The Mammy Essays

The Mammy Essays The Mammy Essay The Mammy Essay Mammies, Matriarchs and Other Controlling Images Patricia Hill Collins: Black Feminist Thought Chapter Main Concepts: As it relates to African-American women, the intersecting oppressions of race, class, gender and sexuality could not continue without powerful ideological justifications for their existence, which is perpetuated through controlling images. Controlling societal images is one of the many powers held by the dominant group (white males) in the U. S. to manipulate ideas about black womanhood. Through the perpetuation of these controlling images of the black woman as the mammy, matriarch, welfare queen, jezebel/hoochie and black lady, black women become objects instead of subjects ? i. e. domestic workers are often referred to as â€Å"work mules/animals† or â€Å"girl† Like other people of color and subordinate groups, black women are seen as the â€Å"other† in our society. By not belonging, black women emphasize the signifi cance of belonging. ? Black feminist thought derives from this kind of thinking, as a means to resist these controlling images. Black women insist on the right to establish and define their own reality Controlling Images and Black Women’s Oppression During this slavery era images of black women were socially constructed to maintain their subordination Unlike Black women, white women were encouraged to possess four cardinal virtues: piety, purity, submissiveness and domesticity ? Mammy: Asexual, faithful, obedient domestic servant; yardstick used to measure all black women behavior Image aims to influence maternal behavior; raises children to know place in society Matriarch: Spends too much time out the home working; overly the aggressive; emasculates husbands and lovers; unfeminine. Unlike mammy, she is the â€Å"bad† black mother Introduced in a government report on Black poverty in 1965 called the Negro Family: The Case for National Action (Moynihan report) ? The report blamed black mothers for their childrens failures; working lead to a lack of attention and care; delinquency; Further a sserts that slavery destroyed black families by reversing roles of men and women Black backlash- Diverts attention from the reality of political and economic inequalities that shape black children experiences ? Welfare Queen: Makes use of social welfare benefits to which they are entitled by law; Lazy; fails to pass on work ethic; alone; updated version of â€Å"breeder woman† during slavery This image provides justification for the efforts to control black women’s fertility to the needs of a changing economy ? i. e. during slavery children were valued as property the more slave children you have the more assets you have After WWII black women and their children seen as a economical liability During the 1980s, despite Reagan and the Republicans opposition, Black women and children could not be forced to work, and Black men dropped out of legitimate labor force ? Prison Industrial Complex ? Jezebel/ Hoochie: Represents a deviant black female sexuality; originated un der slavery to justify the many assaults against slave women by white men ? These women are seen as having a strong sexual appetite which leads to an expected outcome of increased fertility Hoochie unlike the Jezebel is an image accepted by the Black community ? Three types of hoochie: plain, gold digger, hoodrat Normal female heterosexuality is expressed in terms of true white womanhood unlike the black â€Å"hot momma† Because of black women sexual appetite is seen as inappropriate or worst, insatiable, black women are characterized as freaks and become stigmatized in society Black women sexuality and fertility is defined by the dominant group (white men) ? Black Lady: Combination of the mammy and matriarch Claire Huxtable, The Cosby Show Controlling Images and Social Institutions Schools, news media and government agencies constitute important sites for reproducing controlling images usually based on the idea of black women having some kind of deviant sexuality ? Social science research; AIDS and teen pregnancy ? Popular culture; Black hip hop music ? Accessibility to birth control measures Controlling images are also perpetuated in Black institutions ? Family, church and civic organizations are all sites where controlling images of black women are simultaneously resisted and reproduced. Color, Hair Texture and Standards of Beauty Despite the resistance of Black women to being objected as the â€Å"other†, controlling images still influence their lives, becoming even more visible. They impact how Black women interact with the world ? Speaking standard/proper English somehow makes you less black i. e. â€Å"I never think of you as black†; â€Å"I don’t see race when I’m with you† The binary thinking between Black and white beauty: ? Thin, white, blonde hair and blue eyes are not beautiful without the â€Å"other†, full lips, broad noses, dark skin and kinky hair White skin and straight hair privileges white women by being the standard of beauty; No matter what a Black woman subjective reality is, she’ll never meet the main stream standards of beauty All women in U. S. are objectified, and their value determined by how they look, but Black is the most â€Å"un-American† Black Women’s Reactions to Control ling Images Historically African American literature by women writer’s usually provide a comprehensive view of Black women struggles to form positive self-definitions in face inferior images Many fictional characters of Black women have themes of pain, violence and death that make up their lives; experiences of internalized oppression ? These characters use drugs, alcohol, excessive religion, and even retreat into madness to attempt to escape painful black female realities ? Denial is another response to controlling images; â€Å"I’m not like the rest† Black female writer’s also document the responses of positive self-definition by Black women ? The Color Purple (the conclusion) ? Waiting to Exhale ? How Stella Got Her Groove Back

Dahalokely - Facts and Figures

Dahalokely - Facts and Figures Name: Dahalokely (Malagasy for small bandit); pronounced DAH-hah-LOW-keh-lee Habitat: Woodlands of Madagascar Historical Period: Mid-Late Cretaceous (90 million years ago) Size and Weight: About 12 feet long and 300-500 pounds Diet: Meat Distinguishing Characteristics: Moderate size; bipedal posture; distinctively shaped vertebrae About Dahalokely Like many regions of the earth, the Indian Ocean island of Madagascar (off the eastern coast of Africa) harbors a huge gap in its fossil record, stretching all the way from the late Jurassic to the late Cretaceous periods. The importance of Dahalokely (which was announced to the world in 2013) is that this meat-eating dinosaur lived 90 million years ago, shaving about 20 million years off the far end of Madagascars almost 100-million-year fossil gap. (Its important to bear in mind that Madagascar wasnt always an island; a couple of million years after Dahalokely lived, this landmass split off from the Indian subcontinent, which itself had yet to collide with the underside of Eurasia.) What does the provenance of Dahalokely, combined with the history of Madagascar, tell us about the distribution of theropod dinosaurs in during late Cretaceous period? Since Dahalokely has been tentatively classified as a modestly sized abelisaura breed of meat-eating predator ultimately descended from the South American Abelisaurusthis may be a hint that it was ancestral to Indian and Madagascan theropods of the later Cretaceous, like Masiakasaurus and Rajasaurus. However, given the scarcity of Dahalokelys fossil remainsall we have for now is the partial skeleton of a subadult specimen, lacking the skullmore evidence will be needed to conclusively establish this link.

PWC job opportunities Assignment Example | Topics and Well Written Essays - 500 words

PWC job opportunities - Assignment Example However, there is no limit to the professional skills that are considered in this respect. The organization is interested in establishing how one’s talents, leadership abilities and skills are best fit for its needs. PWC offers a range of services to its customers which means that it needs a relatively wide variety of skilled personnel to accomplish its functions effectively as a service provider. Generally, the organization offers internship and full time jobs for university students who are interested in working under any of the following lines of service: Advisory, Tax or Assurance. Since the organization is dedicated to training its own staff beyond what they have learnt at school, the organization accepts students taking almost any course. A high GPA and consistency in academic performance is one of the organization’s focus when recruiting its staff. The company generally employs students pursuing degree courses at the least. In order to be considered for internship, a student needs to submit his/her application stating their personal and academic background, accomplishments, personal interests, professional interests and leadership roles if any. The student may apply for positions advertised by the organization as posted in the school’s career centre. Alternatively, the student may apply by creating a talent profile on the company’s website. Generally, students who have worked with the organization as interns have a higher chance of getting full time jobs withy the company as common practice with other organizations. The student may apply for positions advertised by the organization as posted in the school’s career centre. Alternatively, the student may apply by creating a talent profile on the company’s website. In the application process, the student will have to submit his/her professional resume which will be vital in their evaluation.

Week 5 Discussion Coursework Example | Topics and Well Written Essays - 250 words

Week 5 Discussion - Coursework Example Roger Wilson approved the bill from Mr. Griesedeck despite being aware that the funds had been used for political donation. In 2009, Douglas Morgan made request for a $3,000 donation that would be recovered in the same manner as the first one (Lippmann, 2012). Fortunately, the company legal team noticed the bill was strange during a routine review of all legal matters. As a result, Wilson was forced to give Mr. Griesedeck the money back using his personal savings. The type of fraud was done using the expenditure cycle. Legal fees for the company are part of the expenditures that are regularly paid. The use of the expenditure cycle was meant to help hide the fraud due to the routine nature of meeting legal bills. Expenditure cycle is full of loopholes that many people use to misappropriate funds. Lippmann, R. (2012, April 12). Former Mo. Gov. Wilson pleads guilty to misappropriating insurance co. funds. Retrieved from St. LouisPublicRadio:

The administration of Theodore Roosevelt Essay Example for Free

The administration of Theodore Roosevelt Essay Theodore Roosevelt was the 26th President of the United States. Roosevelt, who was 42 when he became President after the assassination of William McKinley, was the youngest man ever told to hold that office. â€Å"Teddy† or â€Å"T.R.,† as he was called, was one of the nation’s most dynamic and colorful Presidents, remembered perhaps as much for his spirited personality as for the accomplishments of his administration (Pringle, 2006). Roosevelt had tremendous energy and wide-ranging interests. He was a patrician and a reformer, a cowboy and a scholar, a big-game hunter and a conservationist, and a soldier and a Nobel Peace prize winner, As President, he promoted progressive reforms and a strongly nationalistic and expansionist foreign policy. A popular writer and forceful speaker, Roosevelt coined many phrases that are skill quoted. He denounced the â€Å"malefactors of great wealth† and sought to curb these powerful businessmen by a variety of means. Antitrust legislation was enforced (â€Å"trust busting,† as it was called); the Food and Drugs Act was passed; and conservation laws were enacted to keep the nation’s natural resources out of the hands of private exploiters (Beale, 2004). His domestic program was called the â€Å"Square Deal,† from a speech in which he said he wanted â€Å"to see to it that every man has a square deal.† â€Å"Speak softly, carry a big stick, and you will go far,† was another of Roosevelt’s sayings. He often applied it in his conduct of foreign, as well as domestic, affairs. When negotiations to acquire the Panama Canal were at a standstill, Roosevelt recognized a rebel government in Panama, made a treaty with it for a canal zone, and authorized digging the canal. When a crisis with Japan seemed close, Roosevelt spoke softly but sent the â€Å"Great White Fleet† around the world to demonstrate the new naval might of the United States. Under Roosevelt, the United States became a major military and commercial power and gained an influence in world affairs (Mowry, 2004). Roosevelt’s administration saw the beginnings of 20th-century social legislation. Since the Civil War, big business had become monopolistic, operating in total disregard of the public interest. Roosevelt wanted â€Å"square deal, no more and no less† for everyone and his administration began a campaign of â€Å"trustbusting,† aimed at curbing the abuses perpetrated by big business. In 1902, Northern Securities Company, a railroad trust, was sued by the government under the Sherman Antitrust Act. Eventually, the U.S. Supreme Court held the trust to be illegal and ordered it dissolved. The Elkins Act, passed in 1903, banned secret rebates to favored shippers, a monopolistic practice that had been much criticized. In 1902, when owners of anthracite coal mines refused to accept arbitration to settle a long strike, Roosevelt threatened to use the army to operate the mines. The owners back down (Harbaugh, 2005). In 1903, the president pushed through Congress a bill to create a new executive department—the Department of Commerce and Labor—whose purpose was to promote industrial growth and improved working conditions. In addition, encouraged by endorsement at the polls, Roosevelt became more clearly a champion of progressivism. His progressivism, however, was aimed more at the correction of immediate abuses that at any radical change in American ways of life. He urged enactment of workers’ compensation laws, a graduated federated income tax, and federal taxation of inheritances to curb what he viewed as the menace of â€Å"swollen fortunes† (Blum, 2006). He, as mediator, succeeded in bringing to an end the Russo-Japanese War with the Treaty of Portsmouth in 1905. For this accomplishment he was awarded the 1906 Nobel Peace Prize. He also helped to arrange the Algeciras Conference, called to settle differences between Germany and France over Morocco. Roosevelt urged use of the Hague Peace Conference failed to deal with limitations on armaments, he sought Congressional approval for a naval building program he felt necessary for the security of the country (Pringle, 2006). To demonstrate the nation’s preparedness, Roosevelt sent the entire America battle fleet, called the â€Å"Great White Fleet,† on an around-the-world cruise. Furthermore, in 1913, Roosevelt visited South America and explored Brazil’s jungles in search of a tributary of the Amazon called the River of Doubt, which he found and explored for 900 miles of its course. During the trip, he contracted a tropical fever and begged his party, including Kermit, to leave him, as starvation threatened them. When they refused, he insisted on pushing on. The exertion probably undermined his health. When World War I started in Europe, Roosevelt urged military preparedness and an international tribunal backed by force to execute its decrees. When the Lusitania was sunk, he urged a trade embargo against Germany, assailing Wilson for â€Å"weakness.† In 1916, the Progressive party again nominated Roosevelt for President, but he withdrew when the Republicans nominated Charles Evans Hughes (Blum, 2006). Reference: 1. Beale, H.K. (2004). Theodore Roosevelt and the Rise of America to World Power (Johns Hopkins University). 2. Blum, J.M. (2006). The Republican Roosevelt, 5th edition (Harvard University). 3. Harbaugh, W.H. (2005). The Life and Times of Theodore Roosevelt, revised edition (Oxford University). 4. Mowry, G.E. (2004). The Era of Theodore Roosevelt, 1900-1912 (Harper Row). 5. Pringle, H.F. (2006). Theodore Roosevelt: a Biography, revised edition (Harcourt Brace Jovanovich).

How Do The Characters in An Inspector Calls Reflect 1912 Society? :: English Literature

How Do The Characters In An Inspector Calls Reflect 1912 Society? J.B Priestley, born in 1894 in Bradford. He went to Bradford Grammar School but did not decide to go to University but to follow his passion for writing, first he wrote articles for the local London papers before going on to be a playwright. He joined the army in 1914 at the age of 20. After being on the frontline in the Second World War, Priestley became very political and started to involve his political opinions in his work, as in 'An Inspector Calls' which he wrote in the second week after the Second World War which only took him a week to finish. He put his message across to the audience through the play, which states that people of all the social classes must learn to get along with each other since everyday is spent together. The play 'An Inspector Calls' is set in 1912 but written in 1945. The characters reflect the society of 1912 in many ways. There are six main characters that reflect 1912 society and one character, the Inspector, who takes control and who basically expresses the opinions of Priestley. The Birling family are the stereotypical upper class family of 1912, they own a 'large suburban house', the father of the family is a wealthy businessman and all have high social status. Mr Arthur Birling is the man of the house he has his wife Sybil, his son Eric and his daughter Sheila. He is a hard headed businessman, only concerned with wealth, profit and social status. He reflects a stereotypical upper class businessman of 1912 because the husband would go out to work, run the business and earn the money. Mr Birling is the person who got the Birlings their high social position, this is all he cares about for example when he realises that Eric stole money from his office he says, "I've got to cover this up as soon as I can. You damned fool" here he shows how concerned about his social position he is. This is what Priestley gets at. Priestley is annoyed about the fact that the upper-class businessman, such as Birling, had no outlook on others, mainly the working class, and Priestley tries to get his message across to the audience that people in Birling's position should not act as arrogantly as he and realise the value of others across the community. Mr Birling thinks very highly of himself and it shows especially where he talks about the First World War and how war was impossible, "Just because the Kaiser makes a speech or two, or a

Importance of Books in Individual Life Essay

There is a well-defined comfort for those who visit book stores and libraries. The books are there like faithful friends waiting to be called upon, read, valued, and appreciated. Let us not also forget, however, the joy and anticipation when visiting used book stores. They are everywhere, and they all tell a story; but not only from within the pages. They have a history; they came from somewhere; they are going somewhere. If everyone who ever had possession of any given book had written their name, the city or town in which they obtained the book, the purchase price, and the date thereof, consider what an incredible account would exist about the adventures of just one book. To realize that a book may have traveled through numerous hands and a century of time is a fascinating and exciting concept. Just imagine the many lives it may have touched. With the pages perhaps yellowed, thick and dusty, or thin and delicate, the word is still alive and just as profound and beautiful as it was when it was created so long ago. Whether fictional or nonfictional, there can be derived a value, relevancy, and importance to the book. For example, consider a book written in 1918 on the history of Poland. Much could be learned about the country and the author’s perspective. But also consider what the author could not have known about the country’s future at the time of writing. It is a study in itself. It not only gives a story of Poland but an idea of how much things have changed since the book’s publication. Nothing can or should replace the book; not the internet or any other popular electronic devices. Consider the rudimentary and necessary efforts involved in the editing and critiquing of a book before it goes into print. Can the same be said for the deluge of information available on the World Wide Web on any given topic? Is the information being scrutinized to assure accuracy or grammatical correctness? Is too much being placed on the web that will only create more confusion and misinformation on any given topic? Appreciate the physical aspects. Turning the page of a book does less damage to the wrist than dragging and clicking. If a book is read through an electronic device, there is the memory of it, but not a physical reminder. For example, there is no book to place on a shelf, nothing to return to the library, or no book to pass on to a used book store. There is an undeniable feel to a book, to its texture, to an interesting cover and enticing title that invites the reader to open it. There is a sense of accomplishment as the reader makes his or her way, page after page and chapter after chapter. And at book’s end the reader will recall the intrigue, joy, and passion for beloved characters, their story, and a conclusion that may hone the reflective nature and spur the reader to seek more of the same. Books are as important now as they were during the dark ages when all stories of experiences and places would have been lost had it not been for the dedicated and devoted people who penned them onto parchment or labored over a manual typewriter.

Martin Luther King Jr Essay

In 1998, an Atlanta Federal District Court judge ruled that Martin Luther King’s â€Å"I Have a Dream† speech was part of national history and that CBS did not need to seek permission to air it in an historical documentary that included a segment on the civil rights movement. The documentary, broadcast in 1994, incorporated a nine-minute excerpt of King’s historic speech. The King Corporation lawyers in the case argued that CBS had unlawfully used King’s â€Å"eloquent, creative, literary expressions. Arguing the decision before the 11th Circuit Court of Appeals, the King family succeeded in having it overturned two years later. Although the decision was the first to legally cement the King family’s rights, this was not the first time the copyright had become an issue, nor would it be the last. Presciently, King had copyrighted the speech a month after it was delivered and his heirs clung tenaciously to the idea that it was a bequest to them (Stout 16). Clarence Jones, King’s lawyer and confidant, filed suit against Twentieth Century Fox Records and Mr.  Maestro Records for issuing bootleg copies of the speech (Branch 886). However, King granted Motown Records permission to release two recordings of his speeches (â€Å"Great March to Freedom† and â€Å"Great March to Washington†), but told Motown founder Berry Gordy that he wanted the entire proceeds to be donated to the Southern Christian Leadership Conference (SCLC). When Gordy urged King to keep half of the royalties for himself and his family, King insisted it go to the SCLC so as not to give the impression that he was benefitting from the cause of civil rights (Posner 175–76). King’s family, like Gordy, has seen the speech as an important source of revenue, some of which undoubtedly has been used to promote King’s legacy. Since winning their appeal against CBS, the King family has continued to exploit the copyright of the speech, agreeing to sell the French telephone company Alcatel the right to use a digitally altered version of the event for a 2001 television commercial. The commercial 184 Martin Luther King Jr. ’s â€Å"I Have a Dream† Speech 185 shows King speaking jarringly absent the 250,000 people who had on that day lined the reflecting pool on the national mall. The commercial asks what would have happened if King’s words had not been able to â€Å"connect† with his audience (Szegedy-Maszak 20). Selling a permission to use the speech for a television commercial and engaging in legal wrangling about the news media’s right to rebroadcast the speech are not developments that could be predicted from the iconic status the speech has achieved in national history. Although the legal dimensions of the speech’s dissemination are of interest, we are primarily interested in how King’s speech has become a permanent fixture in the collective memory of American citizens despite the copyright controversy. In a recent book on the speech, Drew Hansen suggests that it is â€Å"the oratorical equivalent of the Declaration of Independence† (The Dream 214). What Edwin Black said of the Gettysburg Address is equally true of â€Å"I Have a Dream†: â€Å"The speech is fixed now in the history of a people† (Black 21). Far more than an ordinary written or performed text, King’s speech is now viewed as a text belonging to the nation, despite its current legal status. Coretta Scott King suggested that when King delivered the speech he was â€Å"connected to a higher power† (King). Whether or not divinely inspired, the speech has come to symbolize the civil rights movement and anchors collective public memory of the 1963 March on Washington for Jobs and Equality and of King himself. Although King’s â€Å"I Have a Dream† speech is now recognized as one of the most important speeches of the twentieth century, this has not always been the case. Reactions to the speech immediately following its delivery were mixed. Some praised the speech, while inexplicably others completely ignored it. How did King’s speech achieve its iconic status given the mixed reaction immediately following its presentation? Thinking of the speech as generative of its own fame supports the legendary aura that now surrounds it, but its elevated stature resulted from a gradual process of media dissemination and cultural amplification. The touchstones in this process included eventual comparisons of King’s rhetoric to Lincoln’s, media portrayals of King’s role in the civil rights movement following his assassination, and the appropriation of the speech as a synecdoche for that movement. The memory of Lincoln’s speech was fixed by print, while King’s speech was fixed by the electronic media. In 1863, no one realized that Abraham Lincoln’s humble â€Å"Remarks by the President† at the Gettysburg ceremony would have become part of national iconography. Years later, Carl Sandburg referred to it reverentially as the â€Å"great American poem,† but part of the apocryphal lore of the speech is that Lincoln truly believed the world would not â€Å"note nor long remember† what he and others said at Gettysburg. Senator Edward Everett, one 186 ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews of the great ceremonial orators of his day, had satisfied every expectation of his audience with an address that took him two hours to deliver. It had taken Lincoln only three minutes to utter his 272 words (Wills 68). Lincoln’s speech gradually reached a secondary audience through the accounts of newspapers; King’s speech was instantaneously heard and seen by radio listeners and television viewers numbering in the millions. For all its compelling metaphor and soaring imagery, â€Å"I Have a Dream† is more drama than poetry; as drama, it must be heard and seen. King’s rhetorical genius was oral, Lincoln’s written. Lincoln spoke transcendentally, while King spoke in the moment. Journalist Richard Carter, an eyewitness of the speech, reminds us that never before had a civil rights demonstration been aired live on national television (38). It was also the last such mass meeting to be broadcast (Branch 876). Of the ten civil rights leaders who spoke at the rally, King did most to ignite the crowd, but the impact on television audiences derived from the interplay of King, his speech, the response of the crowd, and even the frequent cutaways to Lincoln’s statue. Carter finds it â€Å"inexplicable† that television critic Kay Gardella of the New York Daily News, who acknowledged that the speech was the most moving of the rally, subordinated the impress of King’s words to the visual images that the television camera associated with them: â€Å"Most effective and meaningful,† she aid, â€Å"were the cutaways to Lincoln’s statue† (38). To those in the television medium who recorded the speech, and probably to those who watched it, the stone statue of the Great Emancipator amplified the combined effect of King’s lyrical words, mellifluous voice, and determined countenance. The symbolic interplay between King and Lincoln was also not lost on E. W. Kenworthy, who filed the front page story for the Times: â€Å"It was Dr. King—who had suffered perhaps most of all—who ignited the crowd with words that might have been written by the sad brooding man enshrined within† (1). James Reston, on the same New York Times front page, declared that King â€Å"touched the vast audience. Until then the pilgrimage was merely a great spectacle† (1). The Time Magazine article about the rally clearly understood the importance of King’s speech: â€Å"King’s particular magic had enslaved his audience,† Time said of the prepared portion of King’s text, while particularly praising the extemporized section with which the speech ended as â€Å"catching, dramatic, inspirational† (â€Å"Beginning†). Not every major news outlet recognized the importance of King’s speech. The Washington Post, for example, focused on the speech delivered by A. Philip Randolph, without even mentioning King’s (Branch 886). The historic and literary brilliance of Lincoln’s address at Gettysburg had also not been universally recognized by journalists. The fact that Lincoln’s speech became so famous is doubly remarkable when one considers how few people actually heard it or saw so much as a photograph of Lincoln delivering it. Illustrators would fill in the visual gaps that photographers likeMatthew Brady had left out. There is Martin Luther King Jr. s â€Å"I Have a Dream† Speech 187 only one photograph of Lincoln on the speaker’s platform and it was taken from some distance away (Kunhardt, Kunhardt, and Kunhardt 315). King’s speech, by contrast, was forever wedded to a set of visual images—of Lincoln’s statue, of the responsive throng, and of King himself, visibly moved by his own words. It is difficult to explain precisely how King’s speech went from privately copyrighted words to cherished public property, but surely the number of people who saw and heard and felt his speech live was an important ingredient. In the case of Lincoln’s speech, it helped that it was apparently spare and simple, something school children could easily read, memorize, and declaim. At eighteen minutes, King’s speech is roughly six times as long as Lincoln’s, but the dramatic climax of the speech is short enough to replay in honoring King or in the retelling of civil rights movement history, and the imagery of the speech is often striking. Both King’s and Lincoln’s speeches were tied to a momentous event, and the messages of both can be appreciated, if not fully understood, by successive generations without providing detailed historical context. The same cannot be said of Lincoln’s lawyerly and highly nuanced First Inaugural Address, or for that matter King’s Vietnam era antiwar speech, â€Å"A Time to Break Silence. † The addresses at Gettysburg and the Lincoln Memorial abridge tumultuous chapters in American history. Martyrdom, Memorialization, and Mass Circulation The martyrdom of Lincoln and King did much to propel rehearsals of their deeds and words. Pulitzer Prize winning historian David Garrow agrees with King biographer Drew Hansen that the speech received little further mention until after King was assassinated. Although King was honored by Time as its Man of the Year in 1964, the same year he won the Nobel Peace Prize, prior to King’s assassination there was not a reason for the press to commemorate King’s biography or place in history. The identification between King and his enunciated â€Å"dream† heard by millions was unavoidable and seemingly inevitable. Soon after his death, Motown Records reissued a single recording of the â€Å"Dream† speech (Waller 48). Eulogizing King in 1968, Time spoke of the â€Å"dream† peroration of his speech as the peak of his oratorical career (â€Å"Transcendent†). While Corretta King asked supporters to â€Å"join us in fulfilling his dream† (Rugaber 1), the New York Times structured its eulogy of â€Å"the fallen martyr† by discussing aspects of his â€Å"dream† (â€Å"He had a dream† E12), and in another article judged that his speech at the LincolnMemorial was â€Å"the high point of Dr. King’s war for civil rights† (Mitgang E1). King himself perpetuated his identification with â€Å"the dream† by introducing it into his later speeches. 188 ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews Immediately after the assassination, Democratic Congressmen proposed the establishment of a Martin Luther King Jr. oliday, but it did not come to fruition until 1983 (Hansen, The Dream 216). The holiday itself has given impetus for annual memorializing of King and synoptic renderings of his life. Thus, the speech, particularly the prophetic â€Å"dream† section and dramatic conclusion, continued to be heard by virtually every generation of Americans. The speech was widely anthologized and was so widely taught in college public speaking classes that in 1982 Haig Bosmajian published an article in Communication Education to correct inaccurate versions of the speech. In 1998, Time listed it as one of only four of the â€Å"century’s greatest speeches,† putting the speech in a firmament with speeches by Churchill, Roosevelt, and Kennedy and offering an abbreviated quotation of the â€Å"dream† section and peroration (â€Å"Four†). Within recent years, two books have been written about the speech, as books were also written about the Gettysburg address (Sunnemark; Hansen, The Dream). There are few American speeches so important as to inspire book-length treatments. The anointing of the speech by the media has been a mixed blessing. Historians and civil rights proponents caution against the condensation of a rich life into a single event. King’s later speeches, which include continued references to his dream, proved less successful in the North than they had been in the South. â€Å"I have felt my dreams falter,† he said in Chicago in 1965, and on Christmas Eve 1967, reflecting on his own life, he added a dream reference made famous by poet Langston Hughes: â€Å"I am personally the victim of deferred dreams, of blasted hopes. In his final years, the sweeping imagery of his famous 1963 speech gave way to a more focused advocacy on behalf of African Americans in their struggles for jobs, higher salaries, better working conditions, and integration (Hansen, â€Å"King’s Dreams† E11). King also adamantly opposed the VietnamWar and called for a guaranteed family income. Worried about the dissolution of the civil rights movement, he argued for a more aggressive and disruptive brand of nonviolence, threatened boycotts, and even suggested obstructing the national Democratic and Republican conventions (â€Å"Transcendent†). Because King’s rhetoric is defined by the celebrated dream speech, his later speeches, which do not fit this model, are relatively unremembered. How much â€Å"I Have a Dream† has come to represent Martin Luther King is revealed by the planned national memorial in Washington, DC, for which ground was recently broken. Situated between the Lincoln and Jefferson Memorials, the Martin Luther King Memorial will include structures and elements that materially evoke King’s speeches, particularly â€Å"I Have a Dream. Clayborne Carson, the director of the King Paper’s Project at Stanford University, offered suggestions for the design selected from among more than 900 submissions. He proposed that King’s public words be used as inspiration for the structures in the open-air Martin Luther King Jr. ’s â€Å"I Have a Dream† Speech 189 memorial. Thus the features of the memorial include a â€Å"mountain of despair† and a â€Å"stone of hope,† reflecting a phrase from the speech. There is a fountain meant to symbolize the biblical quotation King used in the speech, the passage that â€Å"Justice rolls down like water and righteousness like a mighty stream. There are naves, representing the leaders of the civil rights movement, â€Å"hewn from rock, with rough edges on the outside, and smooth stone on the inside,† again an homage to a biblical passage in King’s dream speech (â€Å"The rough places shall be made plane and the crooked places shall be made straight†) (Konigsmark 1B). The importance of King’s speech in American history is also illustrated by its incorporation at the Lincoln Memorial. Visitors can watch footage of King’s speech and note the spot where King delivered the speech, which is conspicuously marked with an X. Conclusion Historical interest in how King came to include the â€Å"I have a dream† section is comparable to the interest in how Lincoln composed his Gettysburg Address, which has produced tales of fanciful composition on an envelope while en route to Gettysburg. King had been given seven minutes to deliver his speech and his prepared text fit roughly into that time limit until King departed from his text to declare that â€Å"We will not be satisfied until justice runs down like waters and righteousness like a mighty stream. The voluble affirmation from the audience made King reluctant to continue reading from his manuscript. At this crucial turn, King recast the subdued request that the attendees should â€Å"go back to our communities† with a dynamic series of imperatives: â€Å"Go back to Mississippi. Go back to South Carolina. Go back to Louisiana. Go back to the slums and ghettos of our Northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. † Mahalia Jackson, who had earlier sung a black spiritual, shouted from behind King: â€Å"Tell ‘em about the dream, Martin. Whether through the singer’s prompting or by his own initiative, King launched nearly seamlessly into the now famous sentences that embodied his dream (Branch 881–82). There are competing accounts of why King chose to depart from his text and prepared conclusion to improvise the â€Å"I have a dream† refrain. While Corretta said that he had considered including this section beforehand if the moment was right, in a 1963 interview King remembered that he included it on an impulse: â€Å"I just felt I wanted to use it here. I don’t know why. I hadn’t thought about it before the speech† (Hansen, The Dream). King’s version lends credence to Coretta’s idea that it was inspired by a higher power (King). Inspired prophecy should not require a prepared text, and extemporaneous speech, like the â€Å"winged words† of Homer’s heroes, is regarded as more authentic than written ones. 190 ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews No one, not even King, could anticipate the place his scintillating speech would take in public memory. In 1963 King delivered 350 speeches and sermons. His message and rhetoric were often the same although the size of his audience and the amplitude of his public exposure were never so great. Of course, the speech itself is powerful and memorable, but contextual forces, including the live airing of the speech, King’s assassination, and the enactment of a national holiday celebrating King all contributed to making â€Å"I Have a Dream† a symbol of King’s life, which in turn is a symbol of the civil rights movement. It was and continues to be a media event. It expresses in shorthand the sentiments that the public is supposed to recall. What was a performed text delivered with a political purpose has been translated by the media into a symbolic narrative that casts King as the heroic voice of those for whom the dream had not yet become a reality.

Was Hitlers Body Ever Identified essays

Was Hitlers Body Ever Identified essays Was Hitlers body ever identified? Everyone gets a good kick out of magazines like the National Enquirer and Globe because everything written in them is a lie. One commonly written headline in those magazines is Elvis has been spotted, or Elvis lives, he never really was dead!! These are the things written about today. However, about fifty years ago there was something similar going on, although it wasnt about Elvis, it was about sightings of Adolph Hitler. The goal of this aspect of the Mysteries of History project was to prove weather or not Adolph Hitlers body was identified. In most of the books about Hitler that were looked into, the stories concerning the death, suicide and what happened afterwards were almost identical. However, before the death and end of his life is discussed, the reader should know what Hitler was all about. Adolph Hitler was born on April 20th, 1889. He was born in Austria, right near the German border. According to Hitler, that date began Mein Kampf (My struggle), Hitlers political autobiography and blueprint for a new Germany. Hitlers life began as him being a sensitive, artistic boy. By the age of eleven, he was a committed nationalist who had learned to understand the meaning of history. When Hitler was thirteen years old, his life took a dramatic turn. On January 3, 1903, Adolphs father, Alois Hitler passed away from a massive pleural hemorrhage. He toppled over at the table and was dead before the doctor arrived. Hitler was very much interested in the arts and dropped out of high school at the age of sixteen so he could sketch and day dream all day. At the age of twenty-two, Hitler felt that he was alone and adrift. He needed an enemy to blame for all his problems. One day he was walking down the street and encountered a man. The first thought that went through his ...

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The History Behind Cobell Vs. Salazar Surviving multiple presidential administrations since its inception in 1996, the Cobell case has been known variously as Cobell v. Babbit, Cobell v. Norton, Cobell v. Kempthorne and its current name, Cobell v. Salazar (all defendants being Secretaries of the Interior under which the Bureau of Indian affairs is organized). With upwards of 500,000 plaintiffs, it has been called the largest class-action lawsuit against the United States in U.S. history. The suit is the result of over 100 years of abusive federal Indian policy and gross negligence in the management of Indian trust lands. Overview Eloise Cobell, a Blackfoot Indian from Montana and banker by profession, filed the lawsuit on behalf of hundreds of thousands of individual Indians in 1996 after finding many discrepancies in the management of funds for lands held in trust by the United States in her job as treasurer for the Blackfoot tribe. According to U.S. law, Indian lands are technically not owned by tribes or individual Indians themselves but are held in trust by the U.S. government. Under U.S. management, Indian trust lands Indian reservations are often leased to non-Indian individuals or companies for resource extraction or other uses. The revenue generated from the leases is to be paid to the tribes and individual Indian land owners. The United States has a fiduciary responsibility to manage the lands to the best benefit of tribes and individual Indians, but as the lawsuit revealed, for over 100 years the government failed in its duties to accurately account for the income generated by the leases, let alone pay the revenues to the Indians. History of Indian Land Policy and Law The foundation of federal Indian law begins with the principles based on the doctrine of discovery, originally defined in Johnson v. MacIntosh (1823) which maintains that Indians only have a right to occupancy and not the title to their own lands. This led to the legal principle of the trust doctrine to which the United States is held on behalf of Native American tribes. In its mission to civilize and assimilate Indians into mainstream American culture, the Dawes Act of 1887 broke up the communal landholdings of tribes into individual allotments which were held in trust for a period of 25 years. After the 25-year period, a patent in fee simple would be issued, enabling an individual to sell their land if they chose to and ultimately breaking up the reservations. The goal of the assimilation policy would have resulted in all Indian trust lands in private ownership, but a new generation of lawmakers in the early 20th century reversed the assimilation policy based on the landmark Merria m Report which detailed the deleterious effects of the previous policy. Fractionation Throughout the decades as the original allottees died the allotments passed to their heirs in subsequent generations. The result has been that an allotment of 40, 60, 80, or 160 acres, which was originally owned by one person is now owned by hundreds or sometimes even thousands of people. These fractionated allotments are usually vacant parcels of land that are still managed under resource leases by the U.S. and have been rendered useless for any other purposes because they can only be developed with the approval 51% of all other owners, an unlikely scenario. Each of those people is assigned Individual Indian Money (IIM) accounts which are credited with any revenue generated by the leases (or would have been had there been appropriate accounting and crediting maintained). With hundreds of thousands of IIM accounts now in existence, accounting has become a bureaucratic nightmare and highly costly. The Settlement The Cobell case hinged in large part on whether or not an accurate accounting of the IIM accounts could be determined. After over 15 years of litigation, the defendant and the plaintiffs both agreed that an accurate accounting was not possible and in 2010 a settlement was finally reached for a total of $3.4 billion. The settlement, known as the Claims Settlement Act of 2010, was divided into three sections: $1.5 billion was created for an Accounting/Trust Administration fund (to be distributed to IIM account holders), $60 million is set aside for Indian access to higher education, and the remaining $1.9 billion sets up the Trust Land Consolidation Fund, which provides funds for tribal governments to purchase individual fractionated interests, consolidating the allotments into once again communally held land. However, the settlement has yet to be paid due to legal challenges by four Indian plaintiffs.

Providing support to families of individuals with severe mental health Research Paper

Providing support to families of individuals with severe mental health diagnoses - Research Paper Example Clients suffering from mental problems such as depression are most likely to live with parents and other family members. Such clients require support to get through the recovery period and assist them from succumbing to their habits once more (Baucom, Shoham, Mueser,  Daiuto,  Stickle, 1998, p. 57). The National Institute of Mental Health has carried out a survey that proved an approximated 17 million adult citizens enduring depression on an annual basis (Becker and Drake, 2006, p. 149). Depression is a factual and psychological problem with an extreme price of suffering and decreased work output. At the same time, depression is a treatable mental illness. Curtis is an educational and coaching analyst at the University of California, who has evolved his profession by service users following an analysis opinion carried out by the National Institute of Mental Health. Curtis was enduring migraines, severe headaches, sleepless nights, hallucinations and even convulsions while working at the university. Curtis sought for psychological help from specialists. Even though his journey to recovery is still incomplete, he struggles with his symptoms, while sorrowful the financial and relationship losses that he has undergone (Kuyken, Dalgleish and Holden, 2007, p. 5). Curtis has been divorced twice in one year, with both spouses claiming that they do not get â€Å"enough quality time since their husband is ever-working.† Late working hours, constant interruption from students, banking alerts, family and children demands have continuously depleted Curtis’ mind as he seeks to satisfy each of the needs. Therefore, Curtis sought for mental help at the National Institute of Mental Health. As a result, his siblings, children and career colleagues played a enormous role in causing his depression, as well as offering support for mental help. In accordance with my professional help, self-help and mutual

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Critically discuss the relationship between knowledge and power in one or more of the public institutions i.e (Universities, schools, museums) referring to specific examples or case studies - Essay Example Many researchers have concurred that knowledge is always a product of power. Power and knowledge have always been intimately connected in the institutions of higher learning. Universities all over the world are practicing under the power relations of their societies. For example a number of research activities in the universities are often funded by the industries as well as political institutions holding power. There are a number of cases at the University of Cambridge where the relationship between power and knowledge is displayed. For example knowledge and power have been significantly used together to enhance the freedom of individuals as well as assert discipline on the members of the University community. The use of new technologies in public institutions and particularly in the universities and colleges has significantly reshaped the relationship between power, knowledge and learning. The current information explosion driven by rapid adoption of internet all over the world has led to more questions regarding the relationship between power and knowledge. On the other hand, the new knowledge acquisition methods have also significantly changed the relationship between the learners and the sources of knowledge. With regard to the relationship between power and knowledge, University of Cambridge has developed an institutional framework that manages the relations of power in the university. For example although the private donors can not directly influence the key academic appointments, they usually fund various academic posts or faculties and this only means that the study programs at the university are determined by those wielding power. On the other hand, the knowledge produced is often a product of the university procedures. This paper uses Cambridge University as a case study to analyze the relationship between knowledge and power in public institutions. Power and knowledge are often used hand in hand in public institutions to enable the