Great Depression & Wall Street Crisis Essay Example | Topics and Well Written Essays - 3250 words

Great Depression & Wall Street Crisis - Essay Example Prior to October 1929, market investment was highly expedient. From 1923, American economy experienced bullish trend in the Wall Street. Lending by banks and brokers was higher than the general face value of the stocks being purchased. Household investors and novice sponsors further aggravated the progress in stock market. Increasing development and prices of iron and steel industry further amplified prices due to speculation. Further introduction of installment in the banking system allowed many families to own what they could not afford otherwise (Suddath, n.p). At this scenario, the demand and supply forces came into play. Due to higher demand and excess of borrowed money, general rate of trade was at its highest. Presence of many small banks despite having no ability to lend without having substantial savings to back up these loans, further strengthen speedy stock exchange. This trend of trading was further increased by the presence of marginal buyers. Marginal buyers only paid 1 0-20 percent of the actual value of shares whereas the remaining amount was credited by brokers or banks. Due to little requirement of investment capital, number of novice investors who were susceptible to negative speculation, increased. On October 29, 1929, best known as Black Tuesday, the stock market crashed completely.However, with increase in the stock prices and overall economic development, small traders and famers extended their production scale which lead to excessive supply of wheat and other eatables.

Turkey Essay Example | Topics and Well Written Essays - 500 words

Turkey - Essay Example For other groups within the EU, letting Turkey become a member would greatly affect the cultural status of Europe. Because Turkey seems to be much more Asian in terms of the traditions and religion, these groups hold that Turkey would be having a hard time fitting itself in the European way of thinking (Laà §iner 17). However, from a personal standpoint, while Turkey has considerably achieved great leaps in improving its economy, if the country strongly chooses to join, the leaders must be able to immediately bring forth the changes in some of the internal and external policies up to the standards set up by the EU, otherwise the leaders are just stalling and are simply reluctant to become part of the EU. One of the strongest factors that prevented Turkey from being assimilated early was the incompatibility of its economic structure with that of the EU (Arikan 64). Due to the political and not of the economic interests of its leaders, instead of creating more liberal economic policies as well as unable to comply with the reciprocal obligations of the EU, Turkey was unable to close its status as a candidate for early accession. The instability within the Mediterranean regions also affected the status of the country (Arikan 65). Had Turkey chose to create steps in changing trade and economic policies according to EU standards, the development of the country would have been easier, as well as the accession into the EU. Despite Turkey being unable to let a reciprocal relationship with EU take place, the country was eligible to become an associate country, with the hopes of immediately starting the transition process (Arikan 65). Mutual obligations between the EU and Turkey were created, such as quantitative restrictions for Turkish exports to the EU, and the EU granting financial aids to Turkey that would mitigate workers

Impairment is a physical fact, but disability is a social construction

Impairment is a physical fact, but disability is a social construction Intro This essay will discuss disability as a socially constructed concept, as viewed from a historical viewpoint the first as a physical fact and the second as socially constructed condition. The manner by which this will done is to investigate disability from an historical viewpoint and the socially constructed viewpoint, this will concluded in an evaluation. Oliver (1996) defines impairment as lacking part of or all of a limb, or having a defective limb, organ or mechanism of the body. And disability as the disadvantage of activity (Oliver 1996:22). Barnes (1991) suggests that disability is a recently modern term used to describe a system in which society discriminates by enforcing social restrictions on people with impairments. It would be almost impossible to go back in time and identify when exactly society began to discriminate against people with impairments. Although it has been suggested that societys view of impairment and disability came about as a result of peoples psychological fear of the unknown. As the perception of what is normal is transmitted by accepted values and beliefs through learning and culture from other people in society. (Douglas, 1966) Historians have found evidence from ancient times that suggests different societies generated their own ideological thoughts through out history, about people who suffered impairment. In Israel a 46,000 year old skeleton of a man was found, which showed he was born with an impairment that would have required the support from his society through out his life. This individual had severe impairment and yet his survival was the result of respect from his society (Rudgley, 2000) however not all societies had the same ideological responses to impairment. An excavated burial site (c.100, 000BC) in Turkey demonstrated how an individual with a hunched back was dumped on a rubbish tip, instead of being buried the traditional way as society viewed him as an outcast. (Rudgley, 2000) giving an early example of someone with a physical impairment being isolated from society. It was during the industrialization of 19th century that an extreme policy of exclusion was envisioned by segregating people with impairments from society by placing them in institutions. The term institution is used to describe a number of social organisations that range from hospitals, asylums, workhouses and prisons that use organized long term provision in a residential setting with the emphasis being on care treatment or custody (Jones and Fowles, 1984) Institutions were first established to deal with the problem of mental defectives these were people with learning disabilities and mental illness. As previously Individuals who had severe impairments were taken into small medieval hospitals where the sick or bedridden were kept. The philosophy of these hospitals was religious based, seeking to care than to cure. (Skull, 1984) However this philosophy changed as the institutions were built with the belief that people with learning disabilities could be educated and trained and then let back in to society once rehabilitated. (Race,1995) As prior to industrialisation people with learning disabilities had managed to cope in society by doing simple manual work, as literacy and numeracy were only prerequisites of the higher classes. Until industrialization brought a faster work pace and created a new bourgeoisie based on a persons position in society and their individual attributes, (Hobsbawm 1962) resulting in the social exclusion of people with learning disabilities. (Skull 1979) Therefore capitalism was a way of controlling and giving discipline to individuals who could not obey the rules of new working practices. Therefore to enforce greater control there was a increase in institutions and asylums (Skull, 1979) there was an increasing fear that people with learning disabilities were contributing to the degeneration of society, therefore the regimes within the institutions were in place to contain people than reform them. The reason for people with learning disabilities being segregated from people in society was through the negative image given by labelling that resulted in stigmatisation. As in the first half of the century people classed as learning disabled were labelled idiot (very severe) imbecile (severe) feebleminded (less severe) other derogatory labels used were moron and moral defective. Even at the present time people with learning disabilities are still being stigmatised through labelling, that resulted from the past. As the term mental handicap to classify people with learning disabilities gives the illusion of mental illness, and the term handicap gives an image of a person with a cap in their hand begging and depending on the charity of others. The terms idiot and imbecile are labels still used to describe people in language used today. Indeed it was not the view that people with learning disabilities were a financial burden to society that was seen as a threat, but the way that they b red and spread the ills of society that caused concern for people. As it was believed that people who referred to as feebleminded were the cause of many problems in society such as prostitution, alcoholism and crime. It was this negative image of labelling learning disabilities that would lead the way for the science of eugenics. (Borsay, 2005) It is Francis Galton (1883) who is recognized as being the founding father of eugenics, which was defined as a science of improving inborn human qualities through selective breeding. (Galton, 1883) this meant only the most desirable people in society were allowed to procreate. This idea was to prove popular with social thinkers and politicians of the time and attracted approval from many people in society. Policies were made as a result and one such policy was that sterilizing or segregating people with learning difficulties was much lower than, the higher cost that society would accrue in supporting generations of defectives in the future. (Larson,1995) showing how easy it was for social policy makers to be persuaded into making policies based on welfare costs with little regard on how it would effect people with learning disabilities . (Porter 2000) Even the nazi doctors under Hitlers command committed genocide by measuring disabled peoples lives in term of economic importance. (Burleigh 1994) Medical professionals took part in the operation of the Nazi eugenic programmes (Lifton, 1986) that lead to people with impairments being sterilized against their wishes and resulted in the death of 2000,000 to 275,000 the majority of which had learning disabilities. (burleig 1994) Pfeifler (2000) argues that even at present, the classifications of the medical model in disability still occupy the eugenic agenda (Priestly) As ground breaking advances in science and medicine gave medical professions the power to dictate in the lives of people with impairments. With Genetic screening being seen as favorable in choice and cost effective, as the cost of genetic screening and abortion is cheaper to perform than the long term cost of supporting people with defective impairments. (Vintzileos et al, 1998) The medical model has been highly influential on setting the parameters for how people with impairments were treated by society. As Chernovsky (1997) states that research carried out into intelligence was one way in which psychologists helped maintain the status quo in society, by creating social inequality. This can be seen in the intelligence tests that were used to decide whether an individual was incapable of living in society. These tests made little attempt at assessing an individuals capabilities, by getting the individual to distinguish the difference between a fly and butterfly or how many feathers were on a chicken or how many miles it was to America (National Council for Civil Liberties, 1951; Potts and Fido, 1991) this test made sure that the doctor could certify the individual as being incapable and institutionalise them for not being able to answer. In the second half of the century a transformation came about that changed how society viewed a person with learning disabilities. During the 1950s the effects of war and polio epidemics highlighted the inequalities faced by people with disabilities, this led to the development and campaigning of human and rights movements as well as policies to combat these inequalities, including the European Convention of Human Rights 1950. Sociological studies were carried out and gave evidence to show that people with learning disabilities who had been lock away in institutions away from society, did have intellectual and social capabilities necessary to live in the community and that institution life was blocking this ability. (Race,1995) Tizard and OConnor (1952) discovered from their research that people with learning disabilities living in institutions who had been previously labelled as being unemployable did have the essential skills required to complete a job in a work environment. Clarke and Clarke (1959) found evidence that the environment had an effect on a persons performance, and the poor conditions inside institutions had a bad effect on the people living within them. Goffman coined the term total institutions to describe where people are cut off from the offside world and from family and friends. Procedures involve calling people inmates and humiliating them by removing their personal identity and by using a system of punishments and rewards. As well showing that people behave in accordance to label assigned to them, if people are labelled deviant, they will become deviant, and this in turn reinforces the beliefs up held by society about people with learning disabilities. The studies showed the damaging effects that institutions had on the development of the individual and in the 1960s a number of academic reports were published that detailed findings of research carried out into the conditions of institutions. The most renowned of these was the Report of the Committee of Enquiry into Ely Hospital (Howe Report, 1969). The report described the impoverished and neglected living conditions, as well as lack of privacy that people with learning disabilities suffered from under the custodial regime carried out by staff. Due to public opinion the above reports resulted in a change in the law, the new Mental Health Act (1959) changed the certified term mental deficiency to mental subnormality this meant that most people with learning disabilities who were not being detained for a legitimate reason were free to leave and could return to the community. (Clarke 1983) The introduction of White Paper Better Services for the Mentally Handicapped in 1971 led to a 50% reduction in hospital places by 1991 and led to the provision of local authority-based residential and day care. It also called for an end to custodial methods of care in hospitals and recommended the re-training of hospital staff. In 1979, The Jay Report re-emphasised the need for local authority-led care and, importantly, a service philosophy based on the principles of normalisation. In the 1980s, this was redefined as social role valorisation to include reference to strategies used in the creation, support and defence of valued social roles for people at risk of devaluation (Wolfensberger, 1998). In the UK, the principles of normalisation adopted were those interpreted by OBrien and Tyne (1981) as the five service accomplishments. These have become the developmental goals which organisations then and now strive towards A new philosophy was constructed that emphasised care in the community this change resulted in the closure of all the old asylums. Community care was designed to bring about positive changes, these were governmental values aimed at allowing people with learning disabilities to live on their own, in their neighbourhood with services to support them. The government hoped to develop community based services made up of day centres, supported accommodation, support workers, training and employment, these services were to help people with learning disabilities be included into society. The development of care in the community was result of reforms introduced by the Conservative government

When will child labor cease to exist? Essay -- Essays Papers

When will child labor cease to exist? Child labor is and has always been a difficult problem to address. In the global market system which exists today, the problem has become that much more difficult. Now more than ever before, markets are interdependent, and the regulation and governance of them is a convoluted process to say the least. The regulatory structure is not intact; no one knows who will regulate such issues, internationally and locally, governmentally, and in the private sector. Also, current economic practice makes it difficult to in one broad stroke ban the practice of child labor, for fear of eliminating the nation’s area of comparative advantage, cheap labor. Not only is the problem of child labor one of economics, but it is also one that raises very difficult ethical questions. This paper will attempt to weigh the economic factors both locally and internationally, against common ethical principles which are certainly to be raised when one discusses child labor. Based upon the situation some specific sectors where the practice of child labor is taking place. Depending upon the economic conditions of a country, and other external factors, some families could be faced with the prospect of starvation if their child is not earning some income to ensure the survival of the family. One question that is raised early in the analysis of child labor is, is child labor categorically wrong? The practice of child labor was a long standing institution in many western European countries, and had a general glint of acceptance. It was only in the nineteenth century that we find the rise of the contemporary ideal of childhood emerge, and the wave of anti child labor sentiment reach a stage where it faded away ... ... practice of harmful child labor obsolete. The institution of education is the most important aspect to building economies to a point where they may rise out of the child labor trap. Education must be gradually intra nationally and internationally be subsidized, while simultaneously providing some form of economic aid or reform to these countries that make it possible for the families in these poor countries in Asia and Africa to keep their child out of dangerous labor, and in school. What is in essence proposed, is a gradual effort of the international community. Bibliography http://econ.cudenver.edu/beckman/econ4410/basu.pdf http://www.unicef.org/protection/index_childlabour.html http://www.nclnet.org/clc.htm http://www.hrw.org/children/labor.htm http://www.hrw.org/wr2k2/children.html#Child%20Labor http://www.empereur.com/DOC/Child_Labor.html

Gustav Vassa the Book

Gustav Vassa Plot Summary Gustavus Vassas was born Olaudah Equiano in the African province called Essaka in 1745. He was the youngest son of seven surviving children and was very close to his mother. He describes a happy childhood during which he learned – as all his people did – to work hard. He is kidnapped and taken as a slave while still very young and soon finds that he has a talent for the sea and for trading. By being very frugal, he is able to save enough to buy his freedom after only a few years, though his master initially refuses to honor their agreement for the sale.He does gain his freedom and soon returns to the sea, seeing there a greater opportunity for financial gain than any other he can find. He spends his time also in pursuit of an acceptable religious affiliation and eventually finds himself ready to become a missionary. Gustavus Vassa Summary and Analysis Gustavus Vassas was born Olaudah Equiano in the African province called Essaka in 1745. He was the youngest son of seven surviving children and was very close to his mother. He describes a happy childhood during which he learned – as all his people did – to work hard.He recalls little of any true religion though he describes briefly some ceremonies in which dancing and feasting were important. He write that his people were circumcised, one of many similarities to the Jewish religion. Chapter three begins when, at age eleven, Gustavus and his sister are alone at their house while the adults worked at their agricultural pursuits. While alone, they are kidnapped by slavers. They are soon separated and Gustavus is sold to several masters for various reasons over the next six or seven months. He encounters his sister briefly during that time but notes that she was soon taken away and he never saw her again.At the end of those months, Gustavus was taken to the coast where he is put aboard a slave ship. He promptly faints. When he wakes, he asks if the strange looking people aboard are going to eat him and is reassured that he won't be eaten. He remains on that ship for several days until a new ship arrives. He says that the whites aboard were happy to see the other ship and those who, like Gustavus, had never seen a ship in motion under the power of sails were convinced it was magic. In chapter three, Gustavus is first taken to Barbados where he is among the few who aren't sold.He is then sold to a plantation owner in Virginia but stays only a short period of time before being bought by a man named Michael Henry Pascal who intends him as a gift. At that time, Gustavus is called Jacob but Pascal refuses to call him such and renames him Gustavus. On the voyage to England aboard Pascal's trading ship, Gustavus meets a young educated white boy named Richard Baker who sees past the slavery issue and becomes friends with Gustavus – a situation that lasts until Richard's death. Gustavus spends about two years in England, mostly traveling by shi p with his master.He talks of the kindness of the people – especially two women named Guerin – who care for him at various times while his master is away. In chapter four, Gustavus talks about his emerging self-confidence and his waning fears. In 1759, Gustavus has learned about Heaven and requests baptism. In February, he is baptized at St. Margaret's Church in Westminster. Over the coming months, Gustavus is involved in many battles as the French and English clash. Eventually, Gustavus's master is released from his service and plans to return to private business. Gustavus has now met a man named Daniel Queen who has taught Gustavus many things.Gustavus regards him as a father figure and often spends his meager earnings on sugar or tobacco for Daniel. Gustavus plans to go into business with Daniel as soon as he is released from his military service but his master refuses to release Gustavus and instead sells him to another ship's captain, James Doran. Several of Gusta vus's former shipmates vow to redeem him as soon as they are paid but he is, in the meantime, at Doran's mercy. As chapter five begins, Gustavus writes that his current situation is a punishment for having said he planned to spend an entire day in London on â€Å"rambling and sport. He is initially forlorn but comes to believe that God gives suffering of this kind for a reason. In the West Indies, Gustavus learns that Doran has sold him to a Quaker named Robert King who says Gustavus will learn to be a clerk. Gustavus learns to handle almost all aspects of his master's businesses which include shipping. King is kind and Gustavus knows that several other plantation owners make offers for Gustavus. When King turns them down, Gustavus always works harder and thanks God for putting him in this place.Gustavus describes the cruel treatment of most slaves and says that he was once threatened by a man who says he will shoot Gustavus and then pay for him. Gustavus offers up the typical argu ments in favor of slavery saying that men who say they believe these arguments are fooling themselves. He also points out that those with kind masters and plenty of food work harder and live longer than those who are mistreated, and that those with cruelty as a daily part of life are more likely to simply give up and kill themselves. Gustavus points out that the slave trade is a study in avarice, and that slavers lie and cheat the slaves.He says that if slaves were treated â€Å"as men† they would be â€Å"faithful, honest, intelligent and vigorous. † As chapter six begins, Gustavus says that he could list many more instances of cruelty, but that to list them all would be â€Å"tedious and disgusting. † He is soon given the opportunity to become a sailor on one of his master's vessels and chooses to do so, trading a little to make some profit for himself. He notes that he is anxious to earn money and that escape and freedom is, of course, the ultimate goal thoug h he wants it to be by honest means.Gustavus prepares to go to Philadelphia with the captain. Gustavus's master hears a rumor that he is going to try to run away once they reach American but Gustavus points out that he's had opportunities and hasn't done so. His master sees the wisdom of the words, provides Gustavus credit for some goods to sell on his own in an effort to earn money and promises that he can buy his freedom if he earns forty pounds sterling money. He goes on the voyage to America though he is ill treated by the whites who would buy his items for sale.In Savannah, Georgia, he is beaten by a white overseer and left for dead but the captain finds him and with the help of a capable doctor, Gustavus recovers. In chapter seven, Gustavus earns enough money to buy his freedom. His master is initially upset, saying that he hasn't expected Gustavus to earn the money so quickly; but the captain intercedes and Gustavus is freed in return for forty pounds. Gustavus agrees to anot her voyage as a freed man for a wage and wants to buy bullocks to take back with him for sale but the captain refuses and insists that Gustavus buy turkeys instead.He does so against his wishes and the bullocks all die on the crossing though his turkeys survive. The captain takes ill on the voyage and also dies and Gustavus safely takes the ship to port. He's offered the captain's position but refuses though he agrees to yet another voyage under the new captain, William Phillips, who runs the ship aground. They are stranded on an island for days and then find themselves at the mercy of a crew who picks them up. Phillips sells some of the slaves that had been cargo on the ship and buys passage to Georgia with plans to sell the rest, parting here from Gustavus.It's in Georgia that Gustavus reluctantly agrees to perform a burial ceremony for a child and he notes that it's the first time he serves as parson. In chapter nine, Gustavus begins working his way toward his goal of reaching Lo ndon. There, he encounters the Guerins and Pascal and notes that Pascal seems indifferent of the way he treated Gustavus even after being confronted about it. Gustavus begins learning hairdressing as a means of supporting himself and begins studying the French horn and arithmetic.He soon learns that he can earn very little money in this way and decides to go to sea again, this time with a desire to see Turkey. He hires on as a hairdresser with John Jolly on a ship called the Delaware. He remains with that ship and captain until 1771, seeing and being enchanted with Turkey but declining the offer there of two wives and eventually parting ways to join Captain William Robertson on the ship Grenada Planter and then on the Jamaica under Captain David Watt. He later ends up on the North Pole, trapped for a period of time by ice.As chapter ten begins, Gustavus continues his travels, going to Turkey for awhile, then London again and then to Spain. In chapter eleven, he is appalled by the bu ll baiting and eventually returns to Plymouth. In chapter twelve, Gustavus spends more time with the Quakers and is impressed by their actions and their church activities. He wants to become a missionary and says that the rest of his life is to be spent with an eye toward assisting â€Å"the cause of my much injured countrymen. † —- Gustavus's story begins with descriptions of his own people.He notes that they possess slaves that are usually captured in battle or are people among his own tribe who broke specific laws. However, he writes that those slaves are not treated badly. They are required to work, but their masters work just as hard. The slaves are typically given their own house to live in and the only difference appears to be that those people are not free to leave. He doesn't go into this discussion to any great depth. Though Gustavus couldn't have known the horrors that awaited him aboard the slave ship, he notes that he is immediately afraid.He mentions a fe ar that he'll be eaten, but doesn't explain. It seems likely that his people were among those who commonly told their children that kidnappers were frequently cannibals. In any case, Gustavus writes that, had he had entire worlds of his own at that moment, he would have traded them all for the chance to swap places with the lowest slave in his country. Gustavus talks at length about the fact that his people believed in cleanliness and that they were circumcised, and that many of the rituals seem to indicate that the Jewish and the African tribes of that region were related.He quotes a writer who believes that to be true and says the writer indicates that climate is the reason for the dark-skinned appearance of the Africans compared to the traditional light-skinned appearance of the Jews. Gustavus also points out that men with higher degrees of education have discussed the matter and that he isn't the person to answer the question definitively. As Gustavus writes about his early trav els, he seems to flit from one incident to another. He relates the story of a man who got something in his eye and then lost the eye. He talks of being hospitalized for chilblains and small pox.He also mentions a man who saved him from being flogged for fighting with a â€Å"gentleman,† but does not go into any additional details. Gustavus seems to expect that his master is going to simply release him once the military stint is over and goes so far as to make plans for his future. He admits to being heartbroken upon the completion of his sale to a new master. It's interesting that Gustavus, having encountered so many kind and generous people at this point, has ceased to believe himself a slave. He points out that he's served his master well for many years and has earned nothing for it, and seems to expect that to be sufficient.He has become somewhat educated and expects a slave owner to have a moral responsibility to allow him to leave when he wants. At one point, Gustavus is enamored with a tribe of the Mosquito Coast. He talks at length about their customs, including that they love the color red and that they enjoy their ceremonies. Gustavus seems to enjoy the actions of the people. He also talks of the fact that they seem similar to his own family of his childhood. Important People Gustavus Vassa Born Olaudah Equiano and sometimes called â€Å"The African,† he was born in the African province of Essaka is 1745.Gustavus says that he'd been given another name in the early days of his slavery and had initially refused to answer to the name â€Å"Gustavus,† but eventually gave in. He is an intelligent man and adept at trading. His services are coveted because he is so capable and hardworking. When he's purchased by a master who has land and shipping ventures, Gustavus wants desperately to go to sea. He's learned much about shipping and knows that he has the potential to make enough money there to buy his freedom. He accomplishes saving that money in a matter of only a few years, though there are some pitfalls along the way.When he then asks his owner to release him, the owner initially refuses but is convinced by an employee – a ship's captain – who has taken a liking to Gustavus and prevails on the man's sense of fair play. Gustavus loves to learn and devotes as much of his time as possible to learning a variety of things ranging from the Bible to the French horn. He says that he hates to be idle and will take on some new endeavor rather than spend evenings with nothing to occupy his hands and mind. He comes to love London and Turkey as his two favorite destinations among all those he visits.Gustavus finds an array of friends during his travels and learns from many of them. He seems often overly trusting and occasionally finds himself in trouble when he trusts someone to make good on a promise, especially with regard to money. He says that there are those who defend slavery and that they are delusional in their arguments. Gustavus eventually applies to become a missionary. Themes The Desire for Freedom The desire for freedom is an overriding theme and the slaves who wrote these stories are each determined to find freedom, regardless of the cost.This can be seen clearly in the fact that slaves are brutally beaten if caught in a runaway attempt, yet many continue to take the chance. One of the best examples of this desire for freedom is seen in Harriet Jacobs' brother, William. William has been purchased by Harriett's lover and the father of her children, Mr. Sands. Mr. Sands is subsequently elected to Congress and takes William along with him. William has the opportunity to travel through many states and to see many things, and it's noted that Mr. Sands is not a cruel master.Despite the fact that William is treated well with enough to eat and has the promise of eventual freedom, he seizes an opportunity to run away. In his case, there's little cause for worry about reprisal because Mr. Sands isn't cruel and isn't likely to track him down. By contrast, Harriett's Uncle Benjamin runs away, is captured and brought back where he is treated severely, and still runs away again. In the case of Gustavus, he had a master who was willing to allow him time at sea where he was able to make money on his own, but spent a great deal of money to buy his freedom.This willingness to work for many years at jobs in addition to their regular tasks is another common theme in the quest for freedom and those who achieve that freedom are often then working to â€Å"buy† their family. Style Perspective Each of the stories is written in first person from the perspective of the author. It should be noted that three of these have two different names. For example, Gustavus Vassa was named Obaudah Equiano at birth and was later named Gustavus Vassa by a master. Because Gustavus used that name more frequently than the name given to him by his parents, he is referred to as Gustavus th roughout the story.Fredrick Douglass is a well-known name, though he was born Fredrick Augustus Washington Bailey. He took the name Douglass upon his arrival in the free states of the north, though he insisted on retaining his first name as some link to his true identity. For the sake of familiarity, he is referred to throughout this text as Fredrick Douglass. The same is true in the case of Harriett Jacobs who is writing as Linda Benton, and this author is referred to as Harriett Jacobs throughout the text. It should be noted that Jacobs admits at the beginning of the story to having changed the names of some of the people in her book.In fact, research shows that she changed many of the names and it therefore seems appropriate that she would have changed her own name for the purposes of the story. Writing in first person seems the only possible option available to each of these authors because the stories are presented as factual events in the lives of each. Tone The story is writt en in a straight-forward manner but it should be noted that there are some graphic scenes that may be offensive to some readers. They are, however, a part of the history of these people and it seems appropriate that they should be presented.For example, Gustavus Vassa describes the cruelties visited on the slaves of the Jamaican Islands. Those people were routinely beaten but the tortures often took the form of tying them in impossible positions where they were at the mercy of elements and creatures. In the case of each, the stories of separations of family members are a common theme and will likely touch the reader. It's interesting to note that all three of these use words that may not commonly be associated with people of little formal education.In most parts, the meanings of words are easily discerned but it should not be assumed that the level of writing is that of an uneducated person. Of the four stories, the messages of all are aptly conveyed but it seems that Harriett Jacob s' story has a more personal slant, possibly because her story is of a more personal nature and involves her family and friends on a deeper level whereas the others, especially Gustavus Vassa, tells more of his travels and how other people treated him. The tone is often hopeless and a sensitive reader may find himself feeling pity for those involved.

Positive psychology Essay

As a child we are told the future is our oasis But is this really the truth when we look at the basics? When I was young and asked what I wanted to be I of course replied â€Å"just like daddy† Now I wasn’t referring to his business success I was only concerned about the love he expressed So when we are told that the future couldn’t be brighter Why do people only think about becoming an astronaut or fire fighter? What is often forgotten is the truth of the matter There is much more to life, this is just a part of the batter Making the cake is a process that is extensive. What we need to remember is that it doesn’t need to be expensive Why does one’s life have to be determined by their occupation? It has become a norm in society, almost a fixation In order to be happy one has to have a high paying job and big house Luxuries extend as a far as a Maserati or a cottage with a boathouse With this in mind, young students face great pressure and tension School has become an entity beyond comprehension It was in my understanding that we come here to learn But when I look around all I see is heads turned. Heads turned from the reality of the true meaning of life Kids only concerned with grades as if they are being forced with a knife This figurative dagger comes in the hands of universities What happened to opening the door for a girl or showing a little common courtesy? People approach university with a new hopeful attitude We can now receive self fulfillment and gratitude The reality of the situation is long, grueling hours spent with your head buried in a book No one reflects on themselves or even lifts their head to take a look. Many pass these four years with not an aspiration in mind Not even looking ahead, continuing to remain blind Then university is over, time for life to begin With endless possibility, one cannot help but grin Then it hits you, like a strike across the face Money is happiness therefore you join the rat race What is interesting about this race is that there is no winner The winner is still a rat; the only objective is to provide a better dinner What has been lost in the mix is the wisdom and prudence Any successful man would point out that our actions are rather foolish And by successful I am not referring to economic victory I am referring to the people who have shaped our history Not the Donald Trumps, Mark Zuckerberg’s or Warren Buffets These are simply the people enslaved as economic puppets I am referring to the Gandhi’s, Malcolm X’s and Martin Luther King’s The people who created change, the liberation they were able to bring I believe that with great people comes great change. This change is not as simple as a stock trade, it is long range Not only is it eternally priceless but it has a rippling effect One great person affects all around them, sometimes unknowingly or indirect When I think of inspiration I think of the president of Uruguay The poorest president in the world challenged what society sees as the way Donating 90% of his salary leaving just $1250 dollars per year to his name It makes one question why we only seek to make large sums of money or achieve great fame Don’t mistake my message for an attempt to say that we are all greedy I simply want you to be aware that life isn’t all that easy Money can solve your surface problems but this solution is temporary. Reflect on your goals and ambitions before you end up in a cemetery I feel that change is possible regardless of your situation It does not depend on your gender, race, religion or sexual orientation Change isn’t easy but we are all more than capable When life pushes you to the curb, you are hurt but unbreakable In a world that seams hopeless it is important to remember life goes on Make sure to look up, stay positive and never get withdrawn. We are all brothers and sisters part of something that is greater Be fearless and hopeful and live up to your nature We are often referred to as the careless generation who lack a work ethic But I would argue that statement is unjustified and rather pathetic We have the means to create change and it is already happening People like the Keilburger’s come across as rather baffling But when looked at in perspective they are simply two people with a dream A dream that arises a common theme. This theme is that we must love and be aware We must create a life for all that is just and fair In saying all this I am not trying to discourage I hope all your child hood dreams come to the surface There’s a world full of hope, possibility and prosperity And my wish to all is a fulfilling life of mental clarity Ultimately what it comes down to is the way we are taught as youth There is nothing more powerful then the honest truth When asked what we would like to be in our future Happiness should come to mind, the only acceptable answer.

Tituba, black witch of salem essays

Tituba, black witch of salem essays There are things I found common and different since I came form Nigeria to United States. These things have taught me how to plan and how to set up goals in life. Choosing something, achieving them, as well as impacting others life had made me strong and independent. These things are education and Culture. Education is very important in Nigeria and in United States, it is obligated that parents should send their children to school to learn how to read and write. As a result, their children would become habituated, adjusted, and work well with the society. Also, in both countries educational levels are set up in same sort like Elementary, Primary, Secondary, and University. Moreover maturity and awareness determines the educational level of a child. On the other hand, both countries tend to have different method of helping parents and children attend school. For instance, paying school fees, in Nigeria families are not offer free schooling, parents do not have an option to borrow loan from any institutions, parents have more responsibilities; they are responsible for paying school fees, providing school supplies, and caring for the school organization. But in United States free schooling is provided for families, parents however have the options to borrow money from any instituti ons, parents have less responsibility; they send their kids to school while, government provides money, school supplies, and takes care of the school system. Another example are students, in Nigeria more students take their school work very seriously, they stress more to get good grades in school, they work hard to learn, and they dedicate themselves more in a lot of activities. They also value education because traditionally they exemplify as role model for their family and their country. Because of this reason many students in Nigeria are brought up with good behavior and being intelligent. But in United States few students hardly take ...