How Your Actions May Be Unintentionally Racist

How Your Actions May Be Unintentionally Racist In the aftermath of the presidential election of 2016, many people have experienced relationship blowouts with friends, family, romantic partners, and colleagues over accusations of racism. Many of those who voted for Donald Trump have found themselves accused of being racist, as well as sexist, misogynist, homophobic, and xenophobic. Those making the accusations feel this way because they associate these forms of discrimination with the candidate himself, on account of statements he made and behaviors he displayed throughout the campaign, and the likely outcomes of policies and practices that he supports. But many of those accused find themselves confused and angry at the accusation, and feel that exercising their right to vote for the political candidate of their choice does not make them a racist, nor any other form of oppressor. So, who is in the right? Does voting for a certain political candidate make someone a racist? Can our actions be racist even though we dont mean them to be? Lets consider these questions from a sociological standpoint  and draw on social science theory and research to answer them. Dealing With the R Word When people are accused of being a racist in todays United States they often experience this accusation as an attack on their character. Growing up, we are taught that being racist is bad. It is considered among the worst crimes ever committed on U.S. soil, in the forms of genocide of Native Americans, enslavement of Africans and their descendants, violence and segregation during the Jim Crow era, Japanese internment, and the fierce and violent resistance shown by many to integration and the 1960s movement for Civil Rights, to name just a handful of notable cases. The way that we learn this history suggests that formal, institutional racism- that enforced by law- is a thing of the past. It follows, then, that the attitudes and behaviors among the wider population that worked to enforce racism through informal means is also (mostly) a thing of the past too. We are taught that racists were bad people who lived in our history, and because of that, the problem is largely behind us. So, its understandable that when a person is accused of racism today, it seems a ghastly thing to say, and a nearly unspeakable thing to say directly to a person. This is why, since the election, as this accusation has been hurled between family members, friends, and loved ones, relationships have blown up over social media, text, and in person. In a society that prides itself in being diverse, inclusive, tolerant, and color blind, calling someone a racist is one of the worst insults that can be made. But lost in these accusations and blowups is what racism actually means in todays world, and the diversity of forms that racist actions take. What Racism Is Today Sociologists believe that racism exists when ideas and assumptions about racial categories are used to justify and reproduce a racial hierarchy that unjustly limits access to power, resources, rights, and privileges to some on the basis of race, while at the same time giving unjust amounts of those things to others. Racism also occurs when this kind of unjust social structure is produced by the failure to account for race and the force it exerts in all aspects of society, both historically and today. By this definition of racism, a belief, worldview, or an action is racist when it supports the continuance of this kind of racially imbalanced system of power and privilege. So if you want to know whether an action is racist, then the question to ask about it is: Does it help to reproduce a racial hierarchy that gives some more power, privileges, rights, and resources than others, on the basis of race? Framing the question this way means that a variety of different kinds of thoughts and actions can be defined as racist. These are hardly limited to overt forms of racism that are highlighted in our historical narrative on the problem, like physical violence, using racial slurs, and plainly discriminating against people on the basis of race. By this definition, racism today often takes much more subtle, nuanced, and even hidden forms. To test this theoretical understanding of racism, lets examine some cases in which behavior or actions might have racist consequences, even though a person doesnt identify as a racist or intend for their actions to be racist. Dressing As an Indian for Halloween People who grew up in the 1970s or 80s are very likely to have seen kids dressed as Indians (Native Americans) for Halloween, or have gone as one at some point during their childhood. The costume, which draws on stereotypical portrayals of Native American culture and dress, including feathered headdresses, leather, and fringe clothing, remains fairly popular today and is widely available for men, women, children, and babies from a wide range of costume suppliers. No longer limited to Halloween, elements of the costume have become popular and common elements of outfits worn by attendees of music festivals across the U.S. While its unlikely that anyone who wears such a costume, or dresses their child in one, intends to be racist, dressing as an Indian for Halloween  is not as innocent as it may seem. Thats because the costume itself acts as a racial stereotype- it reduces an entire race of people, one composed of a diverse array of culturally distinct groups, to a small collection of physical elements. Racial stereotypes are dangerous because they play a crucial role in the social process of marginalizing groups of people on the basis of race, and in most cases, stripping those people of their humanity and reducing them to objects. The stereotypical image of the Indian in particular tends to fix Native Americans in the past, suggesting that they are not an important part of the present. This works to divert attention away from systems of economic and racial inequality that continue to exploit and oppress Native Americans today. For these reasons, dressing as an Indian for Halloween, or wearing any k ind of costume that is composed of racial stereotypes, is in fact an act of racism. All Lives Matter The contemporary social movement Black Lives Matter was born in 2013 following the acquittal of the man who killed 17-year-old Trayvon Martin. The movement grew and came to national prominence in 2014 following the police killings of Michael Brown and Freddie Gray. The name of the movement and the widely used hashtag that catalyzed it assert the importance of Black lives because the widespread violence against Black people in the U.S. and the oppression they suffer in a society that is systemically racist suggests that their lives do  not  matter. The history of enslavement of Black people and  racism against them is premised on the belief, whether conscious or not, that their lives are expendable and inconsequential. So, members of the movement and its supporters believe that it is necessary to assert that Black lives do in fact matter, as they draw attention to racism and ways to effectively fight it. Following media attention to the movement, some began to respond to it be stating or writing on social media that all lives matter. Of course, no one can argue with this claim. It is inherently true and rings to many with an air of egalitarianism. To many it is both an obvious and harmless statement. However, when we consider it as a response to the assertion that Black lives matter, we can see that it serves to divert attention from an anti-racist social movement. And, in the context of the racial history and contemporary racism of U.S. society, it works as a rhetorical device that ignores and silences Black voices, and draws attention away from the very real problems of racism that Black Lives Matter seeks to highlight and address. Whether one means to or not, doing so works to preserve the racial hierarchy of white privilege and supremacy. So, in the context of a dire need to listen to Black people when they talk about racism and what we need to do to help end it, stating that all lives matter is a racist act. Voting for Donald Trump Voting in elections is the lifeblood of American democracy. It is both a right and a duty of every citizen, and it has long been considered taboo to denigrate or chastise those whose political views and choices differ from ones own. This is because a democracy composed of multiple parties can only function when respect and cooperation are present. But during 2016, the public comments and political positions of Donald Trump have prompted many to buck the norm of civility. Many have characterized Trump and his supporters as racist, and many relationships have been destroyed in the process. So is it racist to support Trump? To answer that question one has to understand what he represents within the racial context of the U.S. Unfortunately, Donald Trump has a long history of behaving in racist ways. Throughout the campaign and prior to it, Trump made statements that denigrated racial groups and are rooted in dangerous racial stereotypes. His history in business is blighted by examples of discrimination against people of color. Throughout the campaign Trump routinely condoned violence against people of color, and condoned through his silence the white supremacist attitudes and racist actions of people among his supporters. Politically speaking, the policies he supports, like, for example, closing and defunding family planning clinics, those related to immigration and citizenship, overturning the Affordable Healthcare Act, and his proposed income tax brackets which penalize the poor and working classes will specifically harm people of color, at greater rates than they will harm white people, if they are passed into law. In doing so, these policies will help preserve the racial hierarchy of the U.S., white p rivilege, and white supremacy. Those who voted for Trump endorsed these policies, his attitudes, and behaviorall of which fit the sociological definition of racism. So, even if a person doesnt agree that thinking and acting this way is right, even if they themselves dont think and act this way, voting for Donald Trump was an act of racism. This reality is likely a hard pill to swallow for those of you who supported the Republican candidate. The good news is, its never too late to change. If you oppose racism and want to help fight it, there are practical things you can do in your everyday life as individuals, as members of communities, and as citizens of the U.S. to help end racism.

Do Children Learn Better in Boys-only and Girls-only School Research Paper

Do Children Learn Better in Boys-only and Girls-only School - Research Paper Example According to the essay findings  various arguments have been leveled for and against the reasons for separating boys and girls from learning together and the basis for the arguments are based on opinions rather than facts. It is important to give the opinions for those who reason for separating boys and girls in different learning environments.   One reason, for encouraging separation of the girls and boys during the learning process, is based on the argument of negative morality. Advocates of this thought argue that through separation we are able to bring up a generation of upright and moral individuals.   It is debated that most of the societal evils like fornication begins at very early stage of growth.   By separating boys from girls by taking them to different schools, may to a greater extend lower the cases and encourage a morally upright society.As the discussion highlights  the advocates for the separation of boys and girls claim that at school environment the stude nts are mostly alone, and these situations provide an opportunity for developing morals particularly when boys are mixed with girls. Education should introduce students to different cultures and thought processes that they could not be exposed to otherwise. Achieving the goals of education according to the advocates is actively to develop structures that individually assist the students of various genders but avoid mixing the students during the learning process.

Marketing Term Paper Example | Topics and Well Written Essays - 500 words - 3

Marketing - Term Paper Example The company’s sales revenue had reached its peak in the year 2012 before the sales started declining. In the year 2013, the sales started increasing again. The sales clearly show product life cycle which involves four distinctive stages. The stages are introduction, growth, maturity, and then decline. Apple may have adopted a reformulation strategy to increase its sales potential and profitability (Niemann, 2009). The Company focuses on satisfying its customers rather than expanding its territory to new markets and promotes continuous improvement of quality product. Apple uses a strategy of creating anxiety amongst customers like it did for iPhone.The company announces almost every year the launch of a new series of the smartphone.The anticipation is not only felt in the headquarters, the US, but also in other nations such as the U.K. The company uses a similar model into in Europe. It also signed an agreement with a telecommunication company in France to be its business partner in the country. The policy of employing strategic alliance has proved effective because it has opened opportunities for the company (Mickalowski, Mickelson&Keltgen, 2014). The company analyzes the political, economic, socio-cultural, and technological environment in the target market. These set of forces are mainly outside the control and influence of the business and have the potential of positively or negatively affect Apple’s operation. In analyzing the political environment, an issue such as taxation is evaluated because it affects the expected revenues and setting prices. The economic environment is carefully scrutinized because it restricts business investment and growth. Socio-cultural environment affects the taste and marketability of the iPhone.The technological environment is very dynamic, and internet accessibility has increased and customers have many expectations.

Ict Utilisation And Integration In The Classroom Education Essay

Ict Utilisation And Integration In The Classroom Education Essay Technology can be used to strengthen student learning and enhance pedagogy and can be used effectively as a cognitive tool for teaching and learning in the classroom (Bruce Levin, 2001; Bransford, Brown Cocking, 2000). Teachers use technology for a variety of reasons and these include record keeping, writing lesson plans, creating worksheets and communicating with parents. However, despite the widespread use of technology in schools, it seems that teachers are more inclined to use technology to support their existing practices (such as providing practice drills, demonstration).Previous studies revealed how and why individuals adopt new information technologies (Venkatesh, Morris, Davis Davis, 2003), but it is not known what influences teachers to use technology in their classroom; we need a better understanding of the beliefs that inform these decisions. Previous studies have shown various attributes that can be associated with the utilisation and integration of ICT in the classro om. For instance, teachers attributes is variously grouped into personal characteristics, one of such characteristics: Self-efficacy, perceptions and ease of use(Albion, 2001; Enochs, Riggs, Ellis, 1993; Kellenberger, 1996; Riggs Enochs, 1993; Wang, Ertmer, Newby, 2004a). When a teacher perceives that he or she can effectively use technology in the process of teaching and learning, it will impact that teachers ability to use technology in the classroom. However, the factors that influence self-efficacy beliefs towards technology integration remain largely ambiguous, particularly when examining the possible influences of students attitudes towards technology. These beliefs are likely to be related to each other and they interact dynamically in influencing teachers decisions about the use of technology in the classrooms. Bandura (1997) describes perceived self-efficacy as beliefs in ones capabilities to organise and execute the courses of action required to produce given attainments. As this applies to the integration of technology into education, self-efficacy beliefs toward technology integration have been theorized to be a determining factor in how well a teacher is able to effectively use technology to improve teaching and learning. Given that teachers act as change agents for technology integration in schools, it is critical to understand the factors that facilitate and those that act as barriers to teachers use of technology in schools. Research has found that teachers belief on the use of technology is influenced by many factors, such as environment, funds, availability of required technologies etc. (Leggett, Persichitte, 1998). The factors can be classified as either arising from the external environments where the teachers work in or the personal characteristics of the teachers (Chai Khine, 2006). While both internal and external conditions affect technology use in classrooms, (Ertmer 2005) argues that although environmental conditions in terms of technological infrastructures have improved, factors pertaining to teachers beliefs are yet to be resolved. . In Nigeria, there are some cultural factors such as religion, belief, age, that can contribute to teachers inability to integrate technology in the clas sroom (can you support this claim with a literature?). In addition, an issue that arises from Nigeria is that only well-trained teachers have enough confidence to actually use ICT as a teaching mechanism in the classroom teaching (Forster,2008). Before the emergence of ICT, pre service teachers were not expose to new modern channels of information, which and will develop in them self-guided learning materials, placing more focus on learning rather than teaching. Insufficient access to computers is one of the main obstacles for ICT programmes. This is particularly relevant for educational institutions located in rural areas where the school or training institution is the only access point for computers. Swarts(2002) noted that government cooperation is necessary for ICT programmes to be sustainable. Its cooperation is needed in order to support the education curriculum system, which is vital for the survival of ICT utilization and classrooms integration (Kozma, 2008). Purpose This study will therefore look into teachers beliefs about technology usage in the classroom among secondary school teachers in Lagos state, the integration of technology into teaching and its teachers influence on the students attitudes toward technology. Significance of study This study will be significant to the following individuals as stated below: Teachers will be aware 0f the key concern driving policy and interest in the pedagogical integration of ICT and the premise that ICT is important for bringing changes to classroom teaching and learning so as to foster the development of students 21st-century skills. It is important because it will help to build up teachers confidence in using technology in general, which would hence increase their intention and willingness to use technology in the future (Yuen Ma, 2008). It is also useful because it will help to develop a school environment which enables teachers to have more hands-on experience in new technologies (Allan, 2007; Fleming et al., 2007), Students may acquire special, these skills include the ability to become lifelong learners within a context of collaborative inquiry and the ability to work and learn from experts and peers in a connected global community (Law, Pelgrum Plomp, 2008;121) Researchers This study would contribute to the limited research in this area and add clarity to the relationships among these beliefs and will help to them suggest ways of convincing teachers to use ICTs in their classrooms because they are indispensable in this technologically globalised era. Question How do teachers beliefs relate to their instructional technology practices in classroom? 2 How do the environmental conditions affect ICTs use in classroom? What obstructs teachers positive belief about ICT integration in the classroom? Literature Review A major gap has always existed between affluent people living in developed societies with access to modern information technology and underprivileged people living in impoverished and rural communities in developing and least developed countries. Even today, an unequal adoption of technology excludes many from harvesting the fruits of the digital economy (Giri,2002). To investigate the factors hindering teachers readiness and confidence in using ICTs, Tella, Tella,Toyobo, Adika Adeyinka (2007) examined Nigerian secondary school teachersà ¢Ã¢â€š ¬Ã… ¸ uses of ICTs and implications for further development of ICT use in schools using a census of 700 teachers. They found that inadequate knowledge to evaluate the role of ICT in teaching and learning, lack of skills in the use of ICT equipment and software had resulted in a lack of confidence in utilizing ICT tools. This is consistent with Preston (2000) who concluded that lack of technical support to be the key inhibitor to the use of ICT in classroom. As indicated by Bradley and Russell (1997), recurring faults, and the expectation of faults occurring during teaching sessions have reduced teachers confidence and caused teachers to avoid using technology. In addition, obstacles such as access to equipment, time pressures, lack of mentor and opportunities for apprenticeship of observation also have a n impact on teachers ability to use ICT (Slaouti Barton, 2007). Further, teachers workload and time management was found to be inhibiting the implementation of computer instruction in classroom (Guha, 2000). While there is a great deal of studies about how ICT is being used in developed countries, there is not much information on how ICT is being integrated into schools in developing countries (Beukes-Amiss and Chiware, 2006). Investments in ICT for educational innovations and improvements purposes have been continuing, but the need for teachers who will employ it in the classroom as a staple part of the curriculum is disregarded (Niederhauser and Stoddart, 2001; Vacc and Bright, 1999). ICT does not have an educational value in itself, but it becomes precious when teachers use it in the learning and teaching process effectively. As Shakeshaft (1999, p. 4) notes, just because ICT is present does not mean that students are using it. The impact of ICT is strongest when used in a particular content area and further supported by use across the curriculum (Ward and Parr, 2010). Since teachers are the key figures to utilize ICT in educational settings productively and to help integrate ICT into the curriculum, there is every need for them to develop and have positive attitude towards its utilization and efficacy in the classrooms. . ICT promotes a positive attitude towards information technology as an essential p art of a lifelong interest in learning. Teachers also perceive the use of ICT as enhancing recall of previous learning, providing new stimuli, activating the learnerà ¢Ã¢â€š ¬Ã… ¸s response, and providing systematic and steady feedback. It is further perceived as sequencing learning appropriately, and providing access to a rich source of information(Hennessy, Harrison and Wamakote, 2010). For example, Tella et al. (2007) found that computer use by teachers was driven by intentions to use it, and that perceived usefulness was also strongly linked to those intentions. The implication is that teachers will be inclined to use technology if they perceive it to be useful. Furthermore, ICT needs to be linked to specific needs of learners, desisting from the à ¢Ã¢â€š ¬Ã… ¾one size fits allà ¢Ã¢â€š ¬Ã… ¸ approach (Leach, 2005, p. 112). It is most effectively used as a learner-centred tool, instead of within a more traditional pedagogy. The real challenge for educationists is, therefore, h ow to harness the potential of ICT to complement the role of a teacher in the teaching and learning process. Roblyer (2002) found that many pre-service teachers are still entering universities with little knowledge of computers and appropriate skills as well as lacking positive attitudes toward ICT use in the classroom. Again, Gunter (2001) states that many higher education institutions are still failing to prepare pre-service teachers for positive technological experiences and utilisation. This will make it difficult for teachers to be able to transfer their ICT skills to their students and encourage them to implement ICT when they themselves have negative belief toward ICT integration in the classrooms (YÄ ±ldÄ ±rÄ ±m, 2000). Many studies indicate that it is teachersà ¢Ã¢â€š ¬Ã… ¸ attitudes, expertise, lack of autonomy and lack of knowledge to evaluate the use and role of ICT in teaching (or technophobia in teachers) that are the prominent factors hindering teachersà ¢Ã¢â€š ¬Ã… ¸ readiness and confidence in using ICT support(Hennessy, Harrison Wamakote, 2010). In orde r for ICT to be effectively used in education, a sense of its value needs to exist as well as the expectation that its use will lead to success. Teachers education requires instructional design, and a belief about computers needs to be present if all teachers are to use ICT in their classrooms. Classroom practices need to change in order for ICT to be fully effective, and attitudes of some who may be unwilling to move away from the traditional way of teaching, need to be taken into consideration when training teachers for ICT use (Tella, Tella, Toyobo, Adika Adeyinka,2007). Therefore, teachers perceptions of ICT integration and utilization in the classrooms are somewhat related to the technology acceptance model (TAM) which was originated by Davis in 1986 (Davis, 1989). The model indicates that perceived usefulness and perceived ease of use are two specific determinants of a users acceptance of a technology. Perceived usefulness indicates the users perception of the extent that the technology will develop and improve his job performance positively. This includes decreasing the time for performing the job, more productivity and accuracy. Perceived ease of use refers to the users perception of amount of the effort necessary for using the system or the extent to which a user believes that employing a specific technology will be easy. Summers (1990) found that the lack of knowledge and experience in the computing area is one of the most common beliefs for teachers negative attitudes towards computers. Selwyn (1997) found that a major deterent to the use of computers by teachers was computer phobia. These teacher anxieties could be caused by psychological factors such as having little or no control over the activity, thinking that they might damage the computer, and feeling that ones self esteem is threatened; sociological factors such as ICT being regarded as a solitary activity, needing to be clever to use one, and being replaced by the computer; and operational factors such as being beyond ones abilities, having to cope with unfriendly jargon, and the likelihood of the technology going wrong. Teachers should be provided with adequate and appropriate support in their classrooms, and be guided by professional standards that incorporate a code of conduct (Semenov,2005). The successful use of computers in the classroom depends on the teachers belief and attitudes towards computers (Lawton Gerschner, 1982). By means of survey and data collection using questionnaire, the study will also explore factors impeding both qualified and prospective secondary school teachers positive beliefs and their future expectations related to utilization and integration of ICTs in the classrooms during teaching and learning. Research design The design adopted in this study is a descriptive survey method. This will allow the researchers to have a complete description of the impact of teachers belief on utilization and integration of ICTs in the classrooms. Population and Sample The population of the study comprised all public and private secondary schools in Lagos state Nigeria. Three hundred secondary school students from both Twenty five percent public and private schools were purposefully selected because it will not be convenient for the researchers to use all the schools in the Lagos state, again they make a good representation of the schools in the state. Then, a number of teachers in each schools were taken.This gives a total of - which their ages ranged between 25years 45 with a mean age of 35 years ( NB we will get the exact fig. from data collection/questionnaire) They consist of -males and -females. Instrument An instrument named Teachers Belief on Utilization and Integration of ICTs in the Classrooms was developed by the researchers and used for data collection. The instruments consists two sections. Section one requested demographic information from the respondents. The second section contains ten questions on likert type response format and the respondents are requested to choose from strongly agree, agree, disagree and strongly disagree. The instrument was administered on thirty respondents to ascertain its reliability after modification. Procedure All the 250 teachers used for the study were given questionnaires in their respective schools with permission granted by the various authorities of the schools. The administration took place after the school hour in each school. Before then, the entire respondents were informed about the date of the exercise.A day was allocated for two schools. This mean that 15 days was used to cover all the 30 schools selected in which the respondents were selected.(NB pls note how many questionnaires were administered and no. that were valid) Method of data analysis Data collected were analyzed using chi square and why?/? Recommendation( this is just a guess and to know whether it is in line with how it is beig written) The findings showed that most teachers perceived ICT as very useful and as making teaching and learning easier but still do not believe in utilization and integrating them during teaching and learning especially in Nigerian situation where there is no steady power supply, cost of the equipment, unavailability of the ICTs in most schools,lack of expertertise especially in public schools, etc. It was recommended that professional development policies should support ICT-related teaching models, in particular those that encourage both students and teachers to play an active role in teaching activities. Additionally, emphasis should be placed on the pedagogy underlying the use of ICTs for teaching and learning.

American Literature: A Discussion

American Literature has come a long way. It dates back as far as the pre-colonization-period America which is contrary to the current belief of almost everyone that English has always been the language in America. Although it was noted that â€Å"some fifty years after the political establishment of the United States, the concept of an American literature barely existed† (Delbanco), American literature did exist and is still existing. Literature as a communication involving some degree of emotional or aesthetic response is both an independent discipline and one of the tools of anthropology.The latter is a description and explanation of social behavior in every possible environment-from the primitive to the sophisticated-in every part of the world. (Dennis and Aycock 41) In this regard, looking at how literature emerged and how it evolved, identifies the kind of society and the kind of people living in a certain era. II. Evolution & Era The discovery and/or development of a cer tain type of literature did not just happen in a flash. American Literature, the different types of it, sprouted in a seasoned manner.This means that there would not be political writings, or none of them would be popular, if there were no political issues looming around the corner. It is quite amusing to know that American writing (in English) started not as a seriously intended literary piece but as a work â€Å"chiefly for the benefit of readers in the mother country. † (â€Å"American Literature†). These were the English travelers and explorers who became Americans during those olden times, circa 1583 to 1763. Following is the timeline of the American Literature (Trent):1. English Travelers and Explorers, 1583-1763 – retaining their own language as they travelled to America and became Americans while chiefly influencing the literature with this language: the heritage of the English race; 2. The Historians, 1607-1783 – this was the period of gentlemen adventurers writing about America’s colonies; 3. The Puritan Divines, 1620-1720 – again, Englishmen who gave their intellects to a strict scheme of doctrinaire theology, and gave up their freedom to the letter of the Hebraic Scriptures; 4.Edwards – was a special time when he, Edwards, inscribed a sequence of reflections, foundation to a great metaphysical discourse of his own; 5. Philosophers and Divines, 1720-1789 -a traditional categorization of the human ability giving reason for the American thought in the eighteenth century, which is believed to have led to the overthrow of high Calvinism: those who went after the intelligence were the rationalists, or deists; those who went after receptivity or sensibility were the â€Å"hot† men, or enthusiasts while those who went after the will were the moral or ethical reformers.6. Colonial Newspapers and Magazines, 1704-1775 – the knowledge of and about Europe had erupted so commonly through colonial new spapers; 7. American Political Writing, 1760-1789 — this was the period of â€Å"storm and stress†, of â€Å"revolution and evolution†, bringing forth a literature dominated by politically-themed content. Most of the topics involved â€Å"the nature of the British constitution, the formulation of colonial rights, and the elaboration of schemes of government and administration†;8. The Beginnings of Verse, 1610-1808- the beginning covered early colonial verse starting in 1610 while in 1700 it began with transition in purpose, subject, and style and later on during, the beginnings of nationalism that is related to the passage of the Stamp Act in 1765 ending with the publication of Bryant's Embargo in 1808. 9. Travellers and Observers, 1763-1846- this was the literature of travels, brand new, wide-ranging, and sophisticated, taking its magic from the sense of wonder;10. The Early Drama, 1756-1860 –The American native drama, even though it antedated the novel and the short story, has arrived only during the latter half of the eighteenth century having Androborus in 1714, which was noted to be a satirical embarrassment. 11. Early Essayists-during this period the first essays that were in print in colonial newspapers were written with a cognizant ethical purpose. 12.The time of Washington Irving (April 3, 1783 – November 28, 1859)-a well-known American author, essayist, biographer and historian of the early 19th century who authored â€Å"The Legend of Sleepy Hollow† and â€Å"Rip Van Winkle†; 13. The time of Bryant – an American who has the gift of poetic genius, and writing verses that last; 14. Fiction/Novels-the moment for literary lies;† that they served no virtuous purpose; that they melted rigorous minds; that they crowded out better books; that they painted adventure too romantic and love too vehement, and so unfitted†¦Ã¢â‚¬ III. The Role of Printing Press Taking into consideration the lack of other means of publication those days, early American literature succeeded with the big help of the printing press. Some Americans even had an undying zeal for literary outputs that they were â€Å"stimulated by a desire to render Washington City as well the seat of literature as of government, a number of gentlemen have formed themselves into a ‘ Printing and Bookselling Company† (McMurtrie 266). It may appear funny but it is true. IV. Current Scenario & Conclusionâ€Å"Who in the four corners of the globe reads an American book? † (Edinburgh Review, cited Delbanco) Contrary to this insult, there are still the likes of Twain that many people all over the world know and many hunger for their literary pieces. Another noted American literary figure is Toni Morrison, a Nobel Prize awardee for literature. She is noted to be â€Å"a public intellectual, she's influenced how we think about race and storytelling †¦ how we use language, what we do with lan guage, how we keep language alive and well.â€Å"(â€Å"Toni Morrison Society Honors† 15). Thus, American Literature, no matter how it is being viewed, is sure to be existent, alive and persisting. Works Cited â€Å"American Literature. † The Columbia Encyclopedia. 6th ed. 2009. Questia. Web. 19 July 2010. Delbanco, Andrew. â€Å"American Literature: A Vanishing Subject?. † Daedalus 135. 2 (2006): 22+. Questia. Web. 19 July 2010. Dennis, Philip A. , and Wendell Aycock, eds. Literature and Anthropology. Lubbock, TX: Texas Tech University Press, 1989. Questia. Web. 19 July 2010. McMurtrie, Douglas C.A History of Printing in the United States: The Story of the Introduction of the Press and of Its History and Influence during the Pioneer Period in Each State of the Union. Vol. 2. New York: R. R. Bowker, 1936. Questia. Web. 19 July 2010. â€Å"Toni Morrison Society Honors Nobel Laureate with 70th Birthday Tribute. † Black Issues in Higher Education 29 Mar. 20 01: 15. Questia. Web. 19 July 2010. Trent, William Peterfield, John Erskine, Stuart P. Sherman, and Carl Van Doren, eds. The Cambridge History of American Literature. New York: G. P. Putnam's Sons, 1917. Questia. Web. 19 July 2010.

Origins of the N-Word Essay - 1379 Words

The words Negro, nigger, and nigga have always been a sensitive topic, yet it is a topic that needs to be addressed in light of the more common use of its vernacular. One word is used to describe a color, while the others are used to define a people. It’s very clear to many the negative connotation these words carry, but where did these words come from? Furthermore, is there a difference between the word nigger and nigga; and why is it that African-Americans now use the word nigga to degrade each other in today’s society? These words, in spite of their spelling, still holds the same degrading power as it did during the time of slavery, and they are still spoken out of cruelty and ignorance, but who is to blame? Can one still blame the†¦show more content†¦The Europeans no longer used the word to describe a color, but used it to describe a people. No matter what the origin, this word was used as a weapon to destroy and kill the mind and spirit of a race, and ha s become the self-fulfilling prophecy for many African-Americans today. So many people have forgotten or either do not realize the destruction behind this racial slur; that it has simply become another by-word with a forgotten history. Ignorance is the state of being uneducated, unaware, or uniformed. There is an old saying, â€Å"What you don’t know, won’t hurt you,† but I contend that what you don’t know can stifle you from moving ahead. There are so many young African-Americans walking in ignorance to the history of their race. For example, when I was growing up, my attentive parents often took opportunities to teach me about and encouraged me not to sit on the back of a public transportation bus. Their ideology came from the idea that there were many who fought for, were imprisoned, and even died for my right to sit anywhere on a public bus. However, I consistently watched as my African-American friends immediately flocked to the back of a bus. I used to mentally ask myself, â€Å"Do they not know their history?†Show MoreRelatedA Perspective Of Rock And Roll s Impact On Society1653 Words   |  7 PagesPerspective of Rock and Roll’s Impact on Society â€Å"Rock and roll keeps you in a constant state of juvenile delinquency,† stated Eddie Spaghetti; this quote captures the essence of rock n roll. It speaks it s truth about the influence on attitudes towards authority and implies how society reacted to the new revolution created by Rock ‘n roll, transforming the world into what it has become today. The music affected how people used recreational drugs, having unmarried sex, and threatened the traditional religiousRead MoreLanguage Identification of Individual Words with Joint Sequence Models1042 Words   |  4 Pagessystem, knowledge of the language of origin of unknown words can improve pronunciation modelling accuracy. 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Science Essay Sample

Writing a science essay is fairly considered to be one of the most important aspects of the educational process. Subsequently, a student may receive an academic degree and proceed with a professional career only in case of being aware of the major rules and principles underlying the composition of a science essay. In other words, for a student willing to succeed, the proficiency in a certain academic discipline is not sufficient in case his or her knowledge is not supported by the profound skills of writing a science essay. In this context, it appears reasonable to define the purpose of a science essay and outline the major rules underlying its composition. The Purpose of a Science Essay The major aim of a science essay implies presenting the results received within the research conducted by an author. At the same time, it is worth mentioning, that a science essay differs substantially from a research paper or dissertation. Notably, the mentioned above types of academic works, in most cases, also involve the specific part dedicated to the results presentation. However, in a science essay, an author is required to concentrate only on the most important, innovative, and unconventional outcomes of the research. In other words, a science essay is less formal than a research paper or dissertation. It would also be reasonable to add that, as a rule, science essay is targeting a wide group of readers including those who may not necessarily have an academic background. Notably, the science essays authors often contribute to the popular newspapers and magazines. The Guidelines for Writing a Science Essay Make sure that the structure is clear. The basic rules of structuring an academic essay also refer to the science essay composition. In particular, science essay should involve a clear and thought-provoking introduction, main body with an argumentation, and a conclusion summarizing the researchs results. Support the main argument with the scientifically proven data. One of the most important features of a science essay implies the usage of empirical evidence as a basis for the authors argumentation. In other words, in a science essay, it is not acceptable to present the viewpoint that is not supported by the corresponding scientific findings. At the same time, science essay should not be overloaded with empirical data. Particularly, the writer should keep in mind that demonstrating an academic capacity is not a purpose of a science essay. Be concise and do not forget about the references. The science essays writers have to avoid the usage of generalizations in the text. Namely, in a case of presenting some unconventional ideas, the writer should necessarily provide the name of the ideas author. Therefore, the constructions like some scientists think are not acceptable in a science essay. Avoid using too many technical and scientific terms. Undoubtedly, in some cases, it is not possible for a science essays author to replace the technical term with a corresponding popular definition. At the same time, the writer should minimize the number of technical and scientific terms while science essay is, in most cases, targeting the wide audience including the readers without a scientific background.