Racial Profiling Essay Example for Free

Racial Profiling Essay On February 4, 1999, Amadou Diallo, an unarmed 22 year-old immigrant from New Guinea, West Africa, was shot and killed in the narrow vestibule of the apartment building where he lived. Four white officers, Sean Carroll, Kenneth Boss, Edward McMellon and Richard Murphy fired 41 bullets, hitting Diallo 19 times. All four were members of the New York City Police Departments Street Crimes Unit, which, under the slogan, We Own the Night, used aggressive stop and frisk tactics against African- Americans at a rate double that groups population percentage. A report on the unit by the state attorney general found that blacks were stopped at a rate 10 times that of whites, and that 35 percent of those stops lacked reasonable suspicion to detain or had reports insufficiently filled out to make a determination. Thousands attended Diallos funeral. Demonstrations were held almost daily, along with the arrests of over 1,200 people in planned civil disobedience. In a trial that was moved out of the community where Diallo lived and to Albany in upstate New York, the four officers who killed Diallo were acquitted of all charges (â€Å"The Diallo† online). Racial Profiling is any police or private security practice in which a person is treated as a suspect because of his or her race, ethnicity, nationality or religion. This occurs when police investigate, stop, frisk, search or use force against a person based on such characteristics instead of evidence of a persons criminal behavior. It often involves the stopping and searching of people of color for traffic violations, known as â€Å"DWB† or â€Å"driving while black or brown. † (Meeks 17). After 9/11, racial profiling has become widely accepted as an appropriate form of crime prevention. People were sought after based solely on the fact that they were of Arab descent. But racial profiling did not start with September 11th racial profiling has been around for ages. Tracy Maclin, a professor at Boston University School of Law, says that racial profiling â€Å"can trace its historical roots [back] to a time in early American society when court officials in cities like Philadelphia permitted constables and ordinary citizens the right to take up all black persons seen gadding abroad without their masters permission. † (Meeks 164). The term profiling first became associated with law enforcement’s nterference in drug trafficking during the late 1970s. In 1985, the Drug Enforcement Administration instituted Operation Pipeline, an intelligence-based assessment of the method by which drug networks transported bulk drugs to drug markets, and began training local and state police in applying a drug courier profile as part of highway drug interdiction techniques. Under Operation Pipeline, police were trained to apply a profile that included evidence of concealment in the vehicle, indications of fast, point-to-point driving, as well as the age and race characteristics of the probable drivers. In some cases, the profiling technique was distorted, so that officers began targeting black and Hispanic male drivers by stopping them for technical traffic violations as a pretext for determining whether or not drivers were carrying drugs (Weitzer 133). A 1998 Department of Justice investigation of these practices raised awareness of this issue and defined racial profiling as the practice of singling out members of racial or ethnic groups for relatively minor traffic or petty criminal offenses in order to question and/or search them for drugs, guns, or other contraband (â€Å"History† 1). In 1999, the American Civil Liberties Union launched a nationwide campaign against racial profiling, entitled â€Å"Arrest the Racism: Racial Profiling in America. † This campaign included research, phone hotlines to report incidents, online complaint forms, advertising campaigns that included radio, television, print and billboards, advocacy for legislation, and a communications program synchronized with litigation efforts across the country. This campaign has inspired a movement against racial profiling by local, state and national organizations. Community organizations have been involved in advocating for legislation, increasing visibility of their racial profiling concerns, and encouraging police departments to begin data collection. More than 20 states have passed legislation prohibiting racial profiling and/or mandating data collection on stops and searches, hundreds of individual jurisdictions have voluntarily begun to collect data, and several jurisdictions are collecting data on racial profiling as a result of federal or state court settlements or consent decrees. In February 2001, during an address to a joint session of Congress, President George W.  Bush said of racial profiling, â€Å"It is wrong and we will end it in America. † (â€Å"History† 1) California, alone, has enacted legislation which mandates sensitivity training, but there is currently no legislation mandating data collection. In 1999, Governor Gray Davis vetoed legislation that would have required law enforcement agencies to collect data to show whether people of color are stopped by police at disproportionate rates. Bills that would have prohibited racial profiling and required data collection either died on inactive file or had important content removed before being passed. A large number of individual jurisdictions are collecting data either voluntarily, through court settlements, or through federal consent decrees. S. B. 205, which amended the California Penal Code section 13519. 4, entitled Racial and Cultural Diversity Training, defines racial profiling as â€Å"the practice of detaining a suspect based on a broad set of criteria which casts suspicion on an entire class of people without any individualized suspicion of the particular person being stopped. † This legislation outlines the inappropriateness of racial profiling, and mandates cultural awareness training for civil servants. The federal code which is used to address racial profiling and other questionable procedures is Title 42, U. S. C. , Section 14141, which makes it unlawful for state or local law enforcement agencies to allow officers to engage in a pattern or practice of conduct that deprives persons of rights protected by the Constitution or laws of the United States. This law is commonly referred to as the Police Misconduct Statute. This law gives the Department of Justice the right to reprimand and/or sanction law enforcement agencies that use policies or practices which support a pattern of misconduct by officers. The action taken by the department is directed against the agency as a whole, not against individual officers. Although efforts have been made to ban the use of racial profiling as a law enforcement tool, no jurisdiction in the U. S. has addressed the problem in a way that is both effective and all-inclusive. Currently, twenty-nine states have passed laws concerning racial profiling, but state and federal protections against this problem continue to be extremely lacking. Further, some states are even passing legislation that supports racial profiling, such as Arizona’s new SB 1070, which aims to curb the problem of illegal entry into the U.  S. While immigration issues continue to be a problem in the U. S. , this law basically allows law enforcement officials to stop any citizen randomly to verify their legal residence in the country. Police practices that are viewed as racially motivated will ultimately lead to more frequent and severe interactions with law enforcement, and eventually leads to a distrust of the police. This is an unhealthy position, as law enforcement practices aren’t effective when you are fearful of those whose job is to protect and serve the citizens (Blumer 4). There is not much research available that addresses the question of why racial differences exist in citizens’ relations with the police. Part of the explanation can be found in the group-position thesis, which is discussed in the research by Bob Hutchings 64), and states: â€Å"the group-position thesis focuses on inter-group competition over material rewards, status, and power. Racial attitudes which reflect individual-level feelings and beliefs also mirror a collective sense of group cohesion, unlike other racial groups. These perceptions include (1) perceived threats: dominant group members’ fears that their group is at risk of losing privileges or resources to competing racial groups, and (2) perceived advantages: minority group members’ beliefs that their group interests will be enhanced by challenging the prevailing racial order. The group-position thesis has been used to explain inter-group racial attitudes. † The thesis further outlines the entitlement of dominant groups to resources, and the attraction to institutions that serve their interests; an example of this would be the attraction of the White race to the criminal justice system. The police are often seen as allies by the â€Å"dominant ethnic group†, especially in deeply divided societies where the police can be used as an instrument for suppressing â€Å"subordinate groups† (Bobo ump; Hutchings 70). This relationship between the police and dominant groups is less obvious in more democratic societies, but the authors state that even in these societies, the superior group builds strong relations with the police. In the United States, white people’s support for the police has traditionally been strong and, at the same time, whites tend to see racial minorities as inclined to criminal or violent behavior. In the 2000 General Social Survey, for example, half of whites viewed blacks as ‘violence-prone’. †(Weitzer ump; Tuch 1021) For whites who follow these views, there is a tendency to condone police suspicion and disparate treatment of minorities as â€Å"rational discrimination† (Weitzer 153). These attitudes may b e more strongly held by some whites than by others, but the group-position thesis predicts that these views are fairly common throughout the white population (Bobo ump; Hutchings 72). Racial profiling has been occurring throughout our nation, and even the world, for as far back as any of us can remember. Racial profiling stems from racism, and fear of people who are different, ethnically and culturally, than the person making the judgments. Sadly, it spreads even further than that, and clouds the judgment of the people who are in positions of authority, even when they come from the same ethnic background. Racism, classism, sexism and all the other –isms combine to create trends such as these, which affect more than just the person being judged; it affects their families, friends, neighborhoods, communities, etc. Like all other issues that deal with the problem of –isms, the only way to change the dominant perception is to change the way people are programmed throughout life and their experiences. Until that day, no legislation or rule is going to change the way people feel about the minority, or perceived lower class, group.

Critical Issue Promoting Technology Use In Schools Education Essay

Critical Issue Promoting Technology Use In Schools Education Essay Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist. Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools. OVERVIEW: The push to provide technology in schools has been successful in recent years. According to Goldman, Cole, and Syer (2000), most schools have computer labs and many have computers in every classroom. More than 90 percent of all schools are connected to the Internet, and more than 33 percent of teachers have Internet access in their classrooms. Yet teachers readily admit that they are not making as much use of technology as they could. According to an Education Week survey, nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all (Trotter, 2001). Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, new roles for teachers, time for ongoing professional development, appropriate coaching of teac hers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. Placing Computers for Equitable Access Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. Across the case study sites, there were five different strategies for allocating computers for student use:  · Distribution among the regular classrooms  · Computers in labs  · Mobile computer labs  · Incremental roll-out  · School-within-a-school The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum. Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental rollout. In incremental rollout, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year. Sometimes the computers are distributed on a grade-by-grade basis with primary grades first and upper grades later receiving the most up-to-date equipment. This approach requires continual, yearly funding. Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment. In situations where software also is a limited commodity, the school library may house and catalog the software, as is done with other educational materials. This situation makes the software available to all teachers and allows teachers flexibility in assigning work to students. Whatever decisions are made on allocation of equipment, it is imperative that all staff members are included in the decision making and that long-term plans are made for acquisition and upgrading of materials. Such collaborative decision making and planning helps ensure staff buy-in, equity of access, and effective use of technology in teaching and learning. Providing Technical Support Without continuous technical support, technology integration in the classroom will never be satisfactorily achieved (Bailey Pownell, 2002). Most teachers have heard horror stories about equipment failure, software complexity, data loss, embarrassments, and frustration. They dont want to be left hanging with 30 students wondering why nothing is working the way it is supposed to be. When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. Providing Time for Ongoing Professional Development Learning the new roles and ways of teaching that go hand-in-hand with technology integration requires that teachers have opportunities to participate in an extended process of professional development. Teachers need time to acquire technology skills and develop new teaching strategies for integrating technology into the classroom. Except for occasional in-service programs, teachers often have no time built into the school day for their own professional development. When professional development activities are conducted after school, teachers may not have the energy necessary for engaging in learning. Burgos (2001) notes, The research on staff development tells us that its least effective when its done at the end of the school day. Some researchers suggest that the ideal time for teachers to participate in professional development activities is during the summer, when students are not a consideration and teachers do not have as many demands on their time. But teachers are more likely to apply new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. Coaching Teachers at Different Skill Levels A school may be home to educators with a wide variety of skill levels in technology: computer gurus anxious to put the capabilities of the newest hardware and software to use; moderate technocrats, who implement basic computerized tasks; and the technologically limited. The problem faced by administrators and professional development staff of such a school is providing adequate training to bring all teachers to an adequate level of technical expertise so learning goals can be met. After the teachers skill levels are identified, administrators, teachers, and the technology specialist can brainstorm to determine what support and resources teachers need to advance to the next stage. Teachers can develop personal plans for professional development that include goals for using technology. These professional development plans can be competency driven, identifying specific areas where technology can be used effectively; they can specify outcomes to be achieved using technology, such as implementing specific projects with students; and they can list software applications that should be mastered by specific dates. By putting individual goals in writing, these plans formalize teachers commitment to using technology in the classroom, states Tenbusch (2002). Choosing Appropriate Software One barrier to technology integration is the difficulty many teachers face in finding and using appropriate software for instruction (Glenn, 2003). Teachers at novice or apprenticeship stages of technology integration may need guidance in locating multimedia software and Internet sites to support the schools learning goals, either because they are unfamiliar with these media or because they feel overwhelmed by the profusion of software on the market and sites on the Internet. Lack of time and experience to make good decisions about what particular products or sites have the potential of fostering learning goals can make technology integration a frightening prospect. Glenn (2003) succinctly summarizes the challenge: Problems exist with finding and using appropriate software or courseware for instruction. The number of high-quality curriculum materials has increased, and there is a wider variety; however, creating innovative learning opportunities for all students remains a fundamental challenge and elusive for far too many teachers. GOALS:  · The schools technology plan clearly identifies learning goals to be achieved through technology.  · Technology supports the instructional learning goals. It is integrated into instruction in meaningful ways so that it contributes to the attainment of high standards by all students.  · Technology is used for challenging, long-term projects that promote students higher-order thinking skills instead of merely for drill-and-practice programs to improve basic skills.  · All students have opportunities to use a variety of technologies to support their work on authentic tasks.  · All technology is in operable condition and is being used effectively and to the maximum extent possible.  · Just-in-time technology support is available for teachers and students.  · There is a flexibility in managing the technology to ensure that all students and teachers have equity of access.  · Professional development is considered an important part of the technology plan and the technology budget.  · The professional development component of the technology plan ensures that every teacher has allotted time throughout the school year for professional development relating to technology and its integration into the classroom.  · Professional development in technology is directly applicable to the classroom situation.  · A diverse portfolio is in place to ensure that funding is available to support technology and ongoing professional development. Administrators:  · Pursue funding strategies to provide the necessary technology, professional development, technical support, equipment upgrades, and equipment maintenance to achieve educational goals.  · Develop strategies for ensuring equitable use of education technology for all students and teachers.  · Acknowledge the benefits of plugging educators into technology improved student performance, increased student motivation, lower student absenteeism, and higher teacher morale.  · Understand the implications of preparing teachers for the Digital Age.  · Ensure that the school is providing professional development for effective technology use.  · Determine expectations for teachers in regard to their use of technology in their classrooms. Develop strategies for teaching the teachers and eventually winning teachers over.  · Read about technology implementation strategies in Teachers and Technology: Making the Connection.  · Provide all teachers and administrators with an Internet e-mail address. Use e-mail for all school announcements.  · Provide a networked computer on the desk of every teacher and administrator.  · Provide all teachers with on-site training in technology use. Ensure that teachers have adequate time to practice new skills, explore software, and become proficient with the schools technology.  · Involve teachers in identifying and pursuing technology professional development that is appropriate to their needs and skills.  · Encourage teachers to set their own technology integration goals as part of their individual professional development plans.  · Ensure that adequate technical support is available.  · Address any problems that arise with new uses of technology in the classroom quickly and efficiently.  · Use a variety of time and monetary incentives as well as job requirements that encourage teachers to use technology in their classrooms. o Provide release time for teachers to participate in technology professional development activities during the school day. o Pay for additional professional development activities, such as outside conferences and workshops that address specific classroom technology issues. o Pay teachers to act as technology mentors for teachers with novice technology skills. o Provide classroom-embedded mentoring, tutoring, and follow-up activities. o Financially reward teachers for designing good instructional uses of technology. o As an additional incentive, offer technology for classroom or personal use: laptop computers, technology equipment, and software. o Make teachers base pay contingent upon participation of technology professional development. o Include technological competence as one aspect of teacher evaluation. o Tie job security to technology professional development by adding technology competence to teacher evaluation, requiring technology-related professional development for contract renewal, or making technology professional development a requirement for re-certification.  · Periodically visit classrooms to determine teachers technology needs and to observe and encourage their integration strategies.  · Provide opportunities for teachers to observe effective technology use in other classes or schools.  · Recognize teacher successes with technology. Share these stories with the school and the community. Encourage teachers to share their successes with colleagues at conferences.  · Participate in professional development programs, study groups, and other technology activities with teachers and other staff members.

Animal Farm | Chapter by Chapter Summary

Animal Farm | Chapter by Chapter Summary Animal Farm Chapter by Chapter Summary Chapter One: Mr. Jones lives on the Manor Farm, he is an alcoholic. The animals of the farm go to the barn to hear what old Major, the well respected prized Middle White Boar, has to say about a recent dream. Bluebell, Jessie, and Pincher are the three farm dogs. Boxer, and Clover are the two cart-horses. Muriel is the white goat, and Benjamin is the donkey. old Major tells the animals that humans are enemies of animals, because humans force animals to do all the jobs they cannot do. He also says they must work to overthrow the human race. old Major teaches them a song, but while they sing it they wake up Mr. Jones, so they must go to sleep. Chapter Two: Three nights after the meeting, old Major dies in his sleep. The animals started to think about preparing for the future rebellion. They came up with a system of rebelling ideas which they called animalism. One night, Mr. Jones became so drunk at a bar he didn’t return to his farm till the next day. The animals were unfed, and became so hungry they broke into the store-shed and started to eat the food in the bins. When Mr. Jones returns and sees what the animals have done, he and four other men began beating the animals. The animals then began beating on the humans, who eventually run away for their life. The animals were thrilled not to be anybody’s slave anymore, they create â€Å"The Seven Commandments†. Chapter Three: The animals all worked hard in the field collectively, and were rewarded with a great harvest season. Boxer was the hardest worker of all the animals, his personal motto was, â€Å"I will work harder†. Some animals had trouble learning and memorizing â€Å"The Seven Commandments† so Snowball decided to simplify the Commandments to, â€Å"Four legs good, two legs bad.† Chapter Four: Snowball and Napoleon send pigeons to neighboring farms telling them of their rebellion and urging them to do the same. Mr. Jones sits at the Red Lion Pub, and drinks his problems away. In October, Mr. Jones and other farmers come to back to Manor Farm, to try to recapture it. The animals knew that Mr. Jones would come back, and were prepared for it. Snowball was in charge of defensive operations. The animals once again defeated Mr. Jones and his friends, Boxer accidentally kills a boy. Chapter Five: Clover confronts Mollie about her lacking work ethic, soon after that Mollie disappeared. Snowball and Napoleon had become bitter rivals with one another. Snowball wanted to build a windmill on the farm, but Napoleon wanted no part of it. Nine dogs chase Snowball off the farm. Napoleon announces that the windmill will be built, he claims the reason he wasn’t in favor of it was because it was his idea, but stolen by Snowball. Chapter Six: The animals work very hard, for the entirety of the year. The animals had enough food to last them through out the summer, but would have to work hard to have a surplus in the winter. Every Monday Mr. Whymper comes around to the farm and gets orders for food, or supplies. Mr. Jones as far away from the farm as he could, to the other side of the country. One morning in November, they awoke to find the almost finished windmill in ruins. Even though there had been a violent windstorm the night before, Napoleon blames in it on Snowball. Napoleon also says that they will begin the rebuilding immediately and will build every day until it is finished. Chapter Seven: In January food was very low on the farm. Napoleon made a deal with Mr. Whymper that he would give him four-hundred eggs in return for grain and food until summer came. The animals believe that Snowball snuck into the farm at night, and caused mischief on the farm. One night at a meeting the dogs attack the four pigs, and rip their throats out. They killed everybody who was affiliated with Snowball’s rebellion from Napolean including: the hens, three sheep, and others. Chapter Eight: The animals worked so hard, they sometimes thought that it would be better if Mr. Jones was still on the farm. Napoleon never came out of the house, or when he did it was a very rare occasion. If anything good happened to any of the animals they would thank Napoleon for their good fortune. During the summer, three hens confessed to plotting to kill Napoleon, as ordered by Snowball. They were immediately killed. They finish the windmill in autumn. Fredrick and two dozen more men attack Animal Farm, and destroy the windmill. This enrages the animals, and they push the men off the farm. The animals get drunk from whisky. Chapter Nine: During the winter they reduce the animal’s amount of food again, except for the dogs, and pigs. In April, the animals decided that they will declare Animal Farm a Republic. Napoleon is unanimously voted President. Boxer falls down, and tells that his lung is bothering him. A van came and they thought it was going to take Boxer to the hospital, but the side of the van read, â€Å"Alfred Simmonds, Horse Slaughterer and Glue Boiler, Willingdon.† Squealer said that Boxer died at the Wellington Hospital, the Hospital bought the van from the slaughterer, and hadn’t remarked the side. The animals are very sad about this, and buy more whisky. Chapter Ten: Many years went by on the farm, the only animals from the Rebellion still alive are Clover, Benjamin, Moses, and a lot of pigs. The farm was doing tremendous financially and with food. Pilkington and Napoleon become friends. Napoleon announces that Animal Farm will be called the Manor Farm again.

Essays --

Human beings have to made decisions right from childhood stage but the complexity of the decisions to be made or the circumstances preceding a decision vary from simple personal decisions to being in a group making corporate decisions. Individual Decision Making involves arriving at the decision at a personal level without involving external persons or making the decision regardless of an external or group's view point. This is the common method of making decisions and it has been observed to be effective when input from external parties is not necessary or in circumstances when a person might find themselves in need of immediate decision in order to tackle a particular situation. For example a person who is driving a car needs to make decisions about what action to take as he drives along the road with regards to following the driving laws and how to respond to actions by other road users. In this situation, an individual utilizes the intuitive decision making process (Cottrell, 2 009) which is based on the experience that he has gone through. According to Buchanan and Huczynski (2013), an individual’s quality of decisions can be influenced by how they perceive the surrounding circumstances in a given situation. This process falls in the â€Å"rational decision-making model† whereby an individual rationalizes and makes a decision based on the rational circumstances. For example a manager might be required to make a decision on whether to punish or pardon an employee who has made an error but his decision is based on the circumstances surrounding the event. If two managers were to independently evaluate the situation, one person might decide to punish while another might decide to pardon because it will depend on the personal interpre... ...decisions than can be arrived at and their consequences. An example of how this decision making process can be used is when a jury is unable to make a common decision mostly due to group polarization, one of the jurors can play the devil’s advocate by presenting an argument from the ‘other’ perspective opposite to what he rest of the group are focusing on in order to help them to make a decision. According to Berniker and McNabb (2006) the dialectical inquiry method can also be used by a group to help them make a decision. In this methodology, two alternatives are presented to the group for evaluation and they are discussed and then the group evaluates the two options and chooses whether to pick one of the options or to combine the two and use that as the final solution to the debate. This decision making process closely mirrors the devil’s advocacy method.

Attending Melba Beals Event Essay -- Civil Rights Little Rock Nine

I attended an event commemorating a very heroic woman’s actions. Civil rights activist Melba Beals, author of Warriors Don’t Cry, was one of the Little Rock Nine who helped to integrate an all-white Arkansas public high school in 1957. However, this was not a very easy task. She attended school amidst constant harassment, violence, and threats. Her efforts helped shape the civil rights movement and earned her America’s top civilian honor, the Congressional Gold Medal. I found her to be very inspiring, witty, and brave. The event allowed us to hear her perspective on growing up at such a volatile time, and to learn about her unique and rich past. This event was held in the Illini Union, a building on the University of Illinois’ campus where students and faculty work, study, and relax. Very often events such as this one are held to add a diverse flavor and special treat to the already enriching university. This presentation was held in the ballroom on the second floor. This room is a beautifully decorated large hall where many various events take place from dances to speeches. The fact that the event was held in this room shows the importance of Melba and the seating needed to accommodate such a large-scale event. The event was extremely crowded, and many different nationalities and cultures were represented, which was quite surprising to me. I would have imagined only finding African-Americans and whites at an event like this, but to my surprise almost every culture was represented in the audience. Through careful observation I noticed that the composition of the audience was mainly female, college and middle aged. I did notice that there were many families that came together, which was very nice... .... It made me proud of them and for them. From attending this lecture I have a greater sense of appreciation for all the women of color who have made a difference, because now I know how many obstacles they had to overcome to achieve their goal. After seeing her speak I felt extremely enriched and honored to have had the chance to hear someone like her speak in front of me. I felt a sense of pride for her. It was an odd moment. I felt like I was directly connected to her as well as to everything that she was saying. I could feel her pain, sorrow, triumph, and happiness all at once. It is not everyday that someone attempts to de-segregate their high school at a time when African-American people had no right to do something like this whatsoever. I am very much looking forward to reading her book now. I am very interested in finding more out about her life.

Explore how Friel uses language Essay

Explore how Friel has used language in order to create humour and other emotional responses in the audience? Focus particularly on the exchange between Yolland and Marie in Act 2 scene 2. In this essay I intend to explore the relationship between Marie and Yolland. I want to examine how the overall structure of the language presents a comical piece for the audience to watch and discover how the couple overcome the language barrier to connect on a much deeper level. I would also like to look at how they convey their emotions without verbal understanding. Then finally I would like to look at the way in which Friel provokes emotional responses in the audience. In a short play like Translations, the focus of the drama is on ever changing relationships demonstrated through language and conversation. If we study the relationship between Yolland and Marie and focus on their characters we find how different and individual they each are. The couple, prove to be direct opposites of one another. Yolland is an English soldier who has a romantic outlook on the world, whereas Maire is an Irish milkmaid who has a pragmatic view of the world. Yet both are similar in many ways, they both have hopes, dreams and fears. If we refer to the previous meeting between the couple (End of Act 2 Scene 1 from p58) we find the section where Maire and Yolland first ‘talk’ to each other. This demonstrates the difficulties faced when attempting to talk to someone from another culture. We know they are speaking in different languages and are confused by what the other is saying, whilst Owen is tries to act as an go-between and translator for them. After Act 2 Scene 1, the couple are next seen together, after the dance, trying to talk to each other. This scene is a intensely emotional love scene between the couple and is also a exquisite examination of the barriers between language and communication. The scene opens with the couple, running hand in hand and Marie exclaiming ‘O my God, that leap across the ditch nearly killed me’ and Yolland replies with ‘I could scarcely keep up with you. ‘ So that when the couple first speak, the dialogue is so highly skilled and the syntax is so well structured that it appears to the audience that they understand one another. The opposite is in fact true yet they seem to be making perfect sense. This creates a sense of confusion for the audience as we know, verbally they have little understanding of each other’s language. As the scene progresses Marie and Yolland realise their embarrassment. Before each speaks again their hands disengage and they study one another. Then follows a pause. This displays the hesitancy and the discomfort that the couple are feeling. Each is unsure of what the other is saying yet the following lines say exactly the same things in two completely different languages. Their lines intertwine and the responses are infact an illusion created by the lyrical poise and exact parallel balance. The couples’ observations are also based on very different realities, an example being Marie saying ‘The grass must be wet. My feet are soaking’ and Yolland retorting with ‘Your feet must be wet. The grass is soaking. ‘ Here if we look at the grammar, we know these lines mirror one another and we see how the playwright has developed this by just simply rearranging the subject and predicate to create this syntactic parallel equivalence. This humour is present throughout and this romantic exchange lightens what is quite a serious, political play. However the two characters are both symbols for two different cultures and apart from the language barrier they are divided by underlying conflict. In my opinion this also draws them together. What follows from here between them bears a striking resemblance to the discourse between Manus and Sarah in the opening act. They start with their names ‘George’ (Yolland) ‘Lieutant George. ‘ (Marie) They use basic and simple language and I feel this is done as the playwright is trying to provoke a sympathetic response from the audience. As with Manus and Sarah, the dialogue is drawn out, slow, yet humouress. Yet is also a display of tenderness and affection and is a way of making themselves known. This relates to the overall theme of identity within the play. If we look at the grammar we find again it is makes use of broken grammar, fragmented sentences and short turn taking roles. Together this creates tension in the audience. Friel makes use of this simple language again later on in the scene with the use of ‘water’, ‘earth’ and ‘fire’ after Maire tries to communicate in Latin. It is after both Yolland and Maire both confess – ‘Say anything at all. I love the sound of your speech’ and when they both end their unsuccessful attempting at communicating with an exasperated ‘Oh my god’, it becomes clear just how close a bond the two have begun to form. It is from here that the notion of non-verbal communication is effective. The splendour of this scene lies in the fact that, however meaningless words many be, body language and emotions are universal and can bridge the language barrier. Each becomes increasingly frustrated with their inability to communicate. As they do attempt to ‘talk’ there is plenty of confusion and misinterpretation within the conversation. An example being the plentiful use of what-what? Sorry-sorry? Just as in the previous scene. These two uncomplicated lines also bring about comic and compassion within the audience. Although the difference in this scene is that they have dispensed with Owen.

Alice Walker’s the Welcome Table Essay

Alice Walker’s The Welcome Table is a short story that gives a historical and cultural look at how segregation in the south influenced people’s lives. The story portrays an old black woman as the main character. It has plot, setting, characters, symbolism, theme, tone and imagery that the author skillfully narrated in the third person omniscient point of view to create the story. The reader experiences an insight into behavior that was caused by segregation in the State of Georgia in the south. â€Å"The reverend of the church stopped her pleasantly as she stepped into the vestibule†¦..†Aunty, you know this is not your church?†Ã¢â‚¬ ¦.Inside the church she sat on the very first bench from the back.† (Clugston, 2010) Head of the congregation the reverend instigates the act of religious segregation and without further prompting; his congregants willingly follows. The story also portrays the church people’s mindset to maintain religious segre gation even in the act of worship. â€Å"They looked with contempt †¦.at the old woman†¦could their husbands expect them to sit up in church with that? No, no†¦Ã¢â‚¬  (Clugston, 2010) The narrator uses strong descriptions to recreate the era and to pull the reader into the story. It really shows how segregation influences people in their everyday life. Black slaves were freed. However, black and white people remained segregated because segregation was the way of life for the people during that period in Georgia. The system of segregation demanded that black people had to sit in the back of public busses and the old woman in the story knew her place because she freely sat at the back of the church. â€Å"Inside the church she sat on the very first bench from the back,† (Clugston, 2010). Religious segregation is the main theme. The song at the beginning of the story sets the tone and pulls the reader into the south where ex-slaves sang Negro spirituals for comfort. â€Å"I’m going to sit at the Welcome table; Shout my troubles over; Walk and talk with Jesus; Tell God how you treat me; One of these days!†(Clugston, 2010) Religious segregation was a major part of the culture in Georgia and it is the theme of this story; in that the author details the harsh cold manner in which it affects people. The spiritual at the beginning points to hope to one day experience welcome (acceptance), to sit and talk with Jesus who both the blacks and whites are worshipping but cannot do so under the same roof. In other words, the song is an expression of hope that segregation will end. The black old woman braves freezing temperature, without warm enough clothing to go to the house of worship. Winter represents death, stagnation and sleep (Clugston, 2010) and the old black woman represents slavery. The black old woman, symbolizing slavery is almost blind and almost dead. Yet she is determined to struggle through the freezing cold to push past the reverend, and ignore the young usher to seat herself in the whites only church. â€Å"She brushed past him anyway, as if she had been brushing past him all her life, except this time she was in a hurry. Inside the church she sat†¦It was cold, even inside the church†¦.† This act by the dying old black woman is symbolic of the ex-slaves’ struggle to conquer the final frontier of segregation more so religious segregation. The author uses symbolism in this case to represent the people’s behavior towards the old woman and her determination to have her way. The Author skillfully uses imagery to tell a powerful story The Welcome Table. The very beginning paints a picture of the main character. â€Å"In her Sunday-go-to-meeting clothes:†¦.head rag stained with grease from the many oily pigtails underneath,† What seems like a simple description of her clothes contained words that contributed to the painting of the picture. Then on the other hand the ladies of the church required a different set of adjectives. â€Å"Leather bagged and shoed, with calfskin gloves to keep out the cold†¦.This done, the wives folded their healthy arms across their trim middles†¦Ã¢â‚¬  This vivid contrast also represents the religious disparity between the black people and the white people even though they are both worshipping the same god. â€Å"The reverend of the church stopped her pleasantly as she stepped into the vestibule†¦..†Aunty, you know this is not your church?†Ã¢â‚¬ ¦.Inside the church she sat on the very first bench from the back.† (Clugston, 2010) The black old woman, symbolizing slavery is almost blind and almost dead. Yet she is determined to struggle through the freezing cold to push past the reverend, and ignore the young usher to seat herself in the whites only church. Alice Walker’s The Welcome Table gives a historical and cultural look at how segregation in the south influenced people’s lives. The author skillfully narrated in the third person omniscient point of view to create the story. The reader experiences an insight into behavior that was caused by segregation in the State of Georgia in the south. The spiritual at the beginning points to hope to one day experience welcome (acceptance), to sit and talk with Jesus who both the blacks and whites are worshipping but cannot do so under the same roof. In other words, the song is an expression of hope that segregation will end. REFERENCE Clugston, W. R., (2010). Journey Into Literature, San Diego, CA: Bridgepoint Education Inc. Barnet, S., Berman, M., Burto, W., (1967) An Introduction to Literature 3rd Edition Toronto, CAN:Little, Brown and Company Inc.