Delegation vs Empowerment Essay

Delegation and empowerment are important concepts in management for leaders and managers. These are tools in the hands of managers that they must use judiciously to achieve the goals of the organization while motivating the employees to achieve better and improved productivity. We know that to delegate is to allocate tasks to employees telling them what to do and in what manner. Empowerment, There are many more differences between the two concepts of empowerment and delegation that will be talked about in this article. What is Delegation? When a manager gives tasks to subordinates asking them to complete them as per directions and deadline, he is supposed to be delegating authority at different levels. Employees are made responsible and accountable for the task entrusted with them. Delegation of power and authority is common in all situations and circumstances though it is in the context of an organization that delegation becomes a tool in the hands of managers to achieve the goals of the organization best. If you look up the dictionary, the act of delegation in its verb form refers to the process of giving authority to employees entrusting them with tasks. The inherent feeling in delegation is the command or what the manager expects form the subordinates. Delegation is purely thought of in terms of organizational benefits with nothing in it for the employees’ motivation or positive behavioral changes. It has to be remembered that delegation of authority also involves delegation of protocol as there is always a set of instructions or guidelines according to which the employee has to get the task completed. What is Empowerment? Empowerment is a term that has become very commonplace these days with newspapers using the word in articles and talk shows on TV having panelists talking about the need to empower the backward and downtrodden sections of the society. Empowerment refers to the process of giving people more control over their situations and lives. In purely organizational setup, empowering employees is showing trust and faith in them while giving them responsibilities. Empowerment is believed to motivate employees as they feel  more in control of the situation. When boss makes someone in charge of a department and allows him to run it as he deems fit, it is seen that the employee has more confidence and produces better results than when he is delegated authority and asked to run the department according to set rules and protocol. Empowerment is a process that shows respect to employees placing trust in their abilities. While organizational goals remain the end results, employee interests are used as means to achieve these results. What is the difference between Delegation and Empowerment? †¢ To achieve the goals of the organization, making use of employees, managers can make use of either delegation or empowerment †¢ While delegation is all about using employees as means to achieve ends, empowerment tries to make employees feel important as it is a process that places trust in the abilities of the employees †¢ Some managers have fear of erosion of authority which is why they use delegation over empowerment

APWH Rome and China Notes

There were 3 wars, and the Romans won every time. This war turned Rome from a small city state to an empire. When they won this war, they got land, slaves, and wealth. This caused the Patricians to benefit greatly, but the plebeians did not. This caused a larger gap between the rich and poor. D The roman army started recruiting people and pay them for their service. This is when the Roman army shifts from a citizenship army to a Professional army. This change = very Important. The USA is now a professional army too and we also have a wealth gap. We are the modern day Rome. Republic In Crawls (146-31 BCC) a Patricians wanted to malting their privileges so they wanted to support political parties that would benefit the rich. B Plebeians wanted to support ones that would help the poor. This caused an outbreak and a loss of respect for the law (murder, and overall breaking laws) When people begin to not care about the law the republic started to fall. D Julius Caesar came from a Patricia n family, but made everyone love him. He tried to help the Plebeians too. He then got himself elected Consul for life. But, they assassinated Caesar because they thought he had too much power.They thought that they were saving the Republic, but his friends and family (Octavia {nephew} and Marc Antonym {friend)) They hunted down and killed everyone who was involved in killing Julius. But, Marc and Octavia hated each other, but they worked or with each other in memory of Julius. So, they broke out in a Civil war over who would have control of Rome. Octavia won, even though Marc Antonym had the help of Cleopatra behind him. After he won, Antonym and Cleopatra committed suicide. So, Peace= long period of Roman Prosperity) (31 BCC-ACE)- Octavia made governors that ruled each city state and he appointed them.They eventually dominated. F The Romans built things- Arches and Concrete were what they used. Concrete was good because you could mix it on site and it was easy to make. The arch was good because the more weight at the top the more weight got funneled through the columns award the ground which made it harder to destroy. They made aqueducts which transferred water from mountain stream to city. They had to keep it moving to keep it clean, so on flat areas they had to elevate it and have it gradually go down so it would keep moving. G They also had bath houses that they built.They were like spas with gyms, and they were segregated for women and men. Paid for by the state. H Coliseum- entertainment provided by state, the state provided so much so no one could or would complain and try to over throw them. 60,000 people could sit in the Coliseum and it has a retractable awning/roof. You could flood they floor and have mock naval battles. They used the violent acts to educate the people in the Punic Wars and promote Rome and its victories. I They also built basilicas that were like court houses that were also used for church structure on Sunday when there was no court .J Made use of the dome with a hole in the rooftop give light. When it rains, there is grated floor that can funnel the water off to the side. K They built roads to connect the empire I Bridges over water which helped make everything connected. M Walls to protect the frontier. N Ceremonial arches that commemorated war victories A level of urban life that no one had ever seen before. A When Vesuvius erupted, it preserved the city perfectly. This is good for us to help us see how life was then for them. B SLAVES- slaves had to wear a belt so you knew who they were. Legal system believed that people were innocent until proven guilty. 2 DECLINE AND FALL- Diocletian (tried to persecute Christianity and divided the empire between and east and west. This is important because they Western Roman empire collapses but the east rises into (180-476 BCC) a They had to satisfy the people like they had always been doing, but they over time ran out of slaves and $ to do it. Germanic Tribes (Anglo Sa xons, Franks, Goths) Hung also swept across central Asia and invaded Central Europe which displaces may Germanic tribes. They took advantage of this and moved in to western roman empire and took over.Western Empire fallen different people trying to compete for power) 3 classical belief systems then made Legalism- top down kind of way of looking at things. Imagine you're a coach of an unruly team with a bad coach before. The quickest way to whip them into shape is to give them clear rules and punishments, and it would generally work. It uses fear psychology because if people are scared then they do what you want. The biggest proponent of this kind of government was Sin Shih currency, text and punished people severely if they used something else.Began the great wall of China- built by slaves with staggering numbers of slaves that died. Tomb and Terracotta Army- obsessed w longevity or not dying. As he was dying, he had a tomb built that was in a secret place that no one at all could k now. In the tomb there were thousands of terracotta warriors with a river of mercury. It was accidentally discovered in the 20th century and is now a tourist attraction When he died, his successor was overthrown because everyone hated the Sin dynasty, but legalism did help them to get out of the warring states period.After he died, the Han dynasty came to power (206-220 BCC) Confucianism was the beliefs of the Han dynasty Sports ex: I am the coach and I think that I will train us to win, I value everyone's contributions. I Just expect you to work hard and so will l. If legalism is about fear- Confucianism is about respect for each other and honor. Capital Changed (Asian) outside is the Weaning Palace and is one of the largest Palace complexes in the world. About 100 football fields.

Article of Marketing Strategies of Bajaj Auto

It is required to provide protection for men, machines, materials, products or even the companyaâ‚ ¬Ã¢â€ž ¢s secrets. It has to serve as a part of the production facilities and as a factor to maximize economy and efficiency in plant operations. It should be such, as would offer a pleasant and comfortable working environment and project the managementaâ‚ ¬Ã¢â€ž ¢s image and prestige. Besides, it involves considerable investment of capital. In a way, a factory building is to a plant what skin and bones are to a living being, the structure and appearance heighten the functioning as a whole of the body corporate, or of a living body. It is for these reasons that the factory building acquires great importance. The management of an existing factory may, on certain occasions, feel the need for raising a building. This may be an improvement on, or an addition to, the existing building for purpose of expansion or growth, or a new structure necessitated by product diversification or market considerations. A factory building may be rented, if available in the place, when the management decides that way. But, generally speaking, no large factory, or even a medium-sized factory, is housed in a rented accommodation. The reasons are that, in the first place, ready made factory buildings are not available to suit particular needs, except for small plants. In the second place, a rented building does not indicate prosperity and progressaâ‚ ¬Ã¢â‚¬ a fact which is important to a manufacturing concern in so far as its public image is concerned. Whether a building has to be constructed, or rented, or improved, or expanded, certain factors, which are of vital importance to every plant, should be borne in mind. These considerations relate to: 1. The design of the buildings. 2. The types of materials for construction; and 3. The types of buildings Every factory management enlists the services of architects, engineers and contractors to ensure that these considerations find their due place in the consideration of factory buildings. more at http://www. citeman. com/136-importance-of-factory-buildings-in-operations. html#ixzz2O9Gy3LP6 Article of Marketing Strategies of Bajaj Auto It is required to provide protection for men, machines, materials, products or even the companyaâ‚ ¬Ã¢â€ž ¢s secrets. It has to serve as a part of the production facilities and as a factor to maximize economy and efficiency in plant operations. It should be such, as would offer a pleasant and comfortable working environment and project the managementaâ‚ ¬Ã¢â€ž ¢s image and prestige. Besides, it involves considerable investment of capital. In a way, a factory building is to a plant what skin and bones are to a living being, the structure and appearance heighten the functioning as a whole of the body corporate, or of a living body. It is for these reasons that the factory building acquires great importance. The management of an existing factory may, on certain occasions, feel the need for raising a building. This may be an improvement on, or an addition to, the existing building for purpose of expansion or growth, or a new structure necessitated by product diversification or market considerations. A factory building may be rented, if available in the place, when the management decides that way. But, generally speaking, no large factory, or even a medium-sized factory, is housed in a rented accommodation. The reasons are that, in the first place, ready made factory buildings are not available to suit particular needs, except for small plants. In the second place, a rented building does not indicate prosperity and progressaâ‚ ¬Ã¢â‚¬ a fact which is important to a manufacturing concern in so far as its public image is concerned. Whether a building has to be constructed, or rented, or improved, or expanded, certain factors, which are of vital importance to every plant, should be borne in mind. These considerations relate to: 1. The design of the buildings. 2. The types of materials for construction; and 3. The types of buildings Every factory management enlists the services of architects, engineers and contractors to ensure that these considerations find their due place in the consideration of factory buildings. more at http://www. citeman. com/136-importance-of-factory-buildings-in-operations. html#ixzz2O9Gy3LP6

My Dropout Boyfriend Kept Dropping in Essay Example | Topics and Well Written Essays - 1000 words

My Dropout Boyfriend Kept Dropping in - Essay Example going through the stages of a Goth, an anarchist, and a Marxist. The author maybe does not fully understand what her boyfriend, Terry, believes is the reason why he has to do this. After Conell details Terry’s reasoning behind this choice, she responds by diverting the subject. Instead of asking why he feels the need to live out in the woods, Conell replies that she likes his apartment. Terry’s decision to live like a homeless person has nothing to do with his apartment so the author is take the attention away from living in the woods and focusing more on what he is giving up. Maybe he might have changed his mind if she had provided some valid reasons why he should not live like that. Because the author did not deal with the problem in the beginning stages, this wacky idea was allowed to run and flourish to its natural conclusion. Furthermore, Conell seems to once again contradict herself when she mentions a discussion with a girl from her dorm. She begins the conversat ion by showing her concern for his immediate safety, but after her outspoken friend emphatically dismisses the idea, Conell tries to stand up for her boyfriend. Her reasoning is that he will save a lot of money and that he will feel close to nature. This seems to suggest that Conell has insecurity problems because she is not too fond of the idea herself, but when someone else joins in attacking Terry, she immediately gets her back up and defends him like there’s no tomorrow. Confirming her earlier shock at Terry’s decision to choose to live like this, Conell mentions a book that he gave her on Valentine’s Day, Into the Wild. In this book, a young man starves to death in the Alaskan wilderness. Her warning bells should have been flashing when this happened because it is not a regular occurrence to give someone a book like this on Valentine’s Day, which is a day all about love and happiness. In her defense, she admits that this should have been a clue and t hat she did not prepare for this decision as well as she could have. Conell gives us great insight into Terry’s habits and personality when she describes the time she first met him. She admits that he was a rebellious person, although she concedes that she was attracted to this. The reason for this was that she felt the same way as he did about many things and this allowed her to express her own feelings. She gives the example of Terry wearing eyeliner and attaching a safety pin through his eyebrow; these are classic warning signs of someone who is prone to bucking the trend. The one difference between these two is that they both act their feelings out in different ways. Conell states how Terry is more outgoing, while she is more of the shy type. This seems to suggest that maybe these two are not suited for each other. Conell fails to mention how this contrast in their behavior affected their relationship. Later on, Conell mentions that Terry dropped out of school only months into his freshman year. The only reason that she gives for this decision is that he was unhappy with school, but perhaps it was something deeper; something that Conell seems to brush off so easily. She uses the word â€Å"defended† when asked about this strange decision by her friends. This shows that Conell is not necessarily in full agreement with his choice because otherwise she would have said that she

Dance history Assignment Example | Topics and Well Written Essays - 500 words

Dance history - Assignment Example Sergei Diaghilev, the Great Russian impresario, is responsible for the commissioning of avant-garde musical artists into creating designs stage and costumes. He first settled in France where he formed a dance company called ‘Ballet Russe de Monte Carlo’ (Carter 17). His ballet dance is presented as one of the initial moves that avant-garde composers, writers, and painters join forces in creating a ballet. The revelation in this case is that Cunningham is both a great collaborator and a terrific partner in dancing. Further, the collaborative process continues changing as he ages and the physical limitations hit in (Carter 34). Other than originating their choreography through living and breathing dancers, they formulate dances through the manipulation of onscreen and computer-generated individuals. Many audiences feel that such a retreat across the direct involvement adds a level of difficulty to Cunninghams ballet collaborative process. In the original Rite of Spring by Nijinsky, the primary emphasis of the classical ballet dancer is on aspects of legwork even as there is simultaneous maintenance of upright carriage. For Cunningham’s Camera Beachbirds, the aspect begins presenting how Cunningham is utilizing elements regarding the expressive and the classical. Cunningham broadens this scope of expressive upper body of the dancer while integrating the motions with the footwork for classical ballet dancers. In Rite of Spring by Tero Saarinen, a number of dancers are within their initial studio areas as they turn or jump in place. Subsequent dancers run in alternate directions based on the stationary dancers while running and skipping across studio space (Carter 23). Within a number of specified points, there are elements of dancing looking similar to the previous pirouettes. In other of his pieces, Cunningham’s dancers develop extensive lateral movements that cover major areas for stage space as they both walk and run. Cunningham also

Interactive Language Skills and Communication 2 Essay

Interactive Language Skills and Communication 2 - Essay Example 9). Management is, on the other hand, the process by which organizational goals are achieved. Therefore, the task of accomplishing the achievement of the organizational goals is the assignment of a manager. Fundamentally, important functions that managers employ in this pursuit have been universally identified. They include planning along with budgeting, organizing and staffing, problem-solving and controlling. A necessary disambiguation process will be covered in this paper in the subsequent illustrations provided to contrast the roles played by a leader distinct from those of a manager. In addition, the paper will elaborate on the interrelatedness of the two personnel’s roles in a smooth flowing of an organization. An elaborately well-balanced organization has been observed to be one which has a mix of leaders and managers in the organization’s pursuit of success. Important to note, equilibrium is ideally set when few great leaders influence relatively many first-class managers in the process. Leaders play a significant part in setting a direction, aligning people, inspiring and motivating them. The leader gives the employees (including managers) of a firm a sense of direction, aligns and elicits inspiration and motivation (Crossan, Gandz, Seijts, Stephenson, & Richard Ivey School of Business, 2010, p. 17). By so doing, the managers can take the managerial roles assigned to them with a sense of inspiration, direction, and more importantly motivation to do so. This influence, as passed on by a leader, can be contagious such that the behavior the managers exhibit is characteristically that of the leader. Consequently, managers can develop to become leaders who play a paramount role in the setting of an excellent working environment for their workers. The working together of a manager and a leader can be symbolically represented. For instance, a leader can be perceived as the symbol of passion, creativity and most importantly the

Should government provide free public education to children of illegal Research Paper

Should government provide free public education to children of illegal immigrants - Research Paper Example The right can only be contested from the standpoint of reason. Based on this, lawmakers can make laws or amend the constitution 3. It is difficult to sustain, the expenses that will be required to implement the law is likely huge and American social order can be threatened IV. Conclusion The rights of children of illegal immigrants to free education accorded to citizens of the United States must be rescinded because it threatens order in American society Should children of illegal immigrants be given rights to free education? I. Introduction Offer (2012, p. 187) revealed that â€Å"undocumented children still face numerous obstacles when attempting to access public school education.† New questions have been raised on the â€Å"right of children on non-immigrant visas to enroll in school† (Ofer, 2012, pp. 187-188). Addressing the questions is important because around 12 million unauthorized immigrants live in the United States and the past 10 years has recorded an averag e of about 500,000 illegal entrants to the United States each year (Hanson, 2009). The problem of illegal immigrants appear difficult to solve as illegal immigration continues even large volume of resources have been poured in â€Å"securing US borders, ports, and airports; and since 2006, a growing rate of policies have targeted unauthorized immigrants within the country and their employers† (Hanson, 2009, p. 1). ... 11). This is specially the case when the expense is taken â€Å"relative to the potential gains from eliminating illegal entry† (Hanson, 2009, p. 11). Earlier, Hanson (2007, p. 5) also pointed out that there is even â€Å"little evidence that legal immigration is economically preferable to illegal immigration.† A related question is: should illegal immigrants be given right to free education in the same manner accorded to US citizens? II. Arguments supporting the rights of children of illegal immigrants to free education According to Ofer (2012, p. 187), â€Å"thirty years ago, the Supreme Court ruled in Plyler v. Doe that undocumented children have the same rights to access a public school education as a children who are United States citizens or immigrant lawfully admitted to the United States.† According to Ofer (2012, p. 188), â€Å"in 1982, the Supreme Court ruled in Plyler v. Doe that states must not deny the equal protection of the laws to a subclass of c hildren based solely on their immigration status, and that undocumented children have the same right as children who are U.S. citizens or immigrant children lawfully admitted to the United States.† According to Ofer (2012), based on the Supreme Court decision, the right of undocumented children to access free education in the same manner granted to citizens is guaranteed under the Equal Protection Clause of the Fourteenth Amendment to the United States Constitution. According to Ofer (2012, p. 191), â€Å"the Equal Protection Clause provides that no state shall deny to any person within its jurisdiction the equal protection of the laws.† Most importantly, Offer (2012, p. 192) pointed out that â€Å"the Fourteenth Amendment to the Constitution is not confined to the protection of citizens† as the

Mwp1 Essay Example | Topics and Well Written Essays - 1000 words

Mwp1 - Essay Example Even if that statement appears to be stretching things a bit too far, there would still be agreement that the first impressions, to a large extent, will be based on appearances. Since we only can make a first impression once, cosmetics become indispensable with our lives and then how much advantage a company will be able take of this fact remains on the strategies it adopts in publicizing and marketing its products. The success of an advertisement, in turn, depends again on its ability to make a strong first impression on the customer – to produce a ‘wow’ effect – and obviously it only has one chance to do it. Advertising therefore is a high-stake game in which the success or failure of a commercial can be an issue of life and death for the product. What is shown above is the advertisement of a perfume manufactured by DONNA KARAN NEW YORK or DKNY. What strikes the eye first is a woman – no, a young woman – no, a beautiful young woman, with an expression in her eyes, looking in your eyes (Faigley et al. 87). The message of the non-verbal expression is not very hard to come across, yet there is a caption that translates it for you into the verbal form – BE DELICIOUS. It may be noted that the location of the caption is neither at the bottom nor in a corner, but right in the center of the advertisement. The significance of this setting is that the caption is as striking as the woman. It is one of the first things that catches the viewer’s eye. The image and the caption occupy the entire image so much so that everything else, including the background, becomes irrelevant. Grammatically, the message BE DELICIOUS is not a phrase or clause. It is a sentence – an imperative sentence, to be precise. Imperative sentences offer an advantage to advertisers because of their very nature. The subject of these sentences is not explicit, but quite clear and it is YOU. The exhortation is YOU BE DELICIOUS and the temptation

Evidence and Expert Coursework Example | Topics and Well Written Essays - 1000 words

Evidence and Expert - Coursework Example I chose this goal because my company is transitioning from a paper to electronic patient records to meet meaningful use requirements set out by the Health Information Technology for Economic and Clinical health Act. The organizational planning goal focuses on staffing and management of patients’ flow. I chose this as a goal because poor staffing is problem that adversely affects a health care provider’s ability to provide quality care. An insufficiency of staff members to manage the on-call system has led to lots of complaints from patients. The objective of my organizational goal is to find a solution to help the on-call system function more efficiently, preventing staff burn out and improving patient care. Goal 1: Leadership development My Leadership development goal focuses on learning how to use the Advance Care Web Portal to search patient information, and communicate with scheduling, management, and pharmaceutical staff. The Web Portal is also used for creating and submitting nursing documentation. This knowledge will help me in identifying how patients can manage their health care without relying on the traditional office visit. Furthermore, I will be in a better position to use technology to link with the patients in different ways, including use of online platform to provide patient registration forms, sending appointment information anywhere anytime, use turn on/off features to realize full customization and to share lad data and results the HER of the Cerner. Peer – Reviewed Article To find more information in this area, I have reviewed an article by Kulhanek Brenda and Mark Kulhanek (Kulhanek and Kulhanek, 2013). This article is applicable to my smart goal because it addresses the challenges faced by my company and how these affect my personal practice. The article has highlighted very important information regarding adoption of Electronic Medical Records (EMR), hence making it easy to understand the benefits and challenges that an organization can experience following adoption of technology. The article has also highlighted the EMR benefits of efficiency and quality, and most importantly offered very crucial information on why leaders should empower members of the patient care team to effectively adopt technology as a fundamental component of the patient care process. Hynes et al. (2010) have written the other article that I used to further examine my leadership development goal. The authors have evaluated the role of Health Inf ormation Technology (HIT), as well as the barriers related to implementation of HIT. This information is very vital because I have been able to understand why realizing the benefits of HIT in health care has remained problematic, and I can use this knowledge to strategize how to address such problems in my organization. Credible Website In an effort to assist heath care providers in adopting and implementing electronic health records, the federal government has a website meant for this purpose (HealthIT.gov. 2013). This web site provides (synonym) health care providers and professionals with the information and tolls necessary to transition from paper medical records to an electronic health record. Information topics for providers are the benefits of EHR, how to implement and EHR, protecting patient privacy utilizing EHR, and incentives to adopting and EHR. The website provides implementers with educational videos. This page also provides educational case studies and transitional st rategies for adopting a HER, and resources connecting providers with information technology professionals. Information expert interview analysis In

The Rise of China And Its Positive Impact On the Trend In World Essay

The Rise of China And Its Positive Impact On the Trend In World Politics - Essay Example This essay stresses that the global economic framework that exists with 5the principle function of financial supervision was created in 1974 by the G7 nations in which China is a partisan member. The framework is the Basel Committee on Banking Supervision (BCBS) China is able to contribute positively to the trends in world politics through the observation of the various governing rules and standards that dictate its engagement with institutional bodies and other key industrial players. Voluntary standards imposed on minimum capital rules derived from banks aim to correct challenges ND problems of high leveraged loans instabilities occurring in transnational markets between banks, competitive inequality problems and â€Å"race to the bottom† regulatory. This paper makes a conclusion that China has been seen to adopt the Badel Capital Adequacy Accord that is referred to as Basel 1. The G10 countries decide to adopt the principle that required the member states of which China is inclusive to have an 8% holding capital that was measurable of their overall risk-weighted assets. Big global banks challenged the Basel 1 framework and sort for an internal risk model that was going to facilitate the competition that existed among the global industrial players. It therefore led to the formation of a reviewed framework Basel 2 that defined the mechanisms of market self-regulations. However, the new regulation only favored the high economic powe4rs and the developed countries gained less from the rule.

Acuna Manual Binder Essay Example for Free

Acuna Manual Binder Essay Occupied American is a text book, and consequently is a survey of the history of the Chicana/o people in in the United States, which includes mostly people of Mexican origin in the United States. However, I often use the problematic term Latino when referring to the family of Latin Americans in the United States. Statistics are so co-mingled by academicians that it is often difficult to separate the disparate groups. With this said, Latin Americans share a history of colonialism – being occupied by Spain and various other European nations after 1492 when the occupation of the Americas began. Mexico has had the longest contact with the Euro-American nation called the United States, sharing a near 2000 mile border with the U. S. The occupation of Mexico began in 1519 a hundred years before the British landed on Plymouth Rock (1620). This survey history begins in Pre-Columbian times with the history of the Native Americans with whose history Mexicans are stamped genetically and culturally. After 500 years of occupation, ninety percent of Mexicans carry Indian DNA – contrast this to Euro-Americans, of whom fewer than one percent have Indian blood The World Fact Book, Mexico, https://www.cia. gov/library/publications/the-world-factbook/geos/mx. html. The Mexican cuisine also pays homage to the Indian past as do many place names. The textbook uses timelines to make sense of what happened and why it happened. I tell my students that to be effective they have to learn how to organize. One of the problems with many of us is that our parents never taught us to organize; the first step should have been to learn how to organize our highboy – clothes are not randomly thrown into a drawer. The timeline is our highboy, it will help us make sense out of time and put together a story. This is why I tell students to learn how to use story boards to fill in the timeline. You can pull up a number of good sites for story boards (e. g. , http://www. storyboardthat. com/). It is the same technique that is used in writing a movie script. The storyboard lets you know where you were and where you are going. Chapters in books serve the same function. Footnotes verify the veracity of the story as well as build the story. Your critical thinking skills help you interpret it. This mini book includes eleven modules to complement the chapters in the book. It is a guide that can easily be converted into an online class. Whereas the book chapters provide a macro story, the modules provide added materials. I have included internet articles with visuals as well as YouTube presentations and events. These are designed to further support those of you who are taking the class online. It also provides support to instructors and reduces the need for expensive readers. Word of caution: the sites often change link addresses so if one goes down, email us and we will correct it. The entire purpose of this manual is for you to better understand history. As mentioned, each module corresponds to a chapter or chapters in Occupied America. They are divided into Assigned Readings in Chapter(s), an Introduction, Internet articles, You Tube Lectures, and suggested discussion questions. The appendices have recommended websites, suggested programs in the American Experience/PBS, Music of the 1960s, and a list of four year institutions that have Bachelor of Arts programs in Chicana/o Studies. I also include a tour of a Chicana/o Research Site. I begin this endeavor with a short tour of the Arizona State University Chicana/o Collection. I plan to add other sites on a monthly basis. We must remember that history is a study of documents – that is what footnotes are all about. My Facebook account is under https://www. facebook. com/rudy. acuna. 9406 Mini Course Module I IDENTITY Required: Text: Rodolfo F. Acuna, Occupied America: A History of Chicanos (New York: Pearson, 2014). Reader: Rodolfo F. Acuna, ed. , Guadalupe Compean ed. , Voices of the U. S. Latino Experience [Three Volumes] (Santa Barbara: ABC CLIO Books, 2008). Do not buy the book (too expensive); access the E-Book through your university library. I. Definitions Identity: a) Rodolfo F. Acuna, â€Å"The Word Chicana/o†. Words have meanings, meanings that are supposed to be linked to reality. In creating a historical narrative, the meanings should be clear and best describe the reality of the times. Meanings can be obscured for political purposes; we often call this doublespeak: we say one thing and mean another. The Chicana/o Public Scholar argues that the word Chicana/o best describes the area of studies called Chicana/o Studies, and it expresses the idealism that we as a community should be striving for. The Mexican American generation proactively fought for our civil rights, demanding equality under the law as Americans. The Chicano Movement demanded equality as human beings and asserted the right to call themselves what they pleased. It was under the Chicano watch that entitlements were dramatically broadened and larger numbers of peo ple of Mexican origin entered colleges and universities. They demanded their rights and did not see education as a privilege. Just calling yourself a Chicano or any other word is not enough. You can call yourself a Christian but that does not necessarily make you a good person. â€Å"Words have meanings, meanings are supposed to be linked to reality. † The word Chicano in Spanish is gender neutral. But, many Chicana/o scholars felt that words should be transformative. Sexism was a problem that was tearing the movement apart. Chicano Studies became Chicana/o Studies to denote the equality of the sexes and underscore that gender discrimination damages our humanity as much as racism does. The redefinition of the word led to an examination of homophobia. Thus, the meaning of the word Chicana/o expanded reality. The 1970s and 1980s saw large numbers of Mexican and Latin American immigrants. We failed to link the meaning of the word Chicana/o to the reality of the immigrant population that now rivaled the second generation in numbers. The Mexican American and Chicano Generations had widened the entitlements of all immigrants. However, many of these immigrants held on to old definitions, such as equating the word Chicano to chicanery or low class. Many continued to link their struggle for equality to their home countries rather than linking it to their new reality. At the same time, the arrival of millions of Mexicans and Latin Americans dramatically expanded the â€Å"Latino market. † Government agencies and commercial enterprises looked upon the Mexican American and Latino as commodities and linked these new definitions to illusions. To broaden the discourse, we are including articles by the martyred Ruben Salazar, Frank del Olmo, and Cheech Marin. Ruben Salazar, â€Å"Who Is a Chicano? And What Is It the Chicanos Want? ,† Los Angeles Times, Feb 6, 1970; pg. B7 http://forchicanachicanostudies. wikispaces. com/file/view/Ruben%20Salazar. pdf/61339512/ Ruben%20Salazar. pdf Frank del Olmo, â€Å"Latinos by Any Other Name Are Latinos,† Los Angeles Times, May 1, 1981; ) pg. D11 http://forchicanachicanostudies. wikispaces. com/file/view/Frank%20del%20Olmo. pdf/61343630/ Frank%20del%20Olmo. pdf Cheech Marin, â€Å"What is a Chicano: Who the hell knows? † May 3, 2012 http://cheechmarin. com/2012/05/03/what-is-a-chicano/ Cheech: To me, you have to declare yourself a Chicano in order to be a Chicano. That makes a Chicano a Mexican-American with a defiant political attitude that centers on his or her right to self-definition. I’m a Chicano because I say I am. But no Chicano will agree with me because one of the characteristics of being Chicano is you don’t agree with anybody, or anything. And certainly not another Chicano. We are the only tribe that has all chiefs and no Indians. But don’t ever insult a Chicano about being a Chicano because then all the other Chicanos will be on you with a vengeance. They will even fight each to be first in line to support you. It’s not a category that appears on any U. S. Census survey. You can check White, AfricanAmerican, Native-American, Asian, Pacific Islander and even Hispanic (which Chicanos hate). But there is no little box you can check that says Chicano. However, you can get a Ph. D. in Chicano Studies from Harvard and a multitude of other universities. You can cash retirement checks from those same prestigious universities after having taught Chicano Studies for 20 years, but there still no official recognition from the government. No wonder Chicanos are confused. So where did the word Chicano come from? Again, no two Chicanos can agree, so here is my definition what I think. In true Chicano fashion, this should be the official version. The word â€Å"Chicano† was originally a derisive term from Mexicans to other Mexicans living in the United States. The concept was that those Mexicans living in the U. S. were no longer truly Mexicanos because they had given up their country by living in Houston, Los Angeles, â€Å"Guada La Habra,† or some other city. They were now something else and something less. Little satellite Mexicans living in a foreign country. They were something small. They were chicos. They were now Chicanos. If you lived near the U. S. -Mexican border, the term was more or less an insult, but always some kind of insult. In the early days, the connotation of calling someone a Chicano was that they were poor, illiterate, destitute people living in tin shacks along the border. As soon as they could get a car loan and could move farther away from the border, the term became less of an insult over the years. But the resentment still lingered. Some ask â€Å"Why can’t you people just all be Hispanic? † Same reason that all white people can’t just be called English. Just because you speak English or Spanish does not mean that you are one group. Hispanic is a census term that some dildo in a government office made up to include all Spanish-speaking brown people. It is especially annoying to Chicanos because it is a catch-all term that includes the Spanish conqueror. By definition, it favors European cultural invasion, not indigenous roots. It also includes all Latino groups, which brings us together because Hispanic annoys all Latino groups. Why? Because they’re Latino and it’s part of their nature. (Aren’t you glad you asked? ) So what is a â€Å"Latino? † (It’s like opening Pandora’s box, huh? ) â€Å"Latino† is refers to all Spanishspeaking people in the â€Å"New World† – South Americans, Central Americans, Mexicans, and Brazilians (even though they speak Portuguese). All those groups and their descendants living in the United States want to be called Latinos to recognize their Indian roots. Mexicans call it having the â€Å"Nopal† in their face, that prickly pear cactus with big flat leaves that Mexicans eat, revere, and think they look like. When you go to Mexico and walk down the street in Mexico City, it’s like walking through a Nopal cactus garden. Nopal is everywhere. For Latinos who don’t want to be so â€Å"Nopalese,† there’s always â€Å"Mexican-American. † Or the dreaded â€Å"Hispanic† that should only be used when faced with complete befuddlement from the person asking what you are. Because I am the only official version of what being Chicano is, I say Mexican-American is the politically correct middle ground between Hispanic and Chicano. Like in the song I wrote to be sung by a Chicano trying to be P. C. â€Å"Mexican-Americans; don’t like to just get into gang fights; they like flowers and music; and white girls named Debbie too. † All those names made it confusing for me growing up. I lived in an all-black neighborhood, followed by an all-white one, and other kids in the always called me Mexican in both neighborhoods. It never bothered me until one day I thought to myself â€Å"Hey, wait a minute, I’m not Mexican. † I’ve never even been to Mexico and I don’t speak Spanish. Sure, I eat Mexican food at family gatherings where all of the adults speak Spanish, but I eat Cheerios and pizza and hamburgers more. No, I’m definitely not a â€Å"Mexican. † Maybe I was â€Å"Mexican-ish,† just like some people were â€Å"Jew-ish. † These thoughts all ran through my mind when I chased down an alley by five young AfricanAmerican kids. â€Å"Yo, Messican! † they called out in their patois. I stopped in my tracks and spun around. â€Å"I’m not a Mexican! † I shouted defiantly. They stopped too, then stared at me. The leader spoke, â€Å"Fool! What you talking ‘bout? You Mexican as a taco. Look at you. † â€Å"No,†, I said. â€Å"To be a Mexican, you have to be from Mexico. You’re African-American. Are you from Africa? † â€Å"N–. You crazy. I’m from South-Central, just like you. † â€Å"That’s exactly what I’m talking about! † I said. â€Å"Did anybody knock on your door and ask you did you want to be African-American? † â€Å"Hell no! The social workers don’t even knock on our door, they too scared,† he said, cracking everyone up. â€Å"Then why you letting people call you whatever they want? What do you want to be called? † I asked. He looked at the others, thought about it for a few seconds and then said proudly, â€Å"I’m a Blood. † â€Å"Ooo-kay,† I said making it up as I went along. â€Å"Then you’re a Blood-American. † That seemed to go over well. They all nodded. â€Å"Yeah, we Blood-American. † â€Å"Well, then go out and be the best Blood-Americans that you can be. Peace, brothers, I got to blow. † I walked away and so did they. Self-identification saved the day. Yet, I still was dissatisfied with what I wanted to call myself. When I got home, there was a party going on. A bunch of relatives had come over for dinner and everybody was sitting around gabbing and drinking beer. My Uncle Rudy was in the middle of a story: â€Å"So, I took the car into the dealer and he said, ‘Yeah, the repairs gonna run you about $250. ’ Two-fifty? Estas loco? Hell, just give me a pair of pliers and some tin foil. I’ll fix it – I’m a Chicano mechanic. Two-fifty, mis nalgas. † And that was the defining epiphany. A Chicano was someone who could do anything. A Chicano was someone who wasn’t going to get ripped off. He was Uncle Rudy. He was industrious, inventive, and he wants another beer. So I got my Uncle Rudy another beer because, on that day, he showed me that I was a Chicano. Hispanic my ass, I’ve been a Chicano ever since. Cheech Marin, Originally published in the Huffington Post. This is the first article in a three-part series on â€Å"What is a Chicano† by actor, director, and art advocate Cheech Marin. II. The Study of Chicana/o Rodolfo F. Acuna, â€Å"Chicana/o Studies: What are they? ,† October 2010 It has been forty years since the first Chicano Studies programs were initiated on campuses throughout the United States. This accomplishment is a tribute to the tenacity of less than a couple of hundred students who were concerned about the failure of the schools to educate Mexican American students, pointing to the horrendous dropout rate in the public schools. Since then few scholars of any race have examined this historic phenomenon, treating CHS just like any other product of the sixties, forgetting how and why they came about. In many cases it has become the preoccupation of many Chicana/o faculty members to prove their legitimacy. It is not uncommon for them to claim this legitimacy by arguing that Chicana/o studies is a content field distinguishing CHS programs from service departments and pedagogical fields such as education. Every wave of scholars for the past forty years has ignored important epistemological questions. Because of this, we have to suffer through a rash of conferences rehashing movement events without dealing with the genesis of individual programs or the nature of CHS. Instead of probing how and why CHS came about, we theorize what it is and avoid an epistemological understanding. Few scholars have attempted to answer why the development of CHS has been so uneven. They have not dealt with basic questions such as the historical differences within southwest states themselves. For instance, Texas and California are often as different as the disparate Central American nationalities. Population and modes of production in these states differ; even within the states, there are the distinctions (e. g. , northern and southern California, El Paso, the Rio Grande Valley, and San Antonio). Under the sway of the elitism of the academy, many CHS scholars claim that CHS is a content field. They claim that they are just as rigorous as the other disciplines. It is common in academe for the hard sciences to occupy the top of the pyramid, followed by the social sciences, the humanities, and the arts with education occupying the lowest step—research rules, not teaching. In academe, rarely are teaching methods discussed. Methods more often refer to research methods. Within this logic quantitative techniques trump qualitative evidence. Similarly, research institutions trump teaching colleges with the state rewarding researchers more generously. The teaching load at research and teaching institutions is distinguished by the actual time devoted to teaching. Professors at research institutions teach lighter loads, get more sabbatical time, and get more grants to fund research. This pecking order has influenced the development of the disparate programs. For instance, it has only been until recently that the Chicana/o studies department at California State University at Northridge has been able to attract Chicanas or Chicanos with doctorates from tier one institutions. I have spoken to Chicanas/os who professed their commitment to the revolution who said they had not gotten a PhD to work the same hours as a high school teacher. This attitude was common to Chicanas/os across the board, regardless of gender or whether they were Marxists, feminists, or nationalists, and it profoundly affected the development of what is today called Chicana/o studies. In considering outcome, it would have been important to define and debate teaching methods. My first proposition is that there is a difference between Chicana/o studies programs that are defined by a curriculum rather than an individual course in the traditional disciplines. For instance, Chicana/o history is not Chicana/o studies, it is a field within the discipline of history where common historical methods are used to research, study, and teach that corpus of knowledge of Mexican American people. In the same vein, Chicana/o literature does not study, research, or teach CHS but it is a field within the discipline of literature. My second proposition is that Chicana/o studies are not defined by content, but rather they are bound together by a pedagogy that defines their purpose. It is the foundation used to motivate and teach Latina/o students. The content is an important motivational tool to inspire students to learn and to correct the negative self-images that have come about through the process of colonialism. This is not unique to Mexican Americans. The national question raged in Europe during the latter part of the 19th and beginning of the 20th centuries. Hence, content fields studying CHS should have developed within the context of a pedagogy, which should have given it a sense of purpose. Other than perhaps at California State Northridge, the focus has been on the development of content fields. Little integration has taken place. There has been an artificial pursuit of finding a common research methodology which is almost impossible. It is not enough to say that a multidiscipline approach is part of its course of study. A more natural linking is pedagogy. In struggling toward an identity for Chicana/o studies, I have tried to convey this particular vision to colleagues. However, they often ignore me and I am certain that they write it off as cada loco con su tema (every madman to his own opinion). I did not find much of an audience until I came into contact with La Raza Studies program at the Tucson Unified School District. Today Chicana/o studies is under attack by conservatives and neo-Nazis who say that it is unpatriotic because it teaches about Mexicans and emphasizes teaching methodology using the principles of Paulo Freire, John Dewey, and Edwin Fenton— rejecting the model that students should be warehoused. This flies in the face of the goal of educating students. The Tucson outcome has been more than encouraging. Currently, Latino and African American males have the lowest third grade reading test scores in the nation. The Latino high school dropout rate nationwide hovers around 56 percent, higher if the dropout from middle school to high school is included. Only about 24 percent of graduating Latinos go on to college, mostly to community colleges. Tucson’s Unified School Districts Ethnic Studies and Mexican American Studies programs has reversed these trends. The dropout rate in this program is 2. 5 percent. Students in the program significantly outperform their peers on the states standardized AIMS tests and 66 percent of these students go on to college. This semester the program is offering 43 sections and serves 1500 students in six TUSD high schools, with similar programs at the middle and elementary school levels. â€Å"The classes are designed to be culturally relevant – to help the students see themselves in the curriculum and make them see why education is important for them. If they see themselves in the educational literature, they find more reasons to read and write, to research and draw conclusions. † Central to La Raza Studies is the use of critical theory which essentially means that they use the Socratic Method, a powerful, teaching tactic for fostering critical thinking. It focuses on giving students questions, not answers. It has been used in the better law schools to prepare American law students for Socratic questioning. Apparently, critical thinking threatens many white Americans who do not want Mexicans questioning their version of the truth. In the late 1960s, California Superintendent of Schools Max Rafferty called a reform movement advocating a similar inquiry method of teaching social science subversive because it taught students to question. Logically, Americans should be elated that Mexicans are learning and are motivated to go to college. So why are they trying to eliminate it? The truth be told, they don’t want Mexicans to succeed. They want them to live up to the stereotype and to be subservient. They don’t want competition for higher paying jobs; they don’t want to endanger their poorly paid reserve labor pool. People in La Raza Studies are serious about their pedagogy. This past July they held the 12th Annual Institute for Transformative Education in partnership with the University Of Arizona School Of Education. The institutes feature educators from across the United States. http://www. tusd. k12. az. us/contents/depart/mexicanam/index. asp . The presenters and the participants are multiracial, (e.g. , scholars such as Pedro A. Noguera, Executive Director, Metropolitan Center for Urban Education New York University, and Angela Valenzuela, University of Texas Austin). Their focus is to improve teaching effectiveness. For the past forty years, every reform measure that involves better teaching has been shot down by the American electorate—bilingual education, affirmative action, racial integration, smaller class sizes, etc. Even though programs such as La Raza Studies prove that programs work when they are properly thought out and supported, a pretext is almost always found to eliminate them. Americans want to continue the same old blame game. In the 1920s they blamed Mexican culture and sought to Americanize Mexican American youth. In the sixties they blamed the parents, the Mexican family. Today they are blaming the teachers. The bottom line is that the United States has effectively saved trillions of dollars in capital by draining professionals trained from other countries; at the same time, it outsources well-paying technical jobs and production to poor countries. The United States does not need an educated workforce. It goes back to â€Å"why educate Mexicans, who’s going to pick our crops? † Rather than educating Latinos, the solution is to not educate them, but to build more prisons. Keep them south of the border, and if we need them, rent them, like we do U-hauls. III. They speak†¦. What is a Chicano? http://www. youtube. com/watch? v=v8npwn61ZXk I Am Joaquin part one of two: http://www. youtube. com/watch? v=U6M6qOG2O-o Read the following articles on identity Finding Identity Within the Chicano Movement http://voices. yahoo. com/finding-identity-within-chicano-movement-6695464. html Chicano Identity in Literature http://www. enotes. com/chicano-identity-literature-93-salem/chicano-identity-literature Dr. David Sanchez [Moderator], â€Å"The Word Latino excludes the Native American,† Mexican American University (December 9, 2005) http://www. mexicanamericanuniversity. com/forum/view. php? site=mexicanamericanunive rsitycombn=mexicanamericanuniversitycom_mauforum2key=1126577705 What does the author say about identity? Do you agree, why or why not? IV. Where Latinos Live A map of America’s Hispanic population, county by county. By Nick McClellan|Posted Monday, July 9, 2012, at 6:36 AM ET http://www. slate. com/articles/news_and_politics/map_of_the_week/2012/07/map_of_america_s _hispanic_population_county_by_county. html Seth Motel and Eileen Patten, â€Å"Characteristics of the 60 Largest Metropolitan Areas by Hispanic Population,† Pew Hispanic Center, September 19, 2012 http://www. pewhispanic. org/2012/09/19/characteristics-of-the-60-largest-metropolitan-areas-byhispanic-population/ Jeffrey Passel and D’Vera Cohn, â€Å"Unauthorized Immigrants: 11. 1 Million in 2011,† Pew Hispanic Center, December 6, 2012, http://www. pewhispanic. org/2012/12/06/unauthorized-immigrants-11-1-million-in- 2011/ Jeffrey Passel and D’Vera Cohn, â€Å"How Many Hispanics? Comparing Census Counts and Census Estimates,† Pew Hispanic Center, March 15, 2011 http://www. pewhispanic. org/2011/03/15/how-many-hispanics-comparing-census-counts-andcensus-estimates/ Jeffrey Passel, D’Vera Cohn and Mark Hugo Lopez, â€Å"Hispanics Account for More than Half of Nations Growth in Past Decade:Census 2010: 50 Million Latinos,† Pew Hispanic Center,† March 24, 2011 http://www. pewhispanic. org/2011/03/24/hispanics-account-for-more-than-half-of-nationsgrowth-in-past-decade/ Seth Motel and Eileen Patten, â€Å"The 10 Largest Hispanic Origin Groups: Characteristics, Rankings, Top Counties,† Pew Hispanic Center, July 12, 2012 http://www. pewhispanic. org/2012/06/27/the-10-largest-hispanic-origin-groups-characteristicsrankings-top-counties/ Seth Motel and Eileen Patten, â€Å"Statistical Profile, Hispanics of Mexican Origin in the United States, 2010,† Pew Hispanic Center,† June 27, 2012 http://www. pewhispanic. org/2012/06/27/hispanics-of-mexican-origin-in-the-united-states-2010/ V. Art and the Chicana/o How do the arts express identity? See: Art and Ethnic Politics, http://www. youtube. com/watch? v=ejymct6ipMQfeature=related Exploration with Painter Malaquias Montoya, http://www. youtube. com/watch? v=3zRxSnDVKVgNR=1 http://www. youtube. com /watch? v=NGuD8wD2Bl8feature=relmfu Latino art Latino artist videos and articles at Latinopia. com http://latinopia. com/category/latino-art/ JUDY BACA – IN HER OWN WORDS http://latinopia. com/latino-art/judy-baca/ HARRY GAMBOA, JR. – IN HIS OWN WORDS http://latinopia. com/category/latino-history/latinopia-event/VI. Epistemology Students always ask why scholars differ in their interpretations of history. The answer is that they often arrive at different conclusions from how they derived their knowledge. For example, the debate over creation: A person basing his or her knowledge on faith may reach a different conclusion than one basing it on science. A recent article in the Smithsonian Magazine demonstrates this. In Simon Baatz, â€Å"Leopold and Loebs Criminal Minds,† Smithsonian magazine, August 2008, http://www. smithsonianmag. com/history-archaeology/criminalminds. html the author retells the story of the famous Leopold and Loeb trial where two teenage friends killed a 10 year old boy because they wanted to commit the perfect crime. The following from the Baatz article cited above; the whole article can be obtained by clicking on to the Smithsonian link above. How do you think this piece pertains to the class? The question of who was to blame for the Mexican Texas and Mexican American Wars involves different interpretations. A majority of Americans and a host of American historians blame Mexico. Because I have taken the opposite view some historians have attacked me. But what it comes down to is Faith versus the documents. See http://www. tamu. edu/ccbn/dewitt/dewitt. htm for a host of primary documents dealing with both. The question in the Smithsonian article would be how and why did the psychiatrist differ? The answer sheds light on the Mexican American War. Mini Course Module II Mexico Pre-1821 Required: Text: Rodolfo F. Acuna, Occupied America: A History of Chicanos (New York: Pearson, 2014), Chapters 1 and 2. Reader: Rodolfo F. Acuna, ed. , Guadalupe Compean ed. , Voices of the U. S. Latino Experience [Three Volumes] (Santa Barbara: ABC CLIO Books, 2008). Do not buy the book (too expensive); access the E-Book through your university library. I. The hybridization of Mexico â€Å"The site of advanced Amerindian civilizations including the Olmec, Toltec, Teotihuacan, Zapotec, Maya, and Aztec Mexico was conquered and colonized by Spain in the early 16th century. Administered as the Viceroyalty of New Spain for three centuries, it achieved its independence early in the 19th century. The global financial crisis beginning in late 2008 caused a massive economic downturn the following year, although growth returned quickly in 2010. Ongoing economic and social concerns include low real wages, underemployment for a large segment of the population, inequitable income distribution, and few advancement opportunities for the largely Amerindian population in the impoverished southern states. The elections held in 2000 marked the first time since the 1910 Mexican Revolution that an opposition candidate Vicente FOX of the National Action Party (PAN) defeated the party in government, the Institutional Revolutionary Party (PRI). He was succeeded in 2006 by another PAN candidate Felipe CALDERON. National elections, including the presidential election, are scheduled for 1 July 2012. Since 2007, Mexicos powerful drug-trafficking organizations have engaged in bloody feuding, resulting in tens of thousands of drug-related homicides. † CIA Factbook Modern Day Mexico †¢ †¢ †¢ †¢ Ethnic groups: mestizo (Amerindian-Spanish) 60%, Amerindian or predominantly Amerindian 30%, white 9%, other 1% Languages: Spanish only 92. 7%, Spanish and indigenous languages 5. 7%, indigenous only 0. 8%, unspecified 0. 8%. Note: indigenous languages include various Mayan, Nahuatl, and other regional languages (2005). Religions: Roman Catholic 76. 5%, Protestant 5. 2% (Pentecostal 1. 4%, other 3. 8%), Jehovahs Witnesses 1. 1%, other 0. 3%, unspecified 13. 8%, none 3. 1% (2000 census) Population: 114,975,406 (July 2012 est. ) country comparison to the world: 11 Source: CIA Factbook https://www. cia. gov/library/publications/the-worldfactbook/geos/mx. html The United States In contrast the United States is †¢ †¢ †¢ †¢ Ethnic groups: white 79. 96%, black 12. 85%, Asian 4. 43%, Amerindian and Alaska native 0. 97%, native Hawaiian and other Pacific islander 0. 18%, two or more races 1. 61% (July 2007 estimate) note: a separate listing for Hispanic is not included because the US Census Bureau considers Hispanic to mean persons of Spanish/Hispanic/Latino origin including those of Mexican, Cuban, Puerto Rican, Dominican Republic, Spanish, and Central or South American origin living in the US who may be of any race or ethnic group (white, black, Asian, etc. ); about 15. 1% of the total US population is Hispanic Languages: English 82. 1%, Spanish 10. 7%, other Indo-European 3. 8%, Asian and Pacific island 2. 7%, other 0. 7% (2000 census) Note: Hawaiian is an official language in the state of Hawaii Religions: Protestant 51. 3%, Roman Catholic 23. 9%, Mormon 1. 7%, other Christian 1. 6%, Jewish 1. 7%, Buddhist 0. 7%, Muslim 0. 6%, other or unspecified 2. 5%, unaffiliated 12. 1%, none 4% (2007 est. ) Population: 313,847,465 (July 2012 est. ) country comparison to the world. 3 Source: CIA The World Fact Book, https://www. cia. gov/library/publications/the-world-factbook/geos/us. html Why do they say Mexico is a hybrid nation and not the United States? II. Mesoamerica.

Urban Planning and 19th Century Essay Example for Free

Urban Planning and 19th Century Essay For many within the modern movement, the marriage between town and country represented the means of achieving an ideal form of settlement. Discuss the 19th century origins of this concept and how it was interpreted in different ways by modernist architects and urbanists in the 20th century. If architecture could change a person’s wellbeing; an architectural movement could create an ideal society. The modernists were not original in seeking an urban utopia. Architects of the 1800s had designed their ideal settlements to improve workers lives through the built environment. Modernism implies historical discontinuity, a rejecting of history and tradition, yet these 19th century projects, unknowingly, influenced the urban proposals of the ‘International style’. Through this century of proposals from 1830-1940s, lies a recurring theme of ‘utopia’; a rational, clean city with massive green areas, where both the convenience of the town and beauty of the countryside unite. The beginning of the convergence between ‘town’ and ‘countryside’ is due to the socialist thinkers of the 19th century, with their belief that one’s environment affects one’s character. The concept of architecture changing a person was explored dramatically by the socialist and radical thinker, Jeremy Bentham (1748-1832). The totalitarian design of his ‘Panoptikon’ was to â€Å"grind rogues honest†. It was built as a cylindrical prison and could be applied to schools and hospitals. The principle behind this machine-like institute was that the incarcerated would believe they are under constant surveillance, thus minimising chances of misbehaviour. This perceived scrutiny would allow the inhabitants to become better citizens. Due to rapid industrialisation in the 19th century, larger city populations exploded, and squalor was rampant. Many of the old cities had seen their populations double. Around 1800 about one fifth of Britain’s population lived in the countryside, but by 1851 half the population of the country was housed in London. This lead to uncontrolled housing developments, where the private sector responded to the population boom by building poor quality, high density housing for workers. The thinkers of the 19th century, like the modernists of the 1930s believed a planned urban form could solve these social problems. In its earliest form, the marriage between town and country is subtle; placing of private gardens or greenbelts, yet this soon grows into an entire ‘Garden City’ movement. Like Bentham, industrialist Robert Owen (1771-1858) believed that a person’s morale was affected by their surroundings. However, he believed less in the social engineering of Bentham and more on socialism, striving for better conditions for the working class. His mill at New Lanark, Scotland, was to become â€Å"the most important experiment for the happiness of the human race that has yet been instituted in any part of the world.† Owen’s humane regime was a stark contrast to the slums present in cities. At his mill, he built communal buildings and gardens for leisure and exercise, a â€Å"complete ideological systems for small communities†, where the workers children were also educated. This new high standard of living encouraged workers’ productivity. His New Lanark model encouraged him to build this environment of mutual co-operation at a larger scale. Owen devised a ‘Plan for an Ideal Village’, an area with specific size and population, of between 500 to 1500. This plan was similar to structures of towns found in ancient Greece; there was a geometric layout and a focus on agriculture to become self-sufficient. This theory became a development called ‘New Harmony’, which was to be situated in the US, with an estimate population for five thousand designed as a quadrangle with sides of thousand feet. The design was never realised. Owen was called a ‘Utopian socialist’ by the revolutionary communist Karl Marx, and Owen shared this title with Charles Fourier (1772-1837). Fourier believed that co-operation was key to have a successful community, and to achieve this phalanxes’ should be established. This ‘phalanstery’ would â€Å"1) Discover and organize a system of industry; (2) Guarantee to every individual the equivalent of their natural rights; and (3) Associate the interests of rich and poor.† These ‘natural rights’ included the ‘gathering of natural products’ and fishing, and these communal hotel-like settlements facilitated this with laid-out gardens and grounds for exercise. Jean-Baptiste Godin (1817-1888) modelled his iron foundry at Guise on the Oise on one of Fourier’s ‘phalanxes’, with prevalent communal values. The residential buildings at the foundry were ‘familistiere’. The merge of buildings and landscape was similar to the ideal Palladian relationship between the inside space and the exterior. Living standards of workers vastly improved, and by combining industry and nature the ‘familistiere’ provided its inhabitants with â€Å"les à ©quivalents de la richesse â€Å"(the equivalent of wealth). Figure 2-E.Howards Three Magnets Though Owen, Fourier and Godin believed in the ‘ideal settlement’, all projects were too small a scale to eliminate urban hardship. The Public Health Act of 1875 was the first legal action to resolve the appalling living conditions and preventing the spread of cholera in cities. The expanding sprawl of the city had pushed the countryside further away from workers in city centres. In 1898, Ebenezer Howard (1850-1928) wrote the â€Å"Garden Cities of Tomorrow†, which was the first realistic sign of a marriage between town and country to form an urban utopia. His â€Å"Three Magnets† diagram, showed the pull of the idyllic fresh air and low rent of the countryside, merged with the opportunities and convenience of the city into one ‘Garden City’. This utopian settlement noted the economic independence of the factory towns of Owen; each city would have its own industries and farms as to be self-sufficient. The settlements would have an optimum 32,000 inhabitants on 2,000 hectacres. It had a circular periphery enclosing a population of 30,000, the remaining would live on the agriculture belt which was ran only electrified industry. Six principal streets ran to the centre, where the main public offices were surrounded by four one-acre parks. In all, this ‘Garden City’ seemed â€Å"to blend, by rational means, the various demands of an expanding capitalist society and the nostalgia for communities on a human scale.† Howard believed these garden cities could be built on the peripheries of a central city and be connected by rail; he was opposed to the idea of these being identified as ‘garden suburbs’. After the success of the â€Å"Garden Cities of Tomorrow†, Howard founded the ‘Garden City Association’ in 1899. His first project was for a town 80 miles from London called Letchworth, with architects Barry Parker (1867 – 1947) and Raymond Unwin (1863 – 1940). In 1904, the town was realised. Unwin and Parker were associated with the ‘Arts and Craft movement’ of J.Ruskin and W.Morris, which opposed machine-like design and opted for picturesque ornament rooted in tradition. Letchworth was a family orientated settlement, where â€Å"the monotony of street fronts was broken by the turning of houses on their lots so each could command the sunniest and pleasantest view.† With an amicable architecture, a high-quality street system, it had ample space with â€Å"twelve houses to the acre.† The basic model by Howard had a centre of parkland and a lacked a commercial centre of a city. This design was developed by Unwin, who saw the ‘Garden City’ as a proposal for satellite towns of major cities. He based his first design on the city of London, and with Parker developed Hampstead Garden Suburb (1905), later to be followed by Welwyn (1920). Howard’s model inspired builders in Sweden, the US and Australia, where the layout of the capital Canberra was influenced by this ‘Garden City’ movement. It is in post-World War I that we see the 19th century ideas of Howard influence on European city planners. In mainland Europe socialist reform through housing was taking place. With a shortage of living space in the liberal city of Amsterdam, and the election of the SDAP (Socialist Democratic Worker’s Party), the State took control of all municipal building. The Woningwet Housing Act (1902) had been a result of â€Å"investigations into the living conditions of workers, the first hygienic regulations, and the interventions of scientific and philanthropic associations†. The most notable developments in Amsterdam are apartments built for two socialist housing societies, Eigen Haard and De Daagard. They were both designed by Michel de Klerk (1884-1923), who had studied under H.P. Berlage (1856 – 1934), and who was influenced by Bruno Taut (1880-1936). De Klerk is seen as a link between the Traditionalists and the Modernists and had been interested by Unwin’s model. He was a member of the ‘Amsterdam school’, a team who built a garden suburb project in Rotterdam. He became one of the leading Dutch architects in the Expressionism movement â€Å"which reached for a romantic, soulful symbolization of reality†.

Feminism in India

Feminism in India Introduction Gender Equality and Feminism have become growing topics all around the globe during the past half a century, with women organizing and protesting against the stereotypes imposed upon them by the men. Several theories exist about how these stereotypes and inequalities came about, with some people arguing that it is caused by the chauvinistic nature innately present in all human beings, with others rejecting this as a â€Å"lazy† argument to make, and attributing it to more specific causes. In the times of hunter-gatherers, the women occupied an equal status to that of men, and everyone had to contribute in order to survive and bring up the young ones. As agriculture started to appear, along with importance to ownership of land, the patriarchal form of society started dominating the scene, as men were bestowed with the duty to acquire and defend property, and hence the passing down of property down the line of male descendants (patrilineal) became relevant, thus side-lining the women in the society. With the growth of capitalism, the importance of the nuclear family had increased, which required the male to be employed, typically in industries, in order to earn income, and the women would have to stay at home and look after the domestic needs such as cooking, and raising of children, etc. The reason for this was that the main means of production was the modern nuclear family, and so this setup was promoted as the norm in order to maximise market gains and increase efficiency[1]. This effect of capitalism along with the patriarchal nature of most societies is what many argue to be the major reason behind the stigmatization and stereotyping of women as weaker, and restricted to household work. Challenging these notions, feminist movements have been seen in several countries of the world, thereby ensuring that the women in their country had rights and were relatively equal to the men, preventing further social downtrodding of women. Several countries have all owed women to join the army even, with some sending them into combat as well[2], in order to promote gender equality and inspire women to believe in themselves and change the way society looks at women. However, the situation in India is quite different. Gender inequality is rampant here, and nearly in every sphere of life, women are marginalized and oppressed, viewed as mere tools or property possessed by men. India witnesses the second highest amount of gender inequality in all of Asia, second only to the Taliban-ruled Afghanistan[3]. However, some feminist movements have been seen even in India, however their task is much more difficult here due to a vast number of reasons which will be discussed in depth in this project with the help of some interviews of Indian feminist social activists. Methodology The first step I took towards this project was to search for social activists in India who had made contributions to the feminist movement, and identified some feminists out of whom I had picked the interviews of Dr. Vandana Shiva[4], Dr. Sarojini Sahoo[5], Ms. Flavia Agnes[6] and Mrs. Madhu Kishwar[7]. Of these, Dr. Vandana Shiva would be the most prominent activist, who has written several books for the cause of feminism and making the women of India aware of such discrimination, and also won the Fukuoka Prize in 2012[8]. Dr. Sarojini Sahoo is also a well-known activist who has written several books about gender and sexuality, and won the Laadli Media Award in 2011, and her interview offers us the most information regarding the topic, and therefore is the central interview for the purposes of this project. From all the interviews, a few major issues have been identified and then analysed with the help of other sources, and their impact on the society at large is shown. The activist s are generally in agreement with each other, and usually only the main focus of their argument is what changes. I have also identified a handful of interviews of feminists from countries other than India in order to compare them with those of the Indian feminists, and this affirm what is it that makes the feminist movement in India more essential and complicated than in other countries. Core Chapter After going through the interview[9] of Christina Hoff Sommers, a feminist activist from the USA, we can tell that the main focus of the interview is on improving women representation in politics, and mostly to disillusion women from several other schools of feminism which she believes to be false and misleading to the women population at large. This shows that feminism has already successfully granted them basic social equity in the USA. The interview[10] of Perla Vasquez, a feminist from Mexico, has also been identified and analysed. The major issues in this as well mostly comprise of economic and political difficulties faced by women in Mexico. This is in contrast with the stage in India as we can deduce from the 4 interviews analysed for the sake of this project, where the focus is on basic discrimination of women in the social field, and to stop the many forms of injustice suffered by them daily, and in almost every sphere of life. The major points of difference I have identified from these interviews is the basis of patriarchal values and oppression of women being strongly embedded with religious tradition, particularly Hinduism, since the later Vedic period; and the second being the rampant cases of sexual violence against women all around the country. It is this basic factor which makes feminism so much more essential in India, especially the rural places, and the reinforcement of patriarchy in the Hindu tradition, and the fact that a large majority of India is still religious, makes it much more difficult to acquire the goals of social equality and basic dignity for women. Effect of Culture and Traditions In her interview, Sarojini Sahoo states â€Å"At one time in India in the ancient Vedic period there were equal rights between men and women and even feminist law makers like Gargi and Maitreyi. But the later Vedic period polarized the sexes. Males oppressed females and treated them as other or similar to a lower caste.†[11] This statement has been proven to be true, and women had indeed enjoyed a position of equal rights to those of males in the Vedic period, with women being venerated, and the prevalence of several Goddesses and female Deities in the Hindu tradition from that time, further reinforcing their position in society[12]. However, during the time following the Vedic period, the situation of women deteriorated much further down. With the arrival of the Dharma Shastras, the Patriarchal form of society was stressed and promoted, causing the oppression of women in the society. However, most people argue that it is during the time of the Mughals when women in India became truly secluded, although there is evidence of such being practiced as early as during the time of Asoka.[13] The Smritis were another reason which led to the side-lining of women in the later Vedic society, which reflected the legislators’ chauvinistic nature in enforcing traditions and practices which led to the further o ppression and control of women in the society by males, and laws which lacked all notions of equity and justice. These causes led to a solidification of a society where women were treated worse than Shudras (untouchables)[14], suffering several inequalities from the men every day. This has continued for a long time, with practices such as the Dowry system and the system of Sati being followed widely all over India when the British had arrive, and had not declined until the British Empire issued legislations banning the practice of Sati[15], following which it slowly started declining. The dowry system was originally only prevalent in the middle class who actually owned property which they could give away for dowry, but later was adopted even by the poorer sections of society, often resulting in cases where one would give away a lifetime of savings as dowry. It was banned by the Government of India in 1961, by the Dowry Prohibition Act of 1961, but the practice of dowry is still very much prevalent almost everywhere in India, especially in the villages where the law has little effect. This gives rise to a social horror known as Dowry death, which will be discussed under the next topic. Another issue arising out of traditions is that women are assumed to be weaker, and are made to stay at home and taught how to perform household work such as cooking and cleaning, and are not allowed to take part in most social events. As a result, most parents do not allow their daughters to go to school, and make them stay at home and learn household skills. As a result, while 76% of men are literate in India, only 54% of women are literate[16]. This indicates how much of an effect such traditions and notions can have on a country as a whole. Violence against women One of the major issues discussed by almost every feminist in their interview is dowry death. This is a practice where the bride is killed when her family does not give a large enough dowry. It has in fact been on the increase, seen largely throughout North India[17]. This has caused women to be looked upon as a burden in their family of birth. Sarojini Sahoo has stated the same in her interview, describing how women are usually viewed in society: â€Å"An unmarried daughter seen as a spinster even in her late twenties brings shame upon her parents, and is a burden. But once married, she is considered the property of her in-laws.†[18] This burden leads to wanting a male child over a female one, along with the fact that the Dharma Shastras and other texts of Hindu religion which make a son more desirable than a daughter due to the fact they can inherit, carry on the name, and only a son can perform the last rites of his father/grandfather. This leads to the social practice of female infanticide, which has been on the increase in India. It is basically the act of killing young female children, as their parents want a male child. This has caused the sex ratio to drop in India over the years. India has a child sex ratio of 914:100, as of 2011.[19] Next is the actual physical violence against women, which is very widespread in India compared to all the other nations. India has of late become famous for rape, following the Delhi rape case. A statement from Madhu Kishwar regarding such violence aptly sums up a variety of such problems prevalent in India: â€Å"Another main issue is sexual violence of all kinds, from what goes by the name of â€Å"eve-teasing†, which is a very mild, insulting word used to describe what goes from pinching and rubbing to lewd comments to physical violence, hitting you†¦ Then there is rape of all kinds†¦Ã¢â‚¬ [20] Sexual violence is at its highest in India. Some theorize that this is the backlash of a strong patriarchal society[21] witnessing westernization of women. It is the biggest social issue in all of India, and is the major reason why India needs feminism. The final problem to be discussed is the fact that marital rape is to this day not criminalized in India. The Indian Penal Code has no sanction against this act. The only recourse for the wife is to ask for divorce and leave her husband, but apart from that, there is no punishment meted out to the husband/rapist. Domestic violence also has a separate law which many say is not stringent enough, thus making it prevalent in countless areas of the country. Flavia Agnes addresses the topic in her interview: â€Å"In a society where marriage is the norm, the ultimate power rests with the husband.† To sum up the issue of violence, a statement from Vandana Shiva fits perfectly: â€Å"This violent economic order can only function as a war against people and against the earth, and in that war, the rape against women is a very, very large instrument of war. We see that everywhere. And therefore, we have to have an end to the violence against women.†[22] Conclusion We have seen how the dawn of private ownership of land and property gave rise to the Patriarchal society, pushing women to a side role, and how this was further solidified by the rise of capitalism and its need for the nuclear family and the â€Å"ideal setup† for division of labour. We then discussed how it originated in India, and how the Vedic period originally had great equality for the women in their society, and how that status deteriorated over time due to the Dharma Shastras and the Smritis, giving rise to traditions like dowry and sati. We have seen how these practices came about, the efforts of the government to curb them, and the effectiveness of these laws. We also see how the traditions affected the rate of literacy among girls drastically, and then how dowry leads to murder in several cases, and how this burden then leads to female infanticide, and the culmination of all these oppressive traditions leading to the sexual violence against women due to them being vi ewed as weaker, or as property, and finally how the law even now is quite unfair with regard to women, denying them any just recourse marital rape, despite several protests for the sake of the same. To conclude, we have seen how gender inequality has its own unique points in India, and how it is all the more essential for India to learn feminism, and the higher difficulty of actually bringing about changes in this society. Bibliography JSTOR The Hindu The National Geographic The Times of India Foundation for Sustainable Development The Guardian [1] Systems of Stratification : Gender in Capitalist Society, The Red Phoenix, available at http://theredphoenixapl.org/2010/11/29/systems-of-stratificationà ¢Ã¢â€š ¬Ã‚ ­-à ¢Ã¢â€š ¬Ã‚ ¬gender-in-capitalist-society/ [2] 8 Other Nations That Send Women to Combat, The National Geographic, available at http://news.nationalgeographic.com/news/2013/13/130125-women-combat-world-australia-israel-canada-norway/ [3] Gender equality in India among worst in world, The Times of India, available at http://timesofindia.indiatimes.com/india/Gender-equality-in-India-among-worst-in-world-UN/articleshow/18982029.cms [4] Vandana Shiva on Int’l Women’s Day: Capitalist Patriarchy Has Aggravated Violence Against Women, Democracy Now, available at http://www.democracynow.org/2013/3/8/vandana_shiva_on_intl_womens_day [5] Feminism in India Conversation with Indian Feminist Sarojini Sahoo, Linda Lowen, available at http://womensissues.about.com/od/feminismequalrights/a/FeminisminIndia.htm [6] Feminism in India: violence, trades, Carol Ann Douglas and Alice Henry, available at http://www.jstor.org/stable/25796296 [7] Feminism in India, Carol Ann Douglas, available at http://www.jstor.org/stable/25793362 [8] Fukuoka Prize for Vandana Shiva, The Hindu, available at http://www.thehindu.com/todays-paper/tp-national/tp-newdelhi/fukuoka-prize-for-vandana-shiva/article3676826.ece [9] The Future of Feminism: An Interview with Christina Hoff Sommers, Scott London, available at http://www.scottlondon.com/interviews/sommers.html [10] An interview with feminist activist Perla Vasquez, available at http://www.mamacash.org/news/an-interview-with-feminist-activist-perla-vasquez/ [11] Feminism in India Conversation with Indian Feminist Sarojini Sahoo, Linda Lowen, available at http://womensissues.about.com/od/feminismequalrights/a/FeminisminIndia.htm [12] Women in Vedic Culture, Stephen Knapp, available at http://www.stephen-knapp.com/women_in_vedic_culture.htm [13] Indian Woman Down the Ages, LR Nair, available at http://shodhganga.inflibnet.ac.in/bitstream/10603/226/6/06_chapter2.pdf [14] Role of Vedas in Degradation of Status of Women in India, available at http://www.speakingtree.in/spiritual-blogs/seekers/faith-and-rituals/role-of-vedas-in-degradation-of-status-of-women-in-india [15] Bengal Sati Regulation Act, 1829 [16] Gender Equity Issues in India, Foundation for Sustainable Development, available at http://www.fsdinternational.org/country/india/weissues [17] Rising number of dowry deaths in India: NCRB, Ignatius Pereira, The Hindu, August 6, 2013, available at http://www.thehindu.com/news/national/rising-number-of-dowry-deaths-in-india-ncrb/article4995677.ece [18] Feminism in India Conversation with Indian Feminist Sarojini Sahoo, Linda Lowen, available at http://womensissues.about.com/od/feminismequalrights/a/FeminisminIndia.htm [19] India loses 3 million girls in infanticide, The Hindu, http://www.thehindu.com/news/national/india-loses-3-million-girls-in-infanticide/article3981575.ece [20] Feminism in India, Carol Ann Douglas, available at http://www.jstor.org/stable/25793362 [21] Sexual violence in India is a patriarchal backlash that must be stopped, Priya Virmani, The Guardian, available at http://www.theguardian.com/commentisfree/2014/jun/17/sexual-violence-india-patriarchal-narendra-modi-women-reform-rape [22] Vandana Shiva on Int’l Women’s Day: Capitalist Patriarchy Has Aggravated Violence Against Women, Democracy Now, available at http://www.democracynow.org/2013/3/8/vandana_shiva_on_intl_womens_day

To Kill A Mockingbird: Prejudice In Maycomb :: essays research papers

To Kill A Mockingbird: Prejudice in Maycomb Two major people in To Kill A Mockingbird are prejudged; Boo Radley and Tom Robinson. One man is the victim of prejudice; Atticus Finch. These men are mockingbirds. For a mockingbird has never hurt anyone, and neither has Atticus Finch, Boo Radley, nor Tom Robinson. . Boo Radley is prejudged because he chooses to stay in his domicile. While Tom Robinson is prejudged because of his color. Atticus Finch becomes a victim of prejudice due to his valiancy to help a innocent black man; Tom Robinson. Boo Radley and Tom Robinson and prejudged; but because prejudice is so inclusive, even those who help the â€Å" mockingbirds†, Atticus, become victims of prejudice. Maycomb people gossip about Boo Radley because he chooses to stay in his house, while Tom Robinson is stereotyped by Maycomb because of his skin color. Rumors are spread about these men because most of Maycomb is guilty of prejudice. Boo Radley is generally gossiped about by Miss Stephanie Crawford. Miss Stephanie recounts to Jem about rumors spread about Boo Radley. â€Å"So Jem received much of his information from Miss Stephanie Crawford...†( Lee, TKAM 11 ). Miss Stephanie explains a erroneous rumor about Boo. â€Å"As Mr. Radley passes by, Boo drove the scissors into his parent's leg...† ( 11 ). Tom Robinson is prejudged by many people, some include: Scout, Mr. Gilmer, and Bob Ewell. For example, when Scout says, â€Å"Well, Dill, after all he's just a Negro† (199). Maycomb people are the sin of all prejudice in Maycomb. Boo Radley and Tom Robinson are mockingbirds. Both of these men are victims of prejudice. To take advantage of these men would be a sin, just as it would to kill a mockingbird. â€Å"Mockingbirds don't do one thing but make music for us to enjoy...that's why it's a sin to kill a mockingbird (90).† Tom Robinson is taken advantage of by the Ewell family. Tom had nothing against anybody, especially the Ewells'. He would help Mayella with her chores, and the part of it that made him a mockingbird, is that he did not want anything in return. â€Å" Were u paid for these services...No suh, not after she offered to give me a nickel the first time (191).† What makes Boo Radley a mockingbird is that he has never really never hurt anybody, he minds his own business while watching over his children. The Ewell family and many other people in Maycomb have sinned, distinctively Bob Ewell, because they took advantage and prejudged to innocent men; Tom Robinson and Boo Radley. People who help the mockingbirds also become victims of prejudice.

Othello: True Love and Self-love Essay -- Othello essays

Othello: True Love and Self-love  Ã‚        Ã‚  Ã‚   The William Shakespeare tragic play Othello manifests the virtue of love in all its variegated types through the assorted good and bad characters interacting with each other.    H. S. Wilson in his book of literary criticism, On the Design of Shakespearean Tragedy, discusses the love of the Moor for his beloved even at the time of her murder:    And when he comes to execute justice upon Desdemona, as he thinks, he has subdued his passion so that he is a compound of explosiveness tenderness. Utterly convinced of Desdemona’s guilt and of the necessity of killing her (â€Å"Yet she must die, else she’ll betray more men†), he yet loves her:    This sorrow’s heavenly; It strikes where it doth love.(55)    In the volume Shakespeare and Tragedy John Bayley explains that there is both love and self-love in the play (201). Initially the play presents a very distorted type of love. Act 1 Scene 1 shows Roderigo, generous in his gifts to the ancient, questioning Iago’s love for the former, whose concern has been the wooing of Desdemona. Roderigo construes Iago’s love for him as based on the ancient’s hatred for the Moor. Thus the wealthy suitor says accusingly, â€Å"Thou told'st me thou didst hold him in thy hate.† In order to prove his love for Roderigo, Iago asserts in detail the reasons for his hatred of Othello, who has given the lieutenancy to Michael Cassio, a Florentine.    Secondly, Iago shows his love for his wealthy   friend by rousing from sleep Brabantio, the father of Desdemona. Once the senator has been awakened, Iago makes a series of loud, crude, bawdy allegations against both the general and Desdemona. David Bevington in William Shakespeare: Four Tr... ...His Carpet. N.p.: n.p., 1970.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.       Othello: True Love and Self-love Essay -- Othello essays Othello: True Love and Self-love  Ã‚        Ã‚  Ã‚   The William Shakespeare tragic play Othello manifests the virtue of love in all its variegated types through the assorted good and bad characters interacting with each other.    H. S. Wilson in his book of literary criticism, On the Design of Shakespearean Tragedy, discusses the love of the Moor for his beloved even at the time of her murder:    And when he comes to execute justice upon Desdemona, as he thinks, he has subdued his passion so that he is a compound of explosiveness tenderness. Utterly convinced of Desdemona’s guilt and of the necessity of killing her (â€Å"Yet she must die, else she’ll betray more men†), he yet loves her:    This sorrow’s heavenly; It strikes where it doth love.(55)    In the volume Shakespeare and Tragedy John Bayley explains that there is both love and self-love in the play (201). Initially the play presents a very distorted type of love. Act 1 Scene 1 shows Roderigo, generous in his gifts to the ancient, questioning Iago’s love for the former, whose concern has been the wooing of Desdemona. Roderigo construes Iago’s love for him as based on the ancient’s hatred for the Moor. Thus the wealthy suitor says accusingly, â€Å"Thou told'st me thou didst hold him in thy hate.† In order to prove his love for Roderigo, Iago asserts in detail the reasons for his hatred of Othello, who has given the lieutenancy to Michael Cassio, a Florentine.    Secondly, Iago shows his love for his wealthy   friend by rousing from sleep Brabantio, the father of Desdemona. Once the senator has been awakened, Iago makes a series of loud, crude, bawdy allegations against both the general and Desdemona. David Bevington in William Shakespeare: Four Tr... ...His Carpet. N.p.: n.p., 1970.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.