Rose For Emily By Faulkner Essays - A Rose For Emily, Emily Grierson

Rose For Emily By Faulkner In the story, "A Rose for Emily," by William Faulkner, Miss Emily Grierson's struggle with her family, her town, and herself makes her do things that are out of the "norm." Her struggle makes her act inhuman and deranged. Emily is a living a very sheltered life. Miss Emily struggles, in this story, with herself and the society around her. Emily Grierson became very heartless in the eyes of the reader and even a little demented all because of her sheltered lifestyle, closed environment and, conflict with the townspeople. She knew that the people of her town were talking about her. However, she ultimately let their gossip influence her life. Some think that Emily's actions were based on the townspeople's attitudes toward her. Others may say that her father shaped her actions. However, Emily's father, the townspeople, and even Emily herself shaped her motives. They were the driving forces behind Emily's action. This struggle between "an individual and the society that attempts to restrict her" (Brooks & Warren 158) would be unbearable for Miss Emily. This is what ultimately leads to her downfall. Through imagery and conflict, the reader can witness how all of this is true. As Faulkner begins this story, the reader quickly learns that this piece is going to be about death and dying. Not so much as physical death, although physical death is also apparent, but spiritual, mental, and social decay. The physical death is opened to the reader in the first line of this short story. The storyteller informs the reader by saying, "when Miss Emily Grierson died, our whole town went to the funeral..." Just by this line the reader wonders if the town was sad to see Miss Emily past away, or were they glad. Later in the story, the reader finds out that the townspeople were glad. However, not for the reason that one might imply. Because the first line of the book deals with death and dying, does it make "A Rose for Emily" a story of horror? Brooke and Warren writes, "we have a decaying mansion in which the protagonist, shut out from the world, grows into something monstrous, and becomes as divorced from the human as some fungus growing in the dark on a damp wall." (Brooks & Warren 158) This is what makes this piece a horror story. Webster New World says that horror means, "the strong feeling caused by something frightful or shocking." At the end of "A Rose for Emily," the reader finds out that Miss Emily is performing a very deviant action. The reader and the townspeople are very much shocked by this act. This piece is truly "a story of horror." (Brook & Warren 158). What made Emily killed Homer? To answer this, the reader must first expose Emily's character to view. Emily's grew up around her father. Her life was hard. Emily's father was a very strict man. If compared to today's strict father, he would be the type of father that would show off his gun collection to a guy before taking his daughter out. However, in the case of Miss Emily's father, he did not let anyone see her. The narrator in the story says Emily's father "ran off all the men that came for Emily." The reader sees how Emily's father is detrimental to Miss Emily's well being. Because her father blocked her from the outside world, Emily became dependent. Emily became addicted to her father. If her father told her to jump, Emily probably would respond by saying how high. Emily's father was like a depressant drug. This drug made Emily feel safe at all times. The reader also witnesses Emily's father characteristics in a work of art. The portrait hung "by the back-flung front door." The narrator of the story describes Miss Emily in the picture as "a slender figure in white in the background." It continues to say her father was "a spraddle silhouette in the foreground." The reader can see how Faulkner uses the portrait to symbolize how Emily's father shielded her. The narrator goes on to say that, " [her father's] back to her and clutching a horse whip." The picture depicts how Emily's father is in command. It shows how he ruled her. Her father was the dictator in their relationship. Emily's white garment represents how pure and innocent she was. Emily was like a child that is in the first stages on its life. The reader can not help but wonder what happened to Emily's mother.

Free Essays on Choices Are Never Easy

Choices are never easy- men face multitudes of them in their lifetime. Some decisions to these choices are clear while others are more difficult. The poem "The Road Not Taken" by Robert Frost is a first person narrative tale of a monumental moment in the speaker’s life. The narrator is faced between the choice of a moment and a lifetime. Walking down a rural road the narrator encounters a point on his travel that diverges into two separate similar paths. Frost presents the idea of man facing the difficult unalterable decision of a moment and a lifetime. This idea in Frost’s poem is embodied in the fork in the road, the decision between the two paths, and the speaker’s decision to select the road less traveled. Man’s life can be metaphorically related to a physical journey filled with many twists and turns. Throughout this journey there are instants where choices between alternate paths have to be made. The route a man decides to take is not always an easy one to determine. The fork in the road represents the speaker’s encounter of having to choose from two paths, a direction that will affect him the rest of his life. Frost presents to the reader a moment in anyone’s life where a problematic choice has to be made. There are an abundance of options in life man faces; Frost symbolizes this into the diverging of the two paths in his poem. The decision of which path to choose from can be hard to accept, just as the revelation of the choices. The two paths represent the options man has to choose from. Faced with these decisions, man has to weigh his options carefully to make an optimal choice. At the split in the road, the speaker looks far down both paths to see what each of the paths will bring. The speaker’s sight is limited- his eyes can only see the path until it bends into "the undergrowth." The author shows man’s attempts to tell which path is better by trying to for see what they will behold down the road. Both... Free Essays on Choices Are Never Easy Free Essays on Choices Are Never Easy Choices are never easy- men face multitudes of them in their lifetime. Some decisions to these choices are clear while others are more difficult. The poem "The Road Not Taken" by Robert Frost is a first person narrative tale of a monumental moment in the speaker’s life. The narrator is faced between the choice of a moment and a lifetime. Walking down a rural road the narrator encounters a point on his travel that diverges into two separate similar paths. Frost presents the idea of man facing the difficult unalterable decision of a moment and a lifetime. This idea in Frost’s poem is embodied in the fork in the road, the decision between the two paths, and the speaker’s decision to select the road less traveled. Man’s life can be metaphorically related to a physical journey filled with many twists and turns. Throughout this journey there are instants where choices between alternate paths have to be made. The route a man decides to take is not always an easy one to determine. The fork in the road represents the speaker’s encounter of having to choose from two paths, a direction that will affect him the rest of his life. Frost presents to the reader a moment in anyone’s life where a problematic choice has to be made. There are an abundance of options in life man faces; Frost symbolizes this into the diverging of the two paths in his poem. The decision of which path to choose from can be hard to accept, just as the revelation of the choices. The two paths represent the options man has to choose from. Faced with these decisions, man has to weigh his options carefully to make an optimal choice. At the split in the road, the speaker looks far down both paths to see what each of the paths will bring. The speaker’s sight is limited- his eyes can only see the path until it bends into "the undergrowth." The author shows man’s attempts to tell which path is better by trying to for see what they will behold down the road. Both...

Ashlyfive point linguistic star Essay Example for Free

Ashlyfive point linguistic star Essay We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners â€Å"will just figure it out. † (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the  concept is thoroughly supported by background knowledge, explanation as to why, activities that strengthen skills, and consistency in lesson structure that follows this pattern, students are more likely to understand the concept and create a platform from which to launch higher level thinking and conclusions on following concepts and content area. Students learn more efficiently when they have prior knowledge on a presented concept. If the student can link content to a concept that they gained from previous knowledge on from their own unique background or culture, it  will inevitably spark interest in that subject area. By sparking interest the teacher is now adding value to the lesson. Since students synonymize interest with value, the teacher would prove effective. Now a sense of purpose has now been infused into the lesson, and the student/students may begin to contribute more. (NCREL, 1990) This approach is rather intriguing, and teachers should be trained in linguistics prior to teaching ELLs. I would learn the subparts of linguistics via a course: phonetics, phonology, morphology, syntax, semantics, and pragmatics. By learning each subpart in-depth, I can better compose lesson plans and activities that explore those areas for the ELLs to better benefit. Understanding the mechanics of a language is just as important as understanding the language itself, for both teachers and students. The concept of prior knowledge should not be limited to the students but 2 LINGUISTIC APPROACH teachers should utilize this concept for their own effective instruction. If teachers have prior knowledge of the subparts of the English language, as well as knowledge of the diverse cultures  he/she is instructing can help the teacher create and blend a comprehensive and student-inclusive lesson plan and curriculum. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. (Kujawa and Huske, 1995) Prior knowledge assists in segue of appropriate instruction and retention, because it is a foundation from which to build from and facilitates the idea of making sense of the educational experience. As the students are learning from the linguistic perspective, especially under syntax and  semantics, students would be primed for grammatical instruction, also. As they learn how, where and when to use appropriate vocabulary, I will insert instruction on main grammatical principles and rules and branch off into further instruction where applicable. I would try to make sound non-confusing connections with the native language grammatical principles, so there is a prior knowledge foundation established in that arena as well. I would also have a grammar day in the middle of the week to review prior concepts and morph new grammar lessons into the lesson  plan and utilize formative assessment strategies to see what needs to be reviewed and further defined. 3 LINGUISTIC APPROACH References Kujawa, S. , & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed. ). Oak Brook, IL: North Central Regional Educational Laboratory. Restructuring to promote learning in America’s schools, videoconference #2: The thinking curriculum. (1990). Oak Brook, IL: North Central Regional Educational Laboratory. Sonoma County Office of Education. (2009) Structuring language instruction to advance stalled English learners. Aiming High Resource. Retrieved September 16 2014. 4 Ashlyfive point linguistic star. (2016, Sep 12).

Reflecting on Multicultral Education Coursework

Reflecting on Multicultral Education - Coursework Example Multicultural education therefore involves accepting and understanding facts on the cultural expressions and the positive contributions from different groups. Some of the cultural practices seem to be of a great meaning than others but this depends on the society they are involved. It encourages positive contributions of different groups in the society involved, if multicultural education is not thought and spread wide, many people are going to face discouragements from both their skin color, religion, culture and their traditional practices. Raising a point in a place where majority of them are not from your race, the point is being seen as a little valuable since you lack people from your race to offer you a support. So let us be more flexible to learn and appreciate other people despite the differences. Sometimes we fear learning multicultural education since we see it to bring foreign concepts and ideas that will lead to a change in the nation from its old historical norms and make it something different from what is used to be there before (Banks, 1999). This therefore makes people to stand firm and keep watching as none is ready to be the initiator of that change. In doing away with this kind of fear, many nations have come up with new ways of dealing with it. Institutions in the societies such as churches, schools and business organizations are greatly showing their efforts to manage this kind of diversity, since there is a genuine reason as to why we need to relate human differences in which it will help us understand each one of us rightly. Let us know that we all equal. Positive attitudes to learn others peoples culture will help us change our old mentality and behaviors. In the current society, there are many important roles that educators are required to put more efforts on multicultural education. We can not be able to count our educational systems complete is it is not involved in it,

Virtual Learning Environments Essay Example | Topics and Well Written Essays - 2500 words

Virtual Learning Environments - Essay Example VLE's or Virtual Learning Environments are better known as E learning environments aimed at providing appropriate learning elements for students to meet online and exchange academic perspectives regardless of time and spatial considerations. (Andriessen, J.H.E. 2002), The VLE has eliminated geographical and cultural barriers in learning and has innovated the conventional means of physical learning in class room based academic strategies characterised by the presence of a teacher with time constraints. (Andriessen, J.H.E. 2002), Academic opinion has thus regarded this as a form of constructive learning overcoming the conventional mode of "transfer of knowledge" by a teacher based upon the focal role of computer networking across geographical boundaries. In this vein this essay explores whether the academia has actually benefited from the infusion of new technology and some legal issues presented by the activities with in the "Walled Garden". (Costa, A.C., Verburg, R., Andriessen, J.H.E. 2002).The paper also argues that the transition within the conventional modes of physical teaching will take time to absorb to this new concept of the Walled garden. The literature has shown a redefined role for the teachers and the learners due to the introduction of the VLE's.This is particularly so as we are looking at the modern teacher as a facilitator rather than an instructor who is able to interact with the students outside the traditional class room. (Costa, A.C., Verburg, R., Andriessen, J.H.E. 2002), The VLE is a product of the higher data transfer speed and broader bandwidths which has allowed the production of high quality multi-media communication (MMC) tools which are aimed at facilitating the student base to offer a richer media for students to interact and communicate their academic concerns. (Gaver, W. 1996). However the use of the VLE has come with its own social and technical nuances for the academia as the professors and students alike show reluctance in accepting the technological "threat" to their traditional educational environments. (Gaver, W. 1996), For example the traditional learning systems were still unfamiliar with peer collaboration, freedom of expression and academic criticism and tolerance of different political views. Thus the success of the VLE as an educational aid is not solely based upon the sound technological infrastructures and improved interface design but upon the design of social environments which the Walled Garden aims to create. (Gaver, W. 1996), This would require careful planning ,defining of roles and regulating any chances of unpleasantness amongst the members as new attitudes and learning styles are encountered. Even though the VLEs are learner-centred environments the danger is that

The State of Public school integration Essay Example for Free

The State of Public school integration Essay Abstract The public schools, more than any other area of society, received the most attention concerning desegregation in the early 1950s. Fully aware that black had been admitted to white colleges and that numerous cases concerning the public schools were being argued in the federal courts, school officials in many parts. Brown vs. Board of education was the ultimate triumph that placed the rights of blacks before the law, on equal footing with whites. The story of Brown vs. Board of Education is a half-century old now and has been retold many times bye historians, legal scholars, sociologists, and others. A number of social forces during the 1950s, 1960s, and 1970s continue to shape school social work practice. The 1954 Brown vs. Board of education of Topeka, KS decision concluded that separate educational facilities on the basis of race are inherently unequal and unconstitutional. The State of public school integration In recent anthropological study of a California school, John Ogbu makes the point that relationships between the school and the community are sporadic and limited in scope. Parents and community involvement in the schools, he writes, normally mean participation in such extracurricular programs as PTA, open house, and social entertainments rather than more vital matters such as making decisions concerning the pattern: The extent of community participation or control over the schools may vary, but, in general, parents and other community members are content to leave schooling to the teachers and school administrators. (Fein, 1971). This traditional separation between school and community often breaks down, however, when the schools become actively involved in contemporary social and political issues. Large numbers of parents or other groups may not organize committees or attend meetings when a mathematics or history curriculum is on the agenda, but they are aroused when the topics for decision include drawing school boundary lines or busing pupils. School integration—the deliberate placing of previously separate minority and majority groups within the same school building—is surely the prime recent example of how social and political issues bring the school and its various communities into a more direct relationship. (Amir, Sharan, Ben-Ari, 47) Most of the literature tracing the response of local communities to school integration concentrates on the experience in the United States during the past quarter century. Social scientists have analyzed the complex processes that accompany integrated previously segregated Black and White schools in both the North and the South. Not surprisingly, these studies have primarily explored the political problems and processes arising from school integration. This point is emphasized in a recent study of integrated schools. Rist (1979) states: The most ambitious study along these lines is Crain and Associates monograph entitled The politics of School Desegregation (1968). Focusing on an entire city rather than a particular district or neighborhood, the authors analyze the complex interplay among civil rights advocates, boards of education, school officials, and local political and business elites in 15 U.S. cities, as they struggle and bargain with one another while seeking to implement (or delay) voluntary or court- ordered school desegregation. The authors conclude, for example, that school boards are more important than school superintendents in developing integration policies, and that the political style of the city and its elites is particularly critical. This emphasis upon political processes is also apparent in Gerard and Millers (1975) longitudinal study of the outcomes of Black—White school integration in Riverside, California. Hendrickss describes a rash of meetings, demonstrations, boycotts, and violent episodes (a school building was deliberately set on fire) that accompanied the onset of desegregation in Riverside. However, the Riverside schools were quickly integrated, and the demonstrations and meetings came to an end. Indeed, the Riverside case exemplifies rapid community acceptance and cooperation. (Amir, Sharan, Ben-Ari, 48) The New Millennium Atlanta led the way toward integrated schools in the early 1960s. Under Mayors Hartsfield and Allen, the Atlanta school board complied with federal mandates despite pressures from many in the state legislature to resist integration. In 1960, the general assembly gave some ground and appointed John A. Sibley, a prominent Atlanta businessman and civic leader, to chair a state committee to develop guidelines and more understanding on integration issues in Georgia. The Sibley Committee held numerous meetings during the course of a statewide canvass, and subsequently issued recommendations that Georgia allow local school boards to set their own policies and agenda for federal integration compliance. The effort to achieve integration was a gradual one, beginning with the admission of two African-American students to the University of Georgia in 1961 and the incremental integration of four Atlanta city high schools in 1961 and 1962. In 1963, local high schools, local high schools in Savannah, Athens, and Burnswick followed suit and began integration. Although the move toward compliance took almost a decade, by the early 1970s, public schools in Georgia achieved almost full integration. School integration and the gradual end of segregation in public facilities and accommodations brought a growing white-flight movement in the 1960s and 1970s. Huge numbers of urban whites in cities in Georgia and across the South moved out of the city centers and into growing suburbs. Atlanta was typical during this period. As metro Atlantas population passed 2, then 3, million in the late 1970s and 1980s, its central city population decreased. White migration to the suburbs created an unintended and unanticipated paradox in the march toward full school integration. Inner-city schools in Atlanta and other large southern cities came to have disproportionately high numbers of African-American students, while suburban schools were primarily white. The response to this emerging tend was the federally mandated school busing effort of the early 1970s. Students of both races were bused out of their local neighborhoods to schools in other sections as a most controversial aspect of public education during the period in Georgia and across the United States. Mandated busing to attain balanced public school integration began to subside by 1980, largely due to the overwhelmingly negative response by parents of schoolchildren of both races. The Case of Brown Vs Board of Education (1954): The Inequality of Separate but Equal This landmark Supreme Court decision was actually based on a consolidation of four similar cases from Kansas, South Crolina, Virginia, and Delaware. While they were based on different facts and local conditions, they were considered together because of the common legal question being considered. In each of the four cases, African American children were denied admission to state public schools attended by white children. This racial segregation operated under state laws that permitted or required by the practice. These laws had to that point protected been by the precedent of Plessy v, Ferguson. The schools for blacks and whites in each case had been or were being equalized in terms of buildings, curricula, qualifications and salaries of teachers, and other tangible conditions. The question before the Supreme Court was whether or not the segregation of black children and white children resulted in the children being deprived of the equal protection guaranteed by the fourteenth Amendment. A related question was whether or not the separate but equal doctrine of Plessy v. Ferguson could be applied in the area of public education. (Meyer, Weaver, 181) The Supreme Court Rules on Brown v. Board of Education (1954) The event: On May 17, 1954, the United States Supreme Court declared racial segregation illegal in its landmark decision in the case of Brown v. Board of Education of Topeka. For more than half a century, since its 1896 ruling in Plessy v. Ferguson, the high court had upheld as constitutional all separate but equal accommodations and facilities for blacks. Schools, public transport, restaurants, hotels, and other public facilities were rigidly segregated throughout much of the country, especially the South. Beginning in the mid-1930s, the National Association for the Advancement of Colored People (NAACP) brought a series of suits against segregated school districts. In these early cases the Supreme Court ruled that because the tangible aspect of schools for blacks and those for whites were equal, the laws providing for segregated schools were constitutional. In the case of Brown v. Board of Education, however, the NAACP lawyers, among them Thurgood Marshall, presented expert testimony on the debilitating effects of segregation—testimony that proves to be extremely important in the courts ruling, which this time held that segregated school systems were inherently unequal because of intangible factors. (Axelrod, Philips, 280) Implication for school social works School social workers draw on a number of diverse roles and tasks to meet the unique needs of each school and the priorities of each building principal. Using the ecological framework as an organizing principle, these tasks include advocating for risk students and their families; empowering families to share their concerns with school officials; maintaining open lines of communication between home and school; helping families understand their childrens educational needs; consulting with teachers about students living situations and neighborhood conditions; making referrals to community agencies; tracking students involved with multiple agencies; and working with the larger community to identify and develop resources to better serve the needs of at-risk students of their families.11 Impact of the Brown vs. Board of Education upon the School social work was great. As a result, schools were faced with the daunting task of desegregating classrooms and educating increasing numbers of students whos lifestyle and language differed from the middle-class orientation of the school (Germain. 1999, p.34). At the same time, a flurry of federal educational legislation during the 1960s and 1870s significantly increased in federal governments role in public education. For example, the: Civil Rights Act of 1964, prohibited discrimination in federally assisted programs based on race, color, or national origin, assisted school staff in dealing with problems caused by desegregation. Elementary and Secondary Education Act of 1965 (ESEA), through Title I, authorized grand for compensatory education in elementary and secondary schools for children of low-income families. 1972 Education Amendment (Title IX) was the first comprehensive federal law to prohibit sex discrimination in the admission and treatment of students by educational institutions receiving federal assistance. Title IX also prohibited schools that were receiving federal funds from discriminating against pregnant teens and teen mothers. Vocational Rehabilitation Act of 1973 (Section 504) covered students who have a disability and may need special accommodations but not special education and related services as specified in the Individuals with Disabilities Education Act (IDEA). Children with attention deficit disorder with hyper activity (ADHD) and students infected with the AIDS virus are often served under a 504 plan. Child Abuse Prevention and Treatment Act, enacted in 1974, provided federal financial assistance to states that had implemented programs for the identification, prevention, and treatment of child abuse and neglect. A component of this act was the creation of the National Center for Child Abuse and Neglect. Juvenile Justice and Delinquency Prevention Act of 1974 provided resources to develop and implement programs to keep elementary and secondary students in school (Dupper 10). Focus on school social works responsibility to help modify school conditions and policies that had a detrimental impact on students by incorporating general systems theory and the ecological perspective as frameworks for social work practice (Costin, 1978). It was also during this time that group work methods were incorporated into school social work practice. However, despite this renewed emphasis on school and community conditions as targets of intervention, the vast majority of school social workers continued to focus on traditional casework models (Dupper 10, 17). Brown v. Board: The Ruling In the first three cases, black children were challenging ruling that denied them admission to white-only public schools. In contrast, the Delaware school system was attempting to regain such segregation. In each case, students had at one point or another been denied admission to schools attended by white children under laws requiring or permitting separate but equal segregation. The court ruled: Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of children to learn. Segregation with the sanction of the law, therefore, has a tendency to [retard] the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. (Brown v. Board of Education) (Meyer, Weaver, 309) As a graduate student completing the Master of Social Work degree at Tulane University in New Orleans, I had my first exposure to ADC. I had come to social work through entirely different routes and had no idea that welfare assistance, which we studied and researched, was synonymous for many people discussion; even poverty and disadvantage were rarely mentioned. The assumption appeared to be that all of that was behind the nation after the reforms of the New Deal and the economic development of the World War II and postwar years. But by 1960 and the presidential contest between John F. Kennedy and Richard M. Nixon, welfare had become a substantial public issue. Kennedy talked about poverty and welfare assistance in the presidential campaign. He focused on the great needs of West Virginia people and others in Appalachia. One began hearing discussions of Pockets of poverty, rather than hearing need addressed as a pervasive and national human problem. Kennedy also founded the Peace Corps, another effort that raised public consciousness about disadvantage and its consequences. Perhaps the most salient event that brought public attention to the problems of poverty was the publication of Michael Harringtons The Other America (1962). Harrington wrote that during the Depression, President Roosevelt spoke of a nation in which one-third of the people were poorly housed, clothed, and fed. But by the 1960s, he showed, one-fourth of the people were living in poverty. He said that the poor were isolated from people with power, which perpetuated their poverty. Their only contact with people in authority was with social workers who, Harrington suggested, also lacked power. So the roots of welfare reform are found in the early 1960s, and that is true for both sides of the welfare reform efforts—those who want to make welfare more generous and more humane for the recipients and those who want to reduce its availability and its generosity. Some observers might suggest that there were other factors operating in the origins of the welfare reform debates. Although the earliest proposals were those designed to improve welfare from the perspectives of clients, there was a consistent backlash, and the most global pro- client reforms did not pass Congress. Part of that backlash may have been correlated with the advent and growth of the Civil Rights movement. The Brown vs. Board of education school desegregation decision in 1954 spawned the grass roots efforts to end segregation in employment, housing, and public accommodations. Dr. Martin Luther King and many other African American leaders as well as civil rights organizations took various postures and strategies to end the separation and discrimination that operated from the end of official slavery until mid-century. One might speculate that the new concern about welfare was a surrogate for concern about civil rights. The disproportionately large percentage of African Americans who received assistance (although, like the whole population, the majority of recipients were and are white) seemed to serve as a way of criticizing minority group members without doing so directly.(Nackerud, Robinson 3) Conclusion Public school integration became an explosive issue in New Orleans because it forced into conflict both racial and class interests. The city was roughly 40 percent Catholic in 1950 and in 1962, some 39,000, or 47 percent of the citys white students attended Catholic schools. The city had well established private, Catholic, and public schools; all three systems were segregated. Although the quality of schools varied throughout the city, depending upon the affluence of the neighborhood involved, black public schools were acknowledged to be inferior to white public schools. Black children often attended schools on half-day platoon shifts in buildings that were dilapidated and in need of basic supplies. Black PTAs had protested these conditions throughout the 1950s, and the NAACP leadership hoped that school integration would equalize opportunities for the citys black children. But the public schools were the most vulnerable educational institutions in the city. Affluent whites preferred to send their children to elite private or Catholic schools, and ambitious black parents tried to educate their children in rather private institutions like Gilbert Academy, or in the black Catholic system. It was not surprising that working –class segregationists interpreted school integration as class exploitation and victimization in the late 1950s and early 1960s. Many went to drastic measures to avoid the loss of status that racial integration signified. In the fall of 1960, their collective actions included demonstrations, picketing, acts of terrorism, and boycotting of integrated schools. In 1956, Judge J. Skelly Wright rendered a decision on the Bush case. He ordered the OPSB to cease requiring segregation in the citys public schools with all deliberate speed. A lengthy series of appeals followed, while the school board and the state legislature sought to stall school integration. Reference Amir, Yehuda. Sharan, Shlomo. (1984). School Desegregation: Cross Cultural Perspectives. Lawrence Erlbaum Associates Publisher. Pg. 47, 48 Dupper, David. (2002). School Social Work Skills and Interventions for Effective Practice. Wiley .com Publisher. Pg. 13 Marger, Robinson. Nackerud, G, Larry. (2000). Early Implications of Welfare Reform in the Southeast. NY: Nova Publishers. Pg. 3 Meyer, G, Robert. Weaver, M, Christopher. (2006). Law and Mental Health: A Case-Based Approach. NY: Guilford Press Publisher. Pg. 307 Philips, Charles. Axelrod, Alan. (2004). What Every American Should Know about American History: 200 Events That’s†¦. US: Adams Media Publisher. Pg. 280 Rogers, Lacy, Kim. (1993).Righteous Lives: Narratives of the New Orleans Civil Rights Movement. NY: NYU Press Publisher. Pg. 50, 63

Hitlers Rise To Power :: essays research papers fc

Hitler’s Rise To Power   Ã‚  Ã‚  Ã‚  Ã‚  Who or what was responsible for Hitler’s rise to power? Many believe that there was only one factor for his rise to power. Some state that Hitler could not have risen to power in any other than Germany, implying that he was nothing more than a product of German culture. Others say that Hitler made himself dictator by means of his political genius. And yet still others claim that it was the weak democratic government of the Weimar Republic or Germany’s social and economic scene in the 1930’s that made the people restless and ready for a dictator to come to power. There was no sole cause for Hitler’s rise to power. There were two. The political and economic chaos of the 1920’s and the 1930’s joined forces with German culture that enabled Hitler to rise to power. Both play an equal part. Together, both reasons fit together like pieces of a puzzle, to create a unique situation for Hitler’s rise.   Ã‚  Ã‚  Ã‚  Ã‚  Hitler was in part a product of German culture. German culture stands out as particularly aggressive and racist. The values and ideas found in this culture’s history inspired Hitler to do many things that he did and can explain in part why he felt the way he did on certain issues (Stern).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Stevens 2 Hundreds of years before Hitler emerged, German philosophers and artist preached an almost religious worship of the state. They discussed the idea of the master race, and created a mythology of German heroism that encouraged loyalty to the group and glorified death for the country. Hitler and many Germans like him, was an enthusiastic student of Georg Wilhelm Friedrich Hegel who argued that the State â€Å"has the supreme right against the individual, whose supreme duty is to be a member of the State.† Hegel foresaw in the early 1800’s that â€Å"Germany’s hour† would come and that the country’s mission would be to redevelop the world. A German hero would complete this mission (Landry). Like Hegel, another German philosopher more directly portrayed the conventionality and obedience necessary for a secure State. Heinrich von Treitschke espoused that it was of no consequence what you thought about anything, just as long as you obeyed German law. Germany’s tradition also produced Friedrich Nietzsche who preached the coming of a master race and the superman who would conquer, impose a glorified state, and purify the master race.