to Lansing, Michigan where Malcolm, his parents, brothers, and sisters were shot at, burned out of their home, harassed, and threatened. When Malcolm was 6 years old, his father was murdered by a white man. After his fathers death his mother had a nervous breakdown and the family got disclose up by welfare agencies. Malcolm was placed in a lot of different schools and boardinghouses. He was a good student and wanted to be a lawyer someday, but a teacher told him that because he was black he should take up carpentry instead. At age 15 he dropped out of school and moved to Boston to live with his h alf sister Ella. He quickly sees the fast pace life of Detroit. To get money he shined shoes, worked at a soda fountain, worked at a restaurant and on a railroad kitchen crew. Later he moved to the black Harlem section of tender York urban center where he sold drugs, became a thief, and was involved with a lot of hoodlums and pimps. He moved back to Boston and got arrested for burglary. While he was in prison he learned about the Nation of Islam and later joined the Islamic religion. He was released from prison in 1952 and went to be with his brother in Detroit where he replaced his last name, Little, with X to symbolize his lost true African family name. The Islamic religion taught that white people were devils so Malcolm went around speaking out against whites at universities and other places. He returned to New York and became minister of the Harlem temple. For 12 years he preached that the white man was the devil and Muhammad was Gods messenger. In 1964 he left the Nation of Islam and express "I feel like a man who has been asleep somewhat and under someone elses control. I feel what Im thought and saying now is for myself. Before, it was for and by guidance of another, now I think with my own mind."(Haley 312) He was 38 years old when he left the Islamic religion and started his own group, Organization of Afro-American Unity. He went to Mecca, known as the Hajj, and this is a religious... ...t of drug addiction, self-hatred and poverty. He restored a sense of pride in our African heritage to millions of black Americans. He offered his own view of civil rights issues, and it was totally different from the views held by other leaders, who were thought to be more moderate. If he had lived, many people think that he would have become one of the most powerful political figures this nation has known. At the end of the book Malcolm said, "I know that societies often have killed the people who have helped to change those societies. And if I can die having brought any light, having exposed any meaningful truth that forget help to destroy the racist cancer that is malignant in the body of America then all of the credit is due to Allah. Only the mistakes have been mine." curb Report The Autobiography of Malcolm X     Chidima KekeApril 13, 2004African American History IIProfessor LewisWorks CitedHaley, Alex. The Autobiography of Malcolm X, Ballantine Books New York.1965D.Hine, W.C. Hine, Harrold Stanley. The African American Odyssey. 2nd edition. Vol.2.Perason Education, Inc New Jersey. 2003

Definition of Leadership :: Leadership Traits

In its simplest terms, attractorship is the process of influencing the behavior of another person temporary hookup fully respecting the freedom of that person (Encarta). Two aspects of this definition are important. First, a significant part of effective leadinghip is the close connection between the leader and the follower, which often determines the success of the leaders mission. Unfortunately, this leader-follower relationship cannot be created according to some simple formula. Without inspiration, involvement, and encouragement from both participants, the relationship can not be effective. Leaders, in particular, moldiness give an extra effort to reach out to followers in order to initiate and develop this entirelyiance that is so critical to the achievement of goals. The leaders face special challenges as they try to communicate and interact with their followers and potential followers to understand and know what they think and what they do. Developing their leadership so rt in response to diversity, and ethics will give them an edge as they build relationships with their subordinators. Secondly, leaders who begin to utilization force, coercion, and manipulation must later use more force, coercion, and manipulation precisely because their ability to influence - truly lead - is diminished. In my comp each I have never seen our lead to use any force to associates for achieving goals, because hed like to be a true leader for a long time. I believe that there are generation in the life of a team or organization when the formula leader appropriately exercises the authority of his or her position or deal with organisational issues. Leaders should know that creativity and innovation are the life blood of their organization. New ideas can lead to programs that are already going on or planned in the organization .So, the mission of every leader should be to search continually for ideas and programs that are superior to the organization is currently committe d to. In a word, its called progress.Leaders respect the dignity and worth of each follower. There are two behaviors which are keys to this. First, the director of our company has done everything possible to crucify status differentials in team, which had been based on socioeconomic factors and job titles. Secondly, he has made clear by his behavior that he valued and respected all followers, especially those who were less powerful, less healthy, less educated, younger, older, poorer, less skillful in communication, and different in race, language, religion, gender or sexual orientation from the majority.

The Emphasis on Existentialisim in Lispector’s Work Due to The Traditio

The Emphasis on Existentialisim in Lispectors Work Due to The Traditional Roles of WomenThe humans mind often creates traumatized, twisted beliefs about the world after cataclysmic events have occurred. Picture 1920- the world has just been ravaged by bullets, bombs, and baleful butchers with malicious intent. The aftermath of World War II leaves the country of Ukraine encompassed in terror, anguish, and famine. Imagine being ravenous enough to consider devouring a decomposing relative, and then putt that consideration into action. Imagine a country where pogroms- violent attacks on ethnic groups, mainly Jews, that included the destruction of homes, businesses, and churches are non only regular, but not surprising occurrences. Imagine suppression, repression, oppression, completely the -ionsNow insert a nine-year old misfire struggling to live in this madness, add the rape and death of that girls mother, and there is the childhood of the renowned Brazilian author, Clarice Lispect or. These experiences, which would alter anyones views on life, influenced and helped to develop Lispectors existentialist ways of thinking. In these past occurrences, sexuality inequalities were very much prominent, which explains why Lispector focuses on the fate of women inher writing. Due to the oppressive government, women were confined to their traditional roles and in showing the lack of freedom, both mentally and physically, that this imposes on them, Clarice Lispector justifies her existentialist viewpoints through her writings life is pain, misery, and inevitably death. These viewpoints are imminent when discussing the overall lack of freedom in Lispectors stories The Chicken, The Smallest charr in the World, and Preciousness. Within... ...for giving birth, her obedient stay after being caught, and her sudden yet unsurprising death describes, in Lispectors viewpoints, the inwrought course of an average females life. Although Lispector wrote these stories in the 1940s, ringing on the then current gender inequalities and hardships of life during the aftermath of WWII, these themes are evident in all time periods, for as Lispector has shown, the innate traditional roles of women along with the pre-conceived notion of men being more significant than women are evident even in our time. These limits reflect Lispectors existentialist viewpoints in showing that the life of a woman is restrained womens lives are filled with pressure, sadness, and ultimately death.

Cultural Purity and the Refute of the Inevitable Momentum :: essays papers

Cultural Purity and the Refute of the Inevitable MomentumIn the gate to The Pure Products Go Crazy, James Clifford offers a poem by William Carlos Williams about a housekeeper of his named Elsie. This girl is of mixed blood, with a divided common ancestry, and no real collective roots to trace. Williams begins to make the observation that this is the direction that the world is moving in, as Clifford puts itan inevitable momentum. Clifford believes in that, in an interconnected world, one is always to varying degrees, inauthentic. In making this statement, Clifford is perhaps only partially accurate. In the western hemisphere, where Williams was located, perhaps it can be said directly that the influence of modern rescript has attributed to the lack of general ancestry, as one culture after a nonher has blended with the next. Perhaps it can be said as well that, as Clifford puts it, there seem no distant places left on the planet where the presence of modern products, media, a nd power cannot be felt (Clifford, 14). The intention of this paper is to distinguish first that there is essentially such a thing as pure culture, and contrary to Cliffords belief, that there are pure unblended cultures that perch (while not altogether untouched by foreign influence), natural within themselves. It will be argued as well that the influence of modern society does not necessarily lead to a loss of cultural soundness itself, but rather that a presence of certain cultural practices within the respective cultures has attributed to the long-lasting purity of certain cultures. In this case, we will be discussing the cultures that exist in Haiti and Bali. To address the first part of my argument, we fist must take in mass what exactly is this pure culture that has been mentioned thus far. Clifford believes that cultures, for the sake of the argument being made can be said to be impure cultures, have had to figure with the forces of progress and national unificati on, and that essentially this has led to many traditions, languages, cosmologies, and values being lost, some literally murdered (Clifford, 16). He argues that inevitably, all cultures either will, or have experience this, and in the end have transformed into an alternate version of themselves. I propose that a pure culture is one that has either not had to love with such circumstances, or has dealt with outside influences, without altering what is wholly exclusive about itself.

Cultural Purity and the Refute of the Inevitable Momentum :: essays papers

Cultural Purity and the Refute of the Inevitable MomentumIn the introduction to The Pure Products Go Crazy, James Clifford offers a poem by William Carlos Williams about a housekeeper of his named Elsie. This girl is of mixed blood, with a divided common ancestry, and no real collective grow to trace. Williams begins to make the observation that this is the direction that the world is moving in, as Clifford puts itan inevitable momentum. Clifford believes in that, in an interconnected world, one is always to varying degrees, inauthentic. In qualification this statement, Clifford is perhaps only partially accurate. In the western hemisphere, where Williams was located, perhaps it can be said directly that the influence of modern society has attributed to the lack of familiar ancestry, as one culture after another has bl kiboshed with the next. Perhaps it can be said as well that, as Clifford puts it, in that location appear no distant places left on the planet where the pres ence of modern products, media, and power cannot be felt (Clifford, 14). The intention of this paper is to contend first that there is essentially such a thing as small culture, and contrary to Cliffords belief, that there are pure unblended cultures that remain (while not all told untouched by foreign influence), natural within themselves. It will be argued as well that the influence of modern society does not necessarily touch to a loss of cultural soundness itself, but rather that a presence of received cultural practices within the respective cultures has attributed to the lasting purity of certain cultures. In this case, we will be discussing the cultures that exist in Haiti and Bali. To address the first part of my argument, we fist must take in hand what exactly is this pure culture that has been mentioned thus far. Clifford believes that cultures, for the sake of the argument being made can be said to be impure cultures, have had to reckon with the forces of progre ss and subject area unification, and that essentially this has led to many traditions, languages, cosmologies, and values being lost, some literally murdered (Clifford, 16). He argues that inevitably, all cultures either will, or have experienced this, and in the end have transformed into an alternate version of themselves. I propose that a pure culture is one that has either not had to deal with such circumstances, or has dealt with outside influences, without altering what is wholly exclusive about itself.

The Stress Encountered by a Police Officers

There has been a lot of research on the negative effects of variant on people in general. I am indisput adequate you know that constabulary invent is one of the top rated professions for job emphasise next to air traffic controllers and dentists. A good way to start this presentation, I think, is to give a good working definition of police try out. Here it is The feeling and desire along with the ensuing bodily effects, experienced by a person who has a strong and true longing to choke the living crap pop out of close toone who desperately deserves it, except you faecal mattert.Now, enchantment this may rifle funny there is a real element of truth to it. An element of truth that says an awful lot about police work. And that is the part of the definition but you cant. guard work, by its very nature, calls for an incredible amount of restraint. Continual restraint and draining restraint. It is stressful. The demands on police officers to show even greater restraint vex b een increasing over the years, and so has the effects of stress on police work.With the recent concern that police suicide has received in the media there curb been a number of reviews on it. Between 1934 and 1960 police suicide rates were half that of the general population. Between 1980 to the present, suicide rates in some subdivisions near doubled. What is the difference? You cant choke them anymore Street justice is all but gone. Everyone has video cameras. The media gets off on putting down cops. Politicians continue to throw sensitive laws and restrictions for police officers that further tie their hands, and you cant choke anyone with your hands tied So you start to feel that youre choking yourself.Lets take a quick overview of police work and look at the research of what the biggest stressors are Killing someone in the line of duty. Having your partner killed in the line of duty. Lack of support by the department/bosses. Shift work and disruption of family time/family rituals. The daily grind of dealing with the stupidity of the public.Interestingly, sensible danger is ranked low on the list of stressors by police officers.One of the worst effects of stress on police officers is of course suicide. We are becoming too familiar with police suicide, especially with the attention the media has given New York City. Twice as many police officers die by their own hand as do in the line of duty. (New York Times, 1994)A study of 2376 Buffalo NY police officers found that, compared to the white male population police officers, there were higher mortality rates for cancer, suicide, and heart disease. The suggested occasion high stress levels.Every study done points to the higher levels of stress police officers face, but what form does that stress take? With suicide there seem to be four factors1. Divorce. 2. Alcohol, non alcoholism. That was one of the early theories. But in actuality it was the use of alcohol right before the act to get up the nerve. 3. Depression. 4. A failure to get help. (Most officers who commit suicide withstand no history of having sought counseling).All four factors are symptoms that can come from an officers stress levels. patrol suicide is more directly related to relationship hassles than to job stress. Of the last 14 suicides among the police officers in New York City, 12, or 86%, had to do with split up or relationship breakup.Suicide is frequently an impulsive act, and the handgun at the officers side is guaranteed to be lethal in the hands of an experienced shooter.UB professor, John M. Violanti, Ph.D thinks the biggest reason for the high rate of police suicide is be brace officers think they have nowhere to go for confidential help when personal problems or job stress overwhelms them. Police officers are more hesitant than the average citizen to get help for emotional problems. Because of their role, they mistrust many things, and they especially mistrust mental health professionals, Violant i said. Departments should include some sort of suicide awareness training in their stress management program.Police officers going through a divorce are 5 clock more likely to commit suicide than that of an officer in a stable marriage. Relationship problems however, are highly related to job stress.If we consider that officers have an important relationship with their department, we can examine the effect of that relationship gone bad. Officers who get in real trouble on the job, suspended or lining termination, are 7 times more likely to commit suicide. (Apparently cops like their jobs better than their wives).So we see that stress has an enormous effect on police officers lives, especially their home lives. Studies have called police work a high risk lifestyle. Not high risk in terms of the physical dangers of the job, but a high risk in terms of waxing attitudinal problems, behavioral problems, and intimacy and relationship problems. So you learn something about the effects of police work. You learn if you ask the average cop Hey, whats been the scariest experience during your police career? They will answer My first marriageThe national divorce rate is 50%. All research shows police suffer a substantially higher divorce rate with estimates ranging from 60 to 75%. One of the casualties of police work is often the marriage.Although law enforcement officers deal with stressful situations in the normal course of their duties, excessive stress on individual officers may cause them not to carry out their responsibilities. In order to keep law enforcement organizations at 100%, administrators must be able to identify the causes of dysfunctional stress on individual officers. oftentimes of the articles we find today on the causes of law enforcement stress, focus primarily on the factors that are personal to the individual officer. However, other researchers suggest that an officers ability to live with this stress is hindered by the structure and operation o f the organization within which he or she works.Police stress is considered by many to be an important societal problem (Cullen, et al., 1985), and police work is thought of as stressful (Kelling and Pate, 1975). rightfulness enforcement officers must be aware of the dangers of psychological stress. taste is the result of demands placed on the arrangement and need not be harmful unless it is mismanaged or present in large quantities. However, some analysts say that occupational and life stress can cause mental and even physical problems.For example, one study of 2,300 officers in twenty-nine different police departments reported that thirty-six percent of the officers had serious marital problems, xxiii percent had serious alcohol problems, twenty percent had serious problems with their children, and ten percent had drug problems. (Kendrix, 1989) Yet, police were well below the average in seek medical and mental treatment. The macho image of a police officer may well keep a pol ice officer from seeking such treatment. Law enforcement officers have significantly higher rates of health problems, premature deaths, suicides and general hospital admissions than other occupations (Richard and Fell, 1975).Law enforcement stress has been categorized into three sections. These are 1) stress that is internal to the law enforcement system 2) stress that is in the law enforcement job itself and 3) stress that is external to law enforcement. melody internal to the job may be found when police and correctional officers find themselves with conflicting roles. Police spend much of their time in activities not directly related to law enforcement functions, while correction officers are placed in both the role of providing custody and treatment. Law enforcement officers can develop personal conflicts by being placed in the position of having to choose between one or more contradictory goals. Such contradictions include the loyalty to fellow officers and honesty within the d epartment. power traumatic Stress is a type of stress retrieveed at incidents that are, or perceived as, capable of causing serious injury or death. The person encountering the stress does not have to be the one whose life is threatened. This stress can also occur to witnesses. By its nature, aim Traumatic Stress is one of the worst types of stress a person can encounter. It is stress of a nature that is threatening to a persons survival. The psychological and physical reactions of our mind and body to offer Traumatic Stress are at the extremes. Examples of life threatening traumas that can cause Post Traumatic Stress, in their general order of severity, include natural disasters, serious accidents, serious accidents where a person is at fault, intentional life threatening violence by another person, life threatening trauma caused by betrayal by a trusted individual, and life threatening trauma caused by betrayal by someone you depend on for survival.Police officers, by the natur e of their jobs, can be exposed to more stress and trauma in one day than many people will experience in a sizable period of time, maybe even their entire life. Some police officers thrive on stress. They seek out incidents that most people would not care to encounter in their lifetime. Many people seek out a job in police work for this challenge and the personal rewards it provides. Overcoming stress of great order of magnitude can provide great personal rewards, but these jobs can and do ruin many lives.Dr. George Everly, a noted researcher on emergency service stress, estimates that at any given time15-32% of all emergency responders will be dealing with a reaction to Post Traumatic Stress, and there is a 30-64% pass off that they will have a reaction to it during their lifetime. For law enforcement working in urban areas, 20-30% of the officers will develop a reaction to Post Trauma Stress during their lifetimes. These figures are higher than the percentages for the general po pulation (1-3%), urban adolescents (9-15%), and, surprisingly, Vietnam Veterans (15-20%).For a variety of reasons, some of which are not known, many police officers work through Post Traumatic Stress and its affects. The impact of Post Traumatic Stress on their lives is short-lived (if they suffer from it at all). In the Diagnostical and Statistical Manual of Mental Disorders (DSM-IV), this is specify as Acute Stress Disorder. It lasts more than two days, but no longer than 4 weeks.There are those, however, that will not be able to cope with the Post Traumatic Stress they have encountered. They may have handled many traumatic incidents without a problem, until one happens that breaks through their ability to cope. These officers will develop what is known as Post Traumatic Stress Disorder (PTSD), which is Acute Stress Disorder that lasts more than 4 weeks. In their book on nip Services Stress, Dr. Jeff Mitchell and Dr. Grady Bray estimate that without proper Post Trauma Stress tra ining, response, and follow-up, roughly 4% of all emergency workers will develop Post Traumatic Stress Disorder.These figures do not include those who will develop a reaction to accumulative stress, which can have affects similar to, and additive to, Post Traumatic Stress. They also do not include police officers who grew up in an urban environment and are Vietnam Veterans, of which there are more than a few. These figures also do not separate out those working patrol or traffic duties from those working specialty assignments (narcotics, vice, metro teams) from those working investigative or inside jobs. Uniformed assignments and certain specialty assignments place officers in positions that they will be more likely to encounter traumatic stress.

Curriculum Implication

This section firstly examines curriculum as a intermediator of dominance and hegemony, exploring ideological issues in the selection and structuring of knowledge and in pedagogic practice. Secondly we focus on the issue of map outation of subaltern groups, culture and ideologies. The im mature of curriculum is used here to designate the experiences pupils defy under the guidance of the nurture. Most issues in this bea ar predicated upon the assumption that appropriate school experiences loafer indeed make a significant difference to knowledge and lives of SC/ST children.Content of curriculum and internal operations ar thus key issues that imply to be addressed. Also very important are related areas of pedagogic methods, assessment and evaluation. In India, curriculum and the content of precept have been central to the military operationes of genteelness of caste, class, cultural and patriarchal domination-subordination. In post independence educational policy, modificati on of content supposedly aimed at indigenization resulted in Brahmanisation as a key delimit feature of the curriculum.Brahmanisation has been evident in the emphasis on (1) pure row, (2) literature and early(a) knowledge of society, history, polity, religion and culture that is produced by postgraduateer castes which reflects Brahmanical world peck and experiences and Brahmanical perspectives on Indian society, history and culture, and (3) high caste, cultural and religious symbols, linguistic and hearty competencies, modes of life and behaviour. Furthermore, the overarching stress has been on eulogizing mental as against manual labour.The heavy gendered nature of school curricular content was evident in that womens specialised knowledge and sk distresss systems found no place in it or in the general curricular discourse. Rather they were used for devaluation and stereotyping of the female sex in curriculum. Curriculum is thus urban elite male-centric and bereft of the count rys rich people cultural diversity. There has been a corresponding devaluation of lesser dialects, cultures, traditions, and folklore of dalits and adivasis as also of peasantry.The second defining feature of the curriculum on the other hand, was its colonial shell which privileged western modernization. The ideology however was adopted in truncated, superficial ways the emphasis being on the incorporation of knowledge of Western cognition and technology, viz. that of the hard Western sciences, the English language and Western styles of life. The pursuance of liberal, democratic lovingist values even out though enshrined in the Indian formation was largely notional in the curriculum. Curricular structure and culture of the colonial model has remained unchanged.The defining features of the structure are full time attendance of age specific groups in teacher supervised classrooms for the deal of graded curricula. Full day schools, compulsory attendance, unconducively long times pan of classes and vacations, served as deterrents, being ill suited to educating SC/ST children, especially in the initial years when access was just being opened up and availed. Poor and SC/ST households depended on children for domestic work or other productive work whether or not to supplement household earnings.Today, things have changed substantially and large numbers of parents are ready to forego childrens labour and send them to school. However school organisation and curricula have not been sensitive as yet to fundamentally different economic situations, life aims and social circumstances of children belonging to poorer strata households or communities in the shaping of the school structure. Culturally, school norms of attendance, discipline, homework, tests and exams, and cognitively ethnocentric demands of concentration on nd memorization of the content of the text by rote, all prove problematic for SC/ST children.Furthermore, the curriculum itself as a tool of cultu ral dominance and hegemony has an alter and intimidating impact. Curriculum and the schedule Castes For the schedule Castes who have sought education as a mechanism to transform as well as don mainstream (read prevailing) society, the central questions are of represendation of their knowledge and culture and the critiquing of dominant knowledge and value systems of their lived reality and of social relationships base on dominance/subordination and exclusion. predominant forms of inequality and hierarchy are made invisible in the discourse on common nationhood and common and equal citizenship, which the school curriculum propagates. But for the Scheduled Castes the heart of the matter is structural oppression, not cultural difference. Thus understandings of oppressive aspects of our traditional and contemporary structures, the historic construction of groups and communities are made invisible by the curriculum and not subjects of key curricular importance.Krishna Kumars studies h ave focussed attention on how the dominant groups ideas about education and the educate get reflected in the curriculum. Following the curriculum, Indian texts uphold symbols of the traditional, male dominated feudal society and its obsolete cultural values and norms. However, that the value content of education is out of nervous strain with the reality of the changing, dynamic India is a matter of choice a choice consciously or unconsciously made by those selecting textbook material from the accessible body of literature and by those creating it.Worthwhile knowledge is that which is linked to the values and lifestyles of dominant groups. Ilaiah has vividly described how knowledge and language are rooted in and structured around productive processes of lower castes and around socio-cultural surroundings of their habitat. This knowledge and skill based vocabulary, which is very highly developed, finds no place in the school curriculum. Nor do stories, music and songs, values, ski lls, knowledge, traditions, cultural and religious practices. Contemporary dalit literature is similarly disregarded.Lives, values and norms of upper caste Hindus which are strange and alienating for the lower castes, exsert to be dominantly present. To quote from Ilaiah, right from previous(predicate) school Upto College, our Telugu textbooks were packed with these Hindu stories. Kalidasa was as alien to us as the name of Shakespeare. The language of textbooks was not the unrivalled that our communities spoke. Even the basic words were different. Textbook Telugu was Brahmin Telugu, whereas we were used to a production-based communicative Telugu. It is not merely a difference of dialect there is a difference in the very language itself.The dominance of epistemology and content of the politically powerful intellectual classes makes curricular knowledge ideologically loaded. While Gandhi, Tagore and Krishnamurti all from the high castes have received national attention as indigen ous educational philosophers, education has not incorporated the anti-caste-patriarchy and anti-hegemonic discourses of Phule, Ambedkar, Periyar or Iyotheedas. Curriculum does not reflect upon the historical implication of caste, gender and tribe, nor of the challenges posed to it by dalit epistemology, knowledge and protest.This should have been done through literature and social science curricula. Phule saw education as a potent weapon in the struggle for transitionary social transformation. For him, the purpose and content of education were radically different from both Brahmanical and colonial models of education. His ideal was an education that would bring an awareness among lower castes of oppressive social relations and their hegemonic moral and belief systems that pervaded their consciousness. an education that would instill western secular values, encourage exact thought and bring about mental emancipation.It would fulfil practical needs but would be broad based enough t o inspire a social and cultural revolution from below. During the course of the long struggle of dalit liberation, Ambedkar developed an ideology that incorporated a critique and reinterpretation of Indias cultural heritage, a rich school of thought drawn from a wide range of social thought and an action programme which lay an equal stress on social and cultural revolution as it did on the economic and political one. Like Phule, he defined the purpose of education in terms of mental awakening and reation of a social and moral conscience.Education was also a means of overcoming inferior status and state of mind, of wresting power from the powerful. Thus, the Ambedkarian agenda for education included (a) creation of capacities for rational and captious thinking, (b) assimilation into a red-hot humanistic culture and ideology, (c) development of capacities and qualities necessary for entry and leadership in modern avenues of work and politics, and (d) inculcation of self-respect an d aspirations to practiced lifestyles in which demeaning traditional practices would have no place.Clearly Phule-Ambedkarian ideology went way beyond narrow modernization and technocratic impulses. It gave pre-eminence to ideology and values, Western in dividing line but critically adapted towards emancipation of Indias d birthtrodden. Ilaiah, in fact, argues that these values are equally indigenous, constitutive of lived-in realities of dalit bahujans. Dalit and non-Brahman leaders drew on western philosophical traditions to build an ideology and praxis of revolutionary transformation of the Hindu social order.It aimed at establishing a socialist social order underpinned by a new morality, based on values of liberty, equality, fraternity and rationality. School curriculum in India failed to reflect these expressions of new moral order. It does not need any great study to show that the national or state school curricula or teacher education curricula were never guided by these rad ical visions. The Scheduled Castes and their issues and problems have remained computer peripheral to the curriculum and their representation if at all has been weak and distorted.Curriculum and the Scheduled populations Like the SC, curriculum does not acknowledge cultural rights of the Scheduled Tribes who are denied their own culture and history. School curriculum fails to take account of tribal cultures as autonomous knowledge systems with their own epistemology, transmission, innovation and power. Kundu gives the example of children being set to issue essays on the circus, or being trained to write letters through mock missives to the police asking them to take action on disturbance by loudspeakers during exams.While adivasi children may know a great deal about animals, they are tall(a) to have ever seen a circus where the police are usually feared as oppressors and electricity is erratic, if at all available, enlisting police support in keeping noise decibels down is a mo st(prenominal) unlikely situation Not only are the knowledge and linguistic and /or cognitive abilities that Scheduled Tribe children possess ignored e. g. the capacity to compose and gurgle spontaneously, to think in riddles and metaphors and their intimate knowledge of their environment but schooling also actively encourages a sense of inferiority about Scheduled Tribe cultures.Like the Scheduled Castes, Scheduled Tribes rarely feature in textbooks, and when they do, it is usually in positions servile to upper caste characters or as strange and averse exotica. The cultural discontinuity between school and home draws attention to the rigidity of school organization and the emphasis on discipline and punishment in contrast with socialization practices and the lives of children, as reasons for non-attendance.Sujatha cites the case of community schools in Andhra where there was closer interaction with parents, weekly holiday was in tune with the local weekly bazaar, and school hol idays coincided with tribal festivals. The school was observed to show positive results. The Language Question Despite several policy documents and a constitutional provision (350A) recognizing that linguistic minorities should be educated in their mother tongue at primary level, there is practically no education in Scheduled Tribe languages. This includes even those like Santhali, Bhili, Gondi or Oraon which are spoken by over a million people.Although states in India were organized on linguistic grounds, political powerlessness of Scheduled Tribes prevented the formation of states based on tribal languages. They are confined to minority status within large states and are compelled to learn the state language in school. Primary teachers are predominantly from non-ST communities. And despite the pedagogic significance of initial instruction in the mother tongue, teachers do not bother to learn the tribal language even after several years of posting. The general picture at primary le vel is oft one of mutual incomprehension between ST students and their non-ST teachers.Several studies have pointed to the significance of the language question at the primary levels. Quite apart from the pedagogic problems this creates such as destroying the childs self esteem, and reducing the possibilities of successful learning in later years, the denigration of Scheduled Tribe languages amounts to denigration of Scheduled Tribe worldviews and knowledge. The education system with its insistence on a common language as a means of achieving a common nationhood has been instrumental in the destruction of tribal language, culture and identity.Even outside the school, educated youth often speak to each other in the language of the school, perhaps to mark themselves off from their uneducated peers. Several languages, especially those spoken by small numbers, are dying out. Loss of a language means the loss of a certain way of knowing the world. Experiences of schooling of tribal chi ldren in Madhya Pradesh, Andhra Pradesh and Maharashtra have revealed the switching of Bundelkhandi, Gondi and Warli by Sanskritised Hindi, Telugu and Marathi respectively.Depending on levels of cultural absorption and adaptation however, several Scheduled Tribes may not look to schools to teach in their home language. Indeed, for many Scheduled Tribe parents, the main advantage of schooling is that it gives access to the new languages, new occupations and a new life and enables interaction with the non-tribal world. But wherever Scheduled Tribes have been politically mobilised to celebrate Scheduled Tribe identity, they have been more clear and open in their demand for education in indigenous languages.The Alienating stupor of School Regimen The school regimen of timing, discipline, hierarchy is especially alien to tribal children socialized in a world where individuality is respected from early on, and where parent-child interactions are relatively egalitarian. Kundu points out those testing procedures too are based on urban middle class values the competitiveness and system of rewards that examinations represent is often culturally anomalous to Scheduled Tribe children who are brought up in an atmosphere of sharing.Furthermore, learning among ST children is usually intimately connected to the work process children learn the names and medicinal uses of many plants and trees while accompanying their parents on foraging trips in the forest. When children are away at school, especially when they are sent to residential schools, they lose connection with this world of labour and their capacity to learn from it. Several studies have attested the alienating effects of language, school structure and ethos.Implications of late(a) Hindu Cultural Nationalist Influences on Curriculum In the recent past a serious concern has been the Hinduisation of the curriculum, its adverse implications for all children but most particularly to religious minorities and SC/ST. A d eliberate policy move towards Hinduisation of the school which occurred at the behest of neo-right national governments policy meant its specific underframe within Vedic values and thought.However, even prior to that when there was no overt intent of curriculum or text to be grounded in dominant religious culture, the fact that most educational action teachers are Hindu made curriculum Hinduised. It influenced the manner in which annual days or other school events are celebrated. Breaking a coconut and lighting incense at the base of the flag pole on Republic or liberty Day is common practice. Additionally, distinctive Scheduled Tribe names are changed to standard Hindu names.

Atticus, Throughout to Kill a Mockingbird Essay

passim the novel, To Kill a Mockingbird, although genus genus genus Atticus Finch appears to be a loving and caring father, he proves himself to be more of a star through the eyes of his children. The author, Harper lee, created Atticus to be a loyal friend to Jem Finch and Scout Finch. Atticus has potential to be a friend to his children because, first of all, the children call him by his first name. Secondly, he seldom scolds his children. Atticus has little or no rules set for his children to abide by. Lastly he does non try to mold his off springs into something they are not, though he does supply them with good advice. typically adults and parents think that it is more respectful for children, particularly their own, to not call them by their first names. Jem and Scout refer to their father as Atticus. Scout asks her father, Are we poor, Atticus? (pg. 21) this shows that she calls her father by his first name on a regular basis. Jem says to his father while requesting permiss ion from him, Atticus, if its alright with you. (pg. 61).This shows that even the older password refers to his father as Atticus. Jem asked Atticus if he think uped everybody who ever won, as Scout narrates her story, she still refers to her father as Atticus. Throughout the story, Atticus never shows any sign of being offended or upset with his children calling him by his first name, like a friend. All through the novel, never once did Atticus scold his children for inappropriate behavior. The Finchs had over a poor boy, named Walter. Scout insulted him with out understanding how it was rude,Atticus shook his honcho at me again. But hes gone and drowned his dinner with syrup(p24). All Atticus did was shake his head he left the rest of the punishing up to Calpurnia, the nanny. When Jem and Scout snuck into the tap case that they knew they were not supposed to be in, Atticus did not show the slightest bit of aggravation with them. Atticus and Calpurnia met us big bucksstairs. C alpurnia looked peeved, but Atticus looked exhausted,(pg. 206). When Jem got furious with a horrible old lady, Mrs. Dubose, he destroyed her garden out of anger.When Atticus found out that Jem did this, he says, I strongly advise you to go down and scram a talk with Mrs. Dubosecome straight home afterward.(pg. 104). Normally, if friends get upset with each other, they do not drive home the right to punish their friend. Atticus has that right as a parent, but chooses not to use it. Many parents set rules and restrictions for their children. Atticus, for some reason, does not feel it necessary for his two young children to have rules to abide by. The only rules that he ever gave to his children were to not go near the Radley house anymore after they had been teasing Boo Radley in the front yard. It is not common for friends to set rules for one another, but very common for parents to want their children to know where their boundaries lye. Jem and Scout dont have any rules set by the ir father to follow, and no known consequences for breaking any rules.Atticus Finch does not try to influence his ideas or beliefs about things on his children. He does not view as his children into something they are not, estimable because thats what he believes. Most parents try to get their off springs to believe the same things they do, or want the same things they want. Atticus just teaches his kids to the best of his ability through his advice. When the teacher, Miss Caroline, was upset with the fact that Scout was being taught how to read by her father, Scout got the idea of not liking instill anymore. Atticus made a compromise with her saying that if she was good in class, then he would continue reading to her. This shows that Atticus was not going to squash Scout to like school just because he thought it was a good decision.When scout got into a fight with Cecil Jacobs, Atticus said, you just hold your head high and keep your fists down. No matter what anybody tells you , dont let em get your goat. Try fighting with your head for a change, its a good one(pg. 79) this is important because it shows that he is not forcing his daughter to think some way, or be someone else, he is not even get mad at her he is just giving her good advice. When Jem and Scout got guns for Christmas, Atticus told them one thing, Shoot all the bluejays you want, if you basis hit em, but remember its a sin to kill a mockingbird.This shows that Atticus is not threatening his children with this statement, he is just simply giving them the best advice he can in this situation. Friends do not expect each other believe the same things they believe, but just hope that people will take their advice into thought. Throughout the novel although Atticus Finch appears to be a loving and caring father, he proves himself to be more of a friend through the eyes of his children. He shows himself to have much potential as a loyal friend to his children. Maybe Atticus as a loyal friend to J em and Scout was more substantive than him being a father figure.

Respond to differences of opinion and conflict constructively Essay

As a teaching assistant I am part of the wider team of teaching stave in a school. Everyone has different roles and responsibilities and this can sometimes lead to conflicts. On one occasion I was working with an EMA class doing role plays in a hall. It was the last lesson of the day and we were using the interactive white board. The after school film club was due to use the room straight after us and the coordinator was very annoyed that she was unable to come in and set up ahead of her class.She insisted that the EMA class use another space. While I could understand her frustration at being delayed I could also see the benefits to the EMA class of using the hall. It provided the children with opportunities to do exercises that couldnt be done in standard classroom. I could also tell that they really enjoyed working in the space. The discussion between the teachers became slightly heated and I could see that there was tension. In order to interrupt the conflict I suggested we carry out the activities that require the white board early so that the coordinator could come in towards the end of our lesson and set up the film. This resolve was accepted by all. I felt I dealt with the situation constructively.Seek advice and support from relevant people when needed. As a teaching assistant I always seek advice on issues I am unsure of. If had a difference of opinion with another member of staff I would ask the teacher I worked with or different member of staff for advice. If was having difficulty with any of my responsibilities I would ask another member of staff to help and support me to hold I was doing things correctly.