English History Boys Free Essays

How does Bennet utilize emotional satire to offer analysis of contemporary perspectives to instruction in The History Boys? In this exposition I will clarify how Alan Bennet utilizes sensational satire to scrutinize the contemporary perspectives towards training in the History Boys. The contemporary mentalities that are condemned are Utilitarianism, Humanism and Pragmatism. He does this by utilizing a scope of ironical gadgets. We will compose a custom exposition test on English History Boys or then again any comparative theme just for you Request Now Parody is the utilization of amusingness, incongruity, distortion, or scorn to uncover and censure people’s idiocy or indecencies, especially with regards to contemporary governmental issues and other topical issues. It is normally used to remark on society by watching their perspective and they way they carry on. The History Boys is a parody in light of the fact that all through the book every demeanor is being condemned through the characters; The Headmaster, Hector, Irwin and The Boys. All mentalities are demonstrated to be in conflict with one another as they all have an alternate view on training. The main mentality towards training Bennet presents us with is the Utilitarian disposition. This is the place you just consider what will be best for a gathering of individuals and not simply the person. Toward the beginning of the novel Bennet acquaints us with the character of the Headmaster who condemns the utilitarian mentality towards instruction in Thatcher’s Britain. This is appeared to us in the initial scene of the play which was set in the staff room and he director was examining the boy’s A Level outcomes with their history instructor, Mrs Lintott (Dorothy). â€Å"Their A Levels are very good†. The way that ‘very good’ is in italics and is accentuated upon by the dean recommends to the perusers that he is taking joy for himself from what the young men have accomplished. By demonstrating this Bennet has driven the crowd to recognize that the director enjoys others achievement despite the fact that he seems utilitarian. As we proceed into the scene with Mrs Lintott and the Headmaster, we are demonstrated that the director commends her as far as it matters for her in helping the young men to pass anyway it could be contended that he is belittling her simultaneously by speaking condescendingly to her. This is demonstrated when he says â€Å"Thanks to you Dorothy†. Mrs Lintott proposes that they should proceed with the manner in which they are instructing so as to accomplish better outcomes anyway the Headmaster interferes with her by saying â€Å"yes yes† and keeps on posting what he might want to occur. This is indicated when he says â€Å"I am thinking class tables, open grants and reports to the Governors†. The way that the superintendent records what he needs depicts him, to the crowd, just like a narrow minded character, he doesn't need what’s useful for the young men yet he needs things that will make him look great. The steady utilization of â€Å"I want† additionally backs up the possibility of him being narrow minded. Anyway he additionally discusses the young men doing themselves equity, this could make us as perusers question whether he does truly think about the young men future or whether it is a demonstration. This is indicated when he says â€Å"I need them to do themselves equity I need them to do you justice†. By and large the crowd could contend that in this scene, in light of the fact that there are contrasts between both the dean and Mrs Lintott there is a type of juxtaposition between them as the director ridicules Mrs Lintott’s mentality towards training which gives us that he couldn't care less about what the young men accomplish as people, he thinks about what they accomplish as a gathering. This along these lines speaks to how Bennet has demonstrated the Headmaster to reprimand the Utilitarian view towards training. The second demeanor towards instruction Bennet presents us with is the Humanism disposition. This is arrangement of felt that focuses on people and their qualities, limits, and worth. Bennet acquaints us with the character of Hector. Inside the absolute first page, Hector’s impression of training is set, where he alludes to his subject as â€Å"useless knowledge† and â€Å"A misuse of time†. This promptly proposes to the peruser Hector’s general lack of care towards the subject, and, appearing to taunt Houseman proceeds to cite, â€Å"all information is helpful whether it serves the smallest human use†. In any case, as we discover that Hector is a man of â€Å"studied eccentricity†, and Bennett later proceeds to write in the stage bearings, â€Å"an expound emulate, all this† it could be expected that Hector’s perspectives on instruction contrast from those he presents inside the main scene. It is before long uncovered that Hector’s thought of instruction is â€Å"the quest for information for its own sake† â€showing that he isn't against educating; he rather wishes to, as Timms puts it, make the young men â€Å"more adjusted human beings†. This, at that point, offers setting to Hector’s alluding to General investigations as â€Å"bread eaten in secret†: his lessons are not to help the boys’ dynamic school professions (â€Å"forget about Oxford and Cambridge†), yet to furnish the young men with something increasingly close to home and deep rooted. For example, when Timms discloses to Hector that he doesn’t understandâ poetry, Hector quiets him by saying that he, himself, doesn’t consistently get verse, yet to â€Å"know it now and comprehend it whenever†, proceeding to state, â€Å"We’re making your deathbeds here, boys†. Hector’s approach is an unmistakable substitute and â€Å"antidote† to Irwin’s immediate and driven methodology. The third and last demeanor towards training Bennet presents us with is the Pragmatism mentality. This is essentially where things are managed reasonably instead of hypothetically. Irwin first shows up at the school as the young men are going to begin reading for their placement tests to Oxford and Cambridge University. He is quickly give the significant activity of showing the young men since he says he went to Oxford University. This is demonstrated when the Headmaster says to Irwin â€Å"Well you were at Cambridge† and Irwin answers saying â€Å"Oxford, Jesus. † At this point it could be contended this is Bennett’s method of showing how where you learn can now and again be worth more than what you realize, which underpins the Pragmatic view towards instruction it The History Boys. The first occasion when we see Irwin it is later on when he is going about as a turn specialist for the Government, he is in a wheelchair which goes about as a story snare as far as possible of the play. He is advising the individuals from government the proper behavior and what their disposition ought to resemble and he is attempting to persuade them to concur with disposing of the arrangement of preliminary by jury. This leads on to Bennet giving us that Irwin has an alternate style of instructing to hectors, he doesn't instruct the young men, however he shows them how to compose expositions and how to finish their tests. This is the manner by which Bennett shows that the training framework has change with the goal that youngsters are not being instructed just as they ought to be, they’re simply being instructed how to pass and nothing the might discover helpful later on throughout everyday life. â€Å"You can record, Rudge that I should not record each word that instructor says. † This citation is said by Irwin and it gives us that Irwin is stating to the young men until they don’t record what they have realized in their own words then they won’t get anything and they won’t have the option to be free and do too with regards to doing their tests. This obviously shows Irwin’s strategy for instructing the young men is unmistakably extraordinary to different instructors. Anyway different characters, for example, Hector appear to feel that Irwin is attempting to supplant his as the young men most loved educator as they become fonder of Irwin they don’t appear to be as partial to Hector as they were before Irwin shown up. In inconsistency to Hector, the Headmaster is enamored with Irwin as he assumes that Irwin will be the best thing for the young men and the school’s position on the League Tables. This is indicated when the director says â€Å"Get me grants, Irwin, pull us up the table. † The young men as a gathering show an appropriately unimportant demeanor towards training. Step by step instructions to refer to English History Boys, Papers

Discrimination in Employment Essay Example | Topics and Well Written Essays - 250 words

Separation in Employment - Essay Example Sec.2000e-2. [Section 703] has obviously referenced the accompanying rules on segregation issues. 1-If any business neglect to release or recruit any individual or decline to victimize any person regarding remuneration, work condition due to individual’s religion, race, shading, sex, and national inception then it will be named unlawful business practice. 2-If any business isolate or order any representative dependent on individual’s religion, sex, race, shading and national source then it will be named as unlawful work practice. Boss ought not restrict any person from work because of race, sex and nationality (U.S. Equivalent Employment Opportunity Commission, n.d.). In the other case, the sentence can be decided on the ground of basic business practice. They are utilizing the notice to welcome female contender for work opportunity with no aim to make separation as far as age, sex and nationality. They business may require female representative to deal with Hispanic clients in client relationship the board office. Thus the promotion is more circumstance explicit as opposed to aim driven regarding work

Use the IMRaD Structure for to Write and Understand Scientific Essays

Use the IMRaD Structure for to Write and Understand Scientific Essays EP 49: Use the IMRaD Structure to Write and Understand Scientific Essays EP 49: Use the IMRaD Structure to Write and Understand Scientific Essays Some of you have probably seen the acronym IMRaD before. If you havent you need to know what it means and what disciplines use this structure for in essays and research papers. IMRaD is an acronym that stands for introduction, methods, results, and discussion. It is the most commonly used format for scientific papers or papers that are based on experimental studies. Join Cath Anne on Episode 49 as she walks you through the IMRaD structure. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is episode 49 of The Homework Help Show hosted by Homework Help Global. Here on the show we provide you with valuable content for your academic and student life. Lets jump in. Cath Anne: [00:00:28] Today we want to discuss something that is probably not a favorite topic for all students, which is writing a scientific research paper. More specifically we wanted to discuss the IMRAD structure. If you are planning to go into a masters or a Ph.D. program it can really help to understand the IMRAD structure because this will be something that you will likely be using quite consistently throughout your degree. When you are writing research papers it can also help you while you are in your undergraduate degree because it will allow you to understand scientifically written research papers. Cath Anne: [00:01:11] It is important and effective to learn the research structure before you conduct any research. Lets talk about the basic structure of the IMRAD. Some of you have probably seen the acronym IMRAD before I,M,R,A,D but if you havent youll need to know what it means and what disciplines use this structure. Cath Anne: [00:01:35] IMRAD is an acronym that stands for introduction, methods, results, and or analysis, and discussion. There is some debate in the field around what the A stands for in the acronym. Some people say that the A stands for and simply joining the rest of the terms and some people believe that it stands for analysis. Today we will talk about analysis as well as the and. Cath Anne: [00:02:06] In some disciplines such as medicine for example the Emeraude research structure is the only structure that is used in research papers. If we think about it the IMRAD structure has a lot in common with the three paragraph essay. In the three paragraph essay, to start with your introduction. You move onto the body and in the IMRAD this makes up the methods, results, and discussion section. And finally in the three paragraph essay you have your conclusion which is wrapped up by the discussion section in the IMRAD format. Cath Anne: [00:02:44] Now lets break it down and discuss each component of the route essay. First of course we have the introduction. The introduction states your topic and its a research problem that you are trying to address. First you state the topic youre going to address and then you move on to a review of the literature. Essentially you are establishing what research exists out there on the topic that you are hoping to discuss in your research. Finally in your introduction youll want to establish a gap that you will intern fill with your research. Cath Anne: [00:03:21] Secondly we have the methods section depending on what type of research you are going to do. There are all different types of methods that you will be using to collect data so the methods section can take a variety of different forms. This section should be clear detailed and to the point it will also specifically focus on only the research. Be sure in your methods section not to talk about any analysis or discussion you are simply discussing how you collected the data in your research. Be very detailed in this discussion. For example if you interview people talk about how many people you interviewed and include demographic information on the other hand if you conducted an experimental study talk about how you tested and how many times you tested you will want to include specifics and details to let your audience know what you have done in your research. Cath Anne: [00:04:26] Thirdly we have the results section. The results section includes tables, graphs, quotations if you conduct qualitative interviews. In this section you are telling your audience what the results of your research is. In the section you are working towards an analysis but you are not doing an analysis as of yet that will come in the sections to follow. Cath Anne: [00:04:56] Fourth is the analysis section. Now remember this is sometimes just a little a which is and. But well talk about how it is the analysis section here. The analysis section discusses information about your research and includes a talk about what you or your audience could potentially learn from your research. Here you are presenting some ideas and are drawing the research together to discuss what the research implies youre tying your research together and discussing what the research might suggest. Cath Anne: [00:05:32] Finally we have the discussion section the discussion section focuses on knowledge that has been garnered by the research. Here you will also want to include any limitations on your research study and youll also want to include any future research that could be done on your specific topic if youve discovered something alarming in your research, youll want to discuss that in the discussion section. You will also make recommendations based on your research. You can use this structure when you are doing scientific research and it can also help you to easier understand articles that you might see in your undergraduate degree. If you want to see this structure in action I recommend going and looking at a few scientific papers. This will give you a sense of what the red structure looks like and youll be able to pick up on and understand more details of both scientific essays. Cath Anne: [00:06:37] Okay so thats it for me this week guys. I hope this video was of benefit. If you liked this video please give it a thumbs up and make sure to subscribe to our channel if you have any questions please jump into the comments. We always love to hear from you, And if you want to connect with us on social media all of our platforms are linked and listed in the description box below. Thanks for joining me. Use the IMRaD Structure for to Write and Understand Scientific Essays EP 49: Use the IMRaD Structure to Write and Understand Scientific Essays EP 49: Use the IMRaD Structure to Write and Understand Scientific Essays Some of you have probably seen the acronym IMRaD before. If you havent you need to know what it means and what disciplines use this structure for in essays and research papers. IMRaD is an acronym that stands for introduction, methods, results, and discussion. It is the most commonly used format for scientific papers or papers that are based on experimental studies. Join Cath Anne on Episode 49 as she walks you through the IMRaD structure. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is episode 49 of The Homework Help Show hosted by Homework Help Global. Here on the show we provide you with valuable content for your academic and student life. Lets jump in. Cath Anne: [00:00:28] Today we want to discuss something that is probably not a favorite topic for all students, which is writing a scientific research paper. More specifically we wanted to discuss the IMRAD structure. If you are planning to go into a masters or a Ph.D. program it can really help to understand the IMRAD structure because this will be something that you will likely be using quite consistently throughout your degree. When you are writing research papers it can also help you while you are in your undergraduate degree because it will allow you to understand scientifically written research papers. Cath Anne: [00:01:11] It is important and effective to learn the research structure before you conduct any research. Lets talk about the basic structure of the IMRAD. Some of you have probably seen the acronym IMRAD before I,M,R,A,D but if you havent youll need to know what it means and what disciplines use this structure. Cath Anne: [00:01:35] IMRAD is an acronym that stands for introduction, methods, results, and or analysis, and discussion. There is some debate in the field around what the A stands for in the acronym. Some people say that the A stands for and simply joining the rest of the terms and some people believe that it stands for analysis. Today we will talk about analysis as well as the and. Cath Anne: [00:02:06] In some disciplines such as medicine for example the Emeraude research structure is the only structure that is used in research papers. If we think about it the IMRAD structure has a lot in common with the three paragraph essay. In the three paragraph essay, to start with your introduction. You move onto the body and in the IMRAD this makes up the methods, results, and discussion section. And finally in the three paragraph essay you have your conclusion which is wrapped up by the discussion section in the IMRAD format. Cath Anne: [00:02:44] Now lets break it down and discuss each component of the route essay. First of course we have the introduction. The introduction states your topic and its a research problem that you are trying to address. First you state the topic youre going to address and then you move on to a review of the literature. Essentially you are establishing what research exists out there on the topic that you are hoping to discuss in your research. Finally in your introduction youll want to establish a gap that you will intern fill with your research. Cath Anne: [00:03:21] Secondly we have the methods section depending on what type of research you are going to do. There are all different types of methods that you will be using to collect data so the methods section can take a variety of different forms. This section should be clear detailed and to the point it will also specifically focus on only the research. Be sure in your methods section not to talk about any analysis or discussion you are simply discussing how you collected the data in your research. Be very detailed in this discussion. For example if you interview people talk about how many people you interviewed and include demographic information on the other hand if you conducted an experimental study talk about how you tested and how many times you tested you will want to include specifics and details to let your audience know what you have done in your research. Cath Anne: [00:04:26] Thirdly we have the results section. The results section includes tables, graphs, quotations if you conduct qualitative interviews. In this section you are telling your audience what the results of your research is. In the section you are working towards an analysis but you are not doing an analysis as of yet that will come in the sections to follow. Cath Anne: [00:04:56] Fourth is the analysis section. Now remember this is sometimes just a little a which is and. But well talk about how it is the analysis section here. The analysis section discusses information about your research and includes a talk about what you or your audience could potentially learn from your research. Here you are presenting some ideas and are drawing the research together to discuss what the research implies youre tying your research together and discussing what the research might suggest. Cath Anne: [00:05:32] Finally we have the discussion section the discussion section focuses on knowledge that has been garnered by the research. Here you will also want to include any limitations on your research study and youll also want to include any future research that could be done on your specific topic if youve discovered something alarming in your research, youll want to discuss that in the discussion section. You will also make recommendations based on your research. You can use this structure when you are doing scientific research and it can also help you to easier understand articles that you might see in your undergraduate degree. If you want to see this structure in action I recommend going and looking at a few scientific papers. This will give you a sense of what the red structure looks like and youll be able to pick up on and understand more details of both scientific essays. Cath Anne: [00:06:37] Okay so thats it for me this week guys. I hope this video was of benefit. If you liked this video please give it a thumbs up and make sure to subscribe to our channel if you have any questions please jump into the comments. We always love to hear from you, And if you want to connect with us on social media all of our platforms are linked and listed in the description box below. Thanks for joining me.

Picking The Best Business Program For You

Picking The Best Business Program For You by: Alison Damast on June 25, 2014 | 0 Comments Comments 3,862 Views June 25, 2014At first glance, it might seem that one top-ranked undergraduate business program is not so different from another. After all, students majoring in business at most schools take similar required classes in economics, management, and statistics, and leave with the same basic body of knowledge upon graduation.But buyers beware. Choosing an undergraduate business program today can be a tricky process, especially given the overwhelming number of options out there for today’s students. There are 447 accredited undergraduate business programs for today’s prospective students to choose from, according to the most recent data available from the Association to Advance Collegiate Schools of Business, an accrediting agency.Rankings tend to be the place where most business hopefuls begin, and too often end, their search, said the deans of some of the lead ing U.S.-based undergraduate business programs. They can be a useful tool, but students should also consider a number of other factors beyond a school’s standing in U.S. News World Report or Bloomberg Businessweek, the deans said.CULTURE, STUDENT SUPPORT SERVICES, UNIQUE PROGRAMMING KEY ISSUESFor example, students need to reflect on the culture of the school, student support services available and any unique programs or classes the institution offers. They also should take into account their individual learning style and how that will mesh with the classroom experience, as well as international and extra-curricular opportunities available outside the classroom.Most important of all is finding a place where the student feels comfortable and fits in, said Andrea Hershatter, senior associate dean for undergraduate education at Emory University’s Goizueta Business School.â€Å"If you put a student in a place where he or she is engaged, the student will find faculty to me ntor him or her, find alumni connections and network,† Hershatter said. â€Å"All of those things will help him or her be successful. I really believe every school out there has that to offer.†ADVICE FOR BOTH PARENTS AND WOULD-BE STUDENTS FROM THE DEANSHershatter and nine other deans were eager to share their advice on how business-school hopefuls and their parents should approach the undergraduate   business school search. PoetsQuants asked them all the same question: â€Å"What advice do you have for both parents and would-be students in choosing a quality undergraduate business program?†Here are their responses:Andrea HershatterAndrea Hershatter, senior associate dean for undergraduate education and director of the BBA program at Emory University’s Goizueta Business School:I think there is a real sense among parents that there is a checklist of things they are supposed to look for, and they put a lot of emphasis on prestigious job opportunities or the reputation of the university, as if the journey were linear. My strongest notion is that it is not linear and it is not supposed to be. College as a whole is supposed to be a journey and a moment of exploration. Students should feel free to try and reject lots of career and intellectual paths, and parents should let students do that.Edward McLaughlin, director of undergraduate programs at Cornell University’s Dyson School of Applied Economics and Management:I would encourage students to think about the direction and quality of the business program at their university of choice, but not at the expense of the whole university itself. I think the business program is an important component, but only one component of the overall undergraduate student experience. I think the student has to feel comfortable at the university and try to optimize the experience of the business program in the context of the larger university.Idalene Kessner, dean of Indiana University’s Kelley School of Business:Idalene KessnerI would encourage parents to look very carefully at the full range of preparation students get and at things like job placement statistics. They want to know at the end of the day that the graduating students will get a great job, and even before that that they will get a great internship. They want to know that the school is preparing students for great positions. If I were the parent, those would be the kind of things I’d be looking at. I’d also look at the rankings in terms of the quality of the faculty because you want to know that students are getting a high-quality experience, that the faculty is well-trained and that the school takes that seriously.Lynn Wooten, associate dean for undergraduate programs at the University of Michigan’s Ross School of Business:My advice would be that sophomore or junior year of high school, you would want to visit campuses. You want to select a program that is really aligned with your childà ¢â‚¬â„¢s interests, so you want to think about what goals do you have and what does your child want to achieve in their undergraduate experience. Also, as a parent and potential student, you really want to investigate how that organization and institution creates transformational learning experiences. What is the curriculum like and what is the central experience like? What are co-curricular activities and how will the child develop as a leader? What is the professional development and career coaching my child will get? Those are all important things to think about.David Platt, dean of undergraduate programs at the University of Texas at Austin’s McCombs School of Business:I would say look for a program that provides appropriate class sizes and that provides an extensive amount of support for the student program because so much of what happens is outside of the classroom. They should look at the commitment by the school to the undergraduate program. There’s an awful lo t of emphasis on MBA programs, and in some cases that can draw too much attention to MBA programs. They should look for undergraduate programs that stand independently of MBA programs, appropriate value and how quickly can they get a return on their investment. It’s appropriate to think about that.Carl ZeithhamlCarl Zeithhaml, dean of the University of Virginia’s McIntire School of Commerce:I believe the entire choice about a college or a particular discipline is a matter of fit. There are some students who fit very well in the McIntire School and there are some who probably don’t. My advice to parents and students is don’t just think about the obvious things like will I get a job out of this or is this what everybody in the fraternity house is doing. Instead, take the time to consider what are your intellectual interests, where do you want to wind up after graduation and what really is your fundamental learning style.  Lori Rosenkopf, vice dean and dir ector of the undergraduate division at the University of Pennsylvania’s Wharton School:  I would advise them to look for a program where they can envision themselves not only being happy and productive, but also having a wide range of flexible opportunities for the next several years. We don’t expect students to come in and say, â€Å"I know exactly what I want to study and know for my entire career.† We want students to come in here and take advantage of a vast range of new stimuli and construct a track that works for them. They should look for the quality of the program, great curricular opportunities to get exposed to different geographies and industries and opportunities to network with alumni and placement outcomes. Most importantly, they need to get out there, visit schools and see how it feels.Lawrence Murray, director of the undergraduate business program at the University of North Carolina at Chapel Hill’s Kenan-Flagler School of Business:  I know this sounds so clichà © and is probably over communicated, but the rankings are a good place to start. Then the students really need to think about fit, and whether or not they’re a good fit for the school and if the school is a good fit for them. I think we need to use how we coach MBAs to choose MBA programs and shift that up the pipeline a bit to undergraduates:Dale Nees of Mendoza College of BusinessDale Nees, assistant dean of undergraduate admission at University of Notre Dame’s Mendoza College of Business:  I saw statistics not that long ago that at a school like this, the number of students applying fall into the top one percent category on testing and GPA. There are several thousand applying, that’s how competitive it is. It’s a top institution and if that’s where you’re setting your goal, that’s what it is going to take. At the same time, if getting there at all costs breaks you mentally, that’s not going to help you. Students need to recognize that they need to balance really where they should be versus the opportunity. If a student wants to go to a top school and is literally driving themselves nuts trying to get there, that my not be the healthiest thing for them. Perhaps they need to adjust their mindset or not be so preoccupied with this school, or else. There are a lot of great schools out there, don’t drive yourself crazy over it. Be open-minded and very accepting of where you go.Steven Malter, associate dean and director of the undergraduate program at Washington University in St. Louis’ Olin Business School:  I think really they need to understand the environment and culture of the university and the college, and to really understand what opportunities there are for students. It is not that dissimilar to finding a job. Also, they shouldn’t stress about it. It is about finding what is right for each individual person. I tell them that you have the opportun ity to select what institution is right for you. I try to help them understand that they are empowered in the process. All too often students think they are not empowered, and I don’t believe that is the truth. Page 1 of 11

MLK vs. Malcolm X - Free Essay Example

Sample details Pages: 5 Words: 1563 Downloads: 6 Date added: 2019/03/25 Category History Essay Level High school Tags: Malcolm X Essay Martin Luther King Essay Did you like this example? In the year of 1957, nine brave young african african american students enrolled in an all white high school in Little Rock, Arkansas. One may wonder what is so courageous about this, because it is just a high school, but this was law. During this time of injustice, two brave leaders by the names of Martin Luther King Jr. Don’t waste time! Our writers will create an original "MLK vs. Malcolm X" essay for you Create order and Malcolm X stood out. They both eventually wanted equal rights for blacks, however they had separate ideas on how to get there. Had the ideas of both King and Malcolm X been mixed in some way, the Civil RIghts Movement would have been more successful because each of them had great insights on different topics. Malcolm Xs thoughts and philosophy made sense because blacks had to lead a more independent lifestyle. However Kings ideas on schooling were vital to achieving this equality because people learn to coexist at a young age. To begin with, Kings ideas about having integrated black and white schools made more sense than separate schools because white schools already had plenty of resources in their possession, and black schools had inadequate funding. In a writing by The Basic Unity Program, Malcolm Xs program, he goes on to explain his ideas about separate schooling. He stated We encourage Afro-Americans themselves to establish experimental institutes and educational workshops, liberation schools and child-care centers in Afro-American communities(Doc E). This idea of independence is a good one, however it is far oversimplified. In order to open a school money is needed to buy property, build the school, and get supplies. On top of that, employees and teachers are very necessary. None of this is impossible, but it is very difficult to accomplish, and makes this idea less convenient. Next, in a speech by King titled Our God is Marching On, King stated Let us march on segregated schools until every vestige of segregation and inferior education becomes a thing of the past and Negroes and whites study side by side in the socially healing context of the classroom(Doc D). King explained that side by side, eventually blacks and whites would forget their differences and learn to work together. Lastly, in a speech made by King titled The Purpose of Education, King explained the purpose and benefits of school. Towards the end when he summed it up by saying, The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living(The Purpose of Education). Here, King explained that integrated schooling not only gives the knowledge to all, but also that people will learn to work with somebody who may seem different than them. Overall, Martin Luther King had the better idea about education because he wanted blacks and whites in the same schools. If this happened, blacks and whites would forget their differences and have no choice but to accept each other. Malcolm Xs idea was fairly good, but the execution of it was far too difficult, and King was bringing the blacks to where the resources already were. Secondly, Malcolm X had the better ideas on working together or separately in order to achieve civil rights because the dependance on whites hadnt worked in years, and it was a great time for blacks to start working on their own. In Kings famous I have a Dream speech, King explained his own dreams for the nation. He said, With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to climb up for freedom together, knowing that we will be free one day(Doc B). While this idea on togetherness seems like it can please everyone, it cannot. Blacks had been trying to cooperate with whites for years prior to this, and all they received back was hate and disrespect. If blacks had been successful in getting these jobs then it would not have even been a topic. That is not the case though, and thats why Malcolm X made more sense in this way. In Malcolm Xs autobiography, he stated We will meanwhile be working among our own kind, in our own bla ck communities showing and teaching black men in ways that only other black men can that the black man has got to help himself. Working separately, the sincere white people and sincere black people actually will be working together(Doc C). Malcolm basically stated that instead of trying to go get a job or work with the white folks, go get a job in your own black communities, and in that way whites and blacks would actually be working together. Finally, in an audio excerpt from Malcolm X, he explained the difference between separation and segregation. He stated In the white community, the white man controls the economy, his own economy, his own politics, his own everything. Thats his community. But at the same time while the Negro lives in a separate community, its a segregated community. Which means its regulated from the outside by outsiders. The white man has all of the businesses in the Negro community. He runs the politics of the Negro community. He controls all the civic orga nizations in the Negro community. This is a segregated community(The Race Problem). Malcolm X simply said that whites controlled their own communities as well the blacks, and this is why blacks need to move onto their own businesses in their own workplaces. All in all, Martin Luther Kings idea on equality in the workplace had failed over and over in the past, and Malcolm Xs theory would have been quicker and better for blacks in the long run. Finally, even though Kings peaceful protest seemed to be the simple and safe choice to make, Malcolm Xs strong belief in not backing down from racial threats and doing it yourself made more sense because peoples lives were put to harm far too often. Whether it was from not having a fair wage to provide for your family, or being threatened by whites, blacks had to be more independent. To begin with, Martin Luther Kings philosophy of peaceful protest seemed to be the best and most popular option, but even though it worked in the past in other countries, blacks had no time to waste. In a book titled Stride Toward Freedom, written by Martin Luther King Jr., he gave his philosophy on the civil rights movement. He said Bomb our homes and threaten our children; send your hooded perpetrators of violence into our communities and drag us out on some wayside road, beating us and leaving us half dead, and we will still love you(Doc H). King simply said that no matter what happened to the blacks and their families, they will still love the whites. In an interview in The Young Socialist in which Malcolm gave his views on peace, he stated, The only people in this country who are asked to be nonviolent are black people. Ive never heard anybody go to the Klu Klux Klan and teach them nonviolence ¦ Nonviolence is only preached to black Americans and I dont go along with anyone who wants to teach our people nonviolence until someone at the same time is teaching our enemy to be nonviolent(Doc K). Malcolm simply said that blacks shouldnt have to stand down if whites do not have to either. Lastly, in the year 1963, Malcolm X gave an extremely powerful speech at a rally in Detroit. In this speech Message to the Grassroots, Malcolm mentioned his thoughts on peace and fighting back. He stated Its like when you go to the dentist, and the mans going to take your tooth. Youre going to fight him when he starts pulling. So he squirts some stuff in your jaw called novocaine, to make you t hink theyre not doing anything to you. So you sit there and cause youve got all of that novocaine in your jaw, you suffer peacefully. Blood running all down your jaw, and you dont know whats happening. Cause someone has taught you to suffer peacefully(Message to the Grassroots). Malcolm basically said that blacks learned to suffer and doing nothing about it, because they dont know any different. This is all extremely important because it shows how Malcolms ideas wanted blacks to stand up against racial threats and attitudes. King said that no matter what harm whites will do, they will still love them. This is very peaceful and requires courage, but it put peoples lives in danger and gave the impression that blacks were ok with that. Meanwhile Malcolm never threatened anyone, instead he decided not to just accept the threats. In conclusion, if it were not for Martin Luther King Jr. and Malcolm X, the United States would not look like it does today. They did so much inspiring and lecturing, that will be left in the minds of the people for generations to come. However, there is still some unfinished business left in the country. Blacks still deal with discrimination and racism throughout our country, but it is on a much smaller scale than it used to be. This would likely make King and Malcolm X proud, but not satisfied. If either were alive, it is likely theyd continue to spread their ideas and fight for equal rights and treatment for all.

Critical Analysis of “I Wandered Lonely as a Cloud” and...

Critical Analysis of â€Å"I Wandered Lonely as a Cloud† and â€Å"The Facebook Sonnet† Light and happy or dark and lonely, both â€Å"I Wandered Lonely as a Cloud† and â€Å"The Facebook Sonnet† are similar in that both of their themes describe solitude. Still, William Wordsworth and Sherman Alexie use opposite ideas to take this concept in different lights. While Wordsworth describes an enjoyable evening walking through a meadow and speaks of his contentment thinking of this day when he is alone, Alexie describes forlorn wishful nature of an average Joe reminiscing on his past through social media. In this essay, I will compare and contrast the meaning of both works using the poets’ images and symbols, and will compare how each poet used the notion of†¦show more content†¦After reading this poem, I am left with the imagery of a lonely thirty-something sitting in a dark room on her laptop, jealously â€Å"creeping† on her well-to-do and recently engaged sorority sisters. Many people use Facebook to stay connected with people of thei r past or to impress people they once knew, but when it comes down to it, this connection is a forsaken commodity, or so Alexie argues. Alexie used words like â€Å"endless† â€Å"shame† and â€Å"loneliness† to help create this desolated image. It also came to my attention that both poems use the suggestion of both â€Å"humans and† and â€Å"humans versus†. In â€Å"I Wandered†, Whitworth describes the relationship between man and nature, furthermore describing it as a beautiful thing that brings one joy. I noticed throughout the piece he alters the reality of his work, objectifying himself as a cloud that is wandering alone and also personifying nature in that the daffodils dance and toss their heads in the wind. This furthers the idea in that they are so similar; they can essentially â€Å"be each other†. Whitworth clearly thinks the appreciation of nature is helpful to the wellbeing of humanity. Whereas â€Å"The Facebook Sonne t† deals with a more controversial topic of â€Å"man versus machine† machine being the domain Facebook. Although this is not said directly, it is implied that Alexie is displeased with what Facebook has become, and with reason. He states, â€Å"Let’s sign up, sign in,

Essay about A Rose For Emily - 1037 Words

Plot summary A Rose for Emily is a short story divided into five sections: Section one opens with a description of the Grierson home and its setting in Jefferson. The narrator mentions that over the past 25 years Miss Emily’s home has fallen into despair and become an eyesore among eyesores. The first sentence of the story sets the tone of how the citizens of Jefferson felt about Emily: When Miss Emily Grierson died, our whole town went to the funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old manservant–a combined gardener and cook–had seen in at least ten years.† The narrator also discusses the last time that Emily†¦show more content†¦His name was Homer Barron and he was a foreman from the north. He came to Jefferson with a crew of men to build sidewalks outside the Grierson home. After Emily and Homer had been seen driving through town seve ral times, Emily went to visit a druggist. When there she asked to buy some poison, specifically requesting arsenic. The druggist asks her what it is for however she doesn’t respond. (The druggist treated her like a celebrity -- with bias. He didnt ask for her purpose, therefore, he is also responsible for the event that is to come. When Miss Emilys servant brought the box to her, it was labeled, For Rats.) The fourth section opens with the citizens of Jefferson under the belief that Miss Emily is going to kill herself due to the fact that Homer has not yet asked her to marry him. The townspeople take it upon themselves to contact some of Miss Emily’s cousins to come and comfort her. Shortly after their arrival, Homer leaves (the narrator tells us this is because the cousins are even more Grierson-like, or proud, than Miss Emily or her father were) and when they leave, he returns. The narrator tells us that after Homer comes back to Jefferson one night, he is never seen again. And it is simply believed that Mr. Grierson’s spirit was â€Å"too virulent and too furious to die† and drove him away. Since Homer’s disappearance, Emily Grierson began to age, gain weight and was rarely seen outside of her home. ThisShow MoreRelatedA Rose for Emily889 Words   |  4 PagesLiterary Analysis for â€Å"A Rose for Emily† Sometimes a Rose is Not a Rose: A Literary Analysis of â€Å"A Rose for Emily† In the short story â€Å"A Rose for Emily†, written by William Faulkner, the negative impact of Emily’s upbringing by an overprotective father, leads to incredible pattern in her life and the obvious mental illness that takes over as she not so graciously ages. 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