Rhetorical Analysis of Douglass free essay sample

In the excerpt â€Å"Learning to Read and Write†, Frederick Douglass talks about his experiences in slavery living in his masters house and his struggle to learn how to read and write. Frederick Douglass was an African American social reformer, orator, writer, and statesman. Some of his other writings include â€Å"The Heroic Slave†, â€Å"My Bondage and My Freedom†, and â€Å"Life and Times of Frederick Douglass†. In this excerpt, Frederick Douglass uses an empathic tone, imagery, certain verb choice, contrast, and metaphors to inform African Americans of how important it is to learn to read and write and also to inform a white American audience of the evils of slavery. I find Frederick Douglass to be relatively persuasive in his argument to his intended audiences. We know that one of his intended audiences is African Americans because he consistently states things such as â€Å"I was compelled to resort to various stratagems† and â€Å"Thus, after a long, tedious effort for years, I finally succeeded in learning how to write†. We will write a custom essay sample on Rhetorical Analysis of Douglass or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These sentences show us how difficult it was for him and states how he had to go through many trials to finally learn to be literately correct. By not giving up, he shows us how important he thinks it is for slaves to learn how to read and write. We also know that his other audience were white Americans because of his use of contrast. He describes how his mistress changed from being a nice, helpful, and loving woman to being a mean, evil spirited brute because of the simple fact of being a slave holder and her husband’s characteristics rubbing off on her. By stating â€Å"Slavery soon proved its ability to divest her of these heavenly qualities† he shows us how much of a negative effect slavery can be not only on African Americans, but also on white Americans. Frederick Douglass most likely chose this audience because many slaves probably did not know the extent of how important it was to read and write, or just didn’t know it was important at all. Frederick Douglass wanted slaves to be able to know what was happening in society and what was going on around them that their masters were not telling them. As far as the white audience goes, he likely chose this audience to make slave owners and non-slave owners look at slavery a different way. The way he portrays slavery in my eyes is almost as a force that turned this woman (his mistress) into something that she is not. It makes slavery look like a disease spread on white Americans that makes them horrible people. Another audience that might be included are poor white children and/or teenagers. Throughout the excerpt, Douglass explains how he would use the poor white children as instructors to teach him how to read and write in exchange for food. In the excerpt he writes â€Å"Have not I as good a right to be free as you have? These words used to trouble them; they would express for me the liveliest sympathy†¦Ã¢â‚¬  He could have chosen this audience because he knows that the children hold the future. This would be his way of convincing the younger kids to look down upon slavery. That could change the lives of African Americans forever. There could be a number of different audiences that Frederick Douglass was referring to, but the least likely would be extremely racist slave owners. Racist slave owners probably wouldn’t even pick up something an African American wrote, let alone care what he had to say. The Logos in this excerpt has a structure of Frederick Douglass’s events going in chronological order. He opens this excerpt by telling how long he lived at his master’s house. He then goes on to describe how his mistress changed from a nice lady to a mean-spirited one. He explains how her doing so made it hard for him to read because she would always get angry whenever she would see him holding a book. He then describes how he would become friends with the poor white kids so that they would help him learn how to read. Once he has learned to read, he starts to understand more of what is going on around him and he doesn’t like it. He begins to envy the ignorance of his fellow slaves. He meets two white men who encourage him to run away to the north to be free. Frederick considers it, but he wants to learn how to write first. He concludes this excerpt by describing how he learned to write by being in a ship-yard and also by daring the white kids that he knew more letters than them, tricking them into teaching him more letters. There wasn’t any flashbacks or foreshadowing in this excerpt. He went from beginning to end. If Frederick Douglass did decide to use any literary time elements such as foreshadowing and flashbacks, it could have made this excerpt a bit more interesting. Although, the chronological order did just fine. Frederick Douglass’s main claim to his argument of the importance of slaves learning how to read and write is the fact that without that knowledge, slaves would just remain ignorant to the things happening around him. They would have to rely on other people’s words instead of their own. With slaves being ignorant to their surroundings, it would be impossible for them to grow or to reach freedom. Frederick Douglass has an automatic appeal of credibility since this is an excerpt from his a narrative of his own life. Frederick Douglass also establishes Ethos when he started to think logically by learning to read. The more he learned, the more he was building his character to get what he wanted. He also builds character by choosing not to run away when the white men told him too. He knew there was a chance of them tricking him to run away just so they can catch him and get an award. He decided to take the opportunity to learn to write before he would run away. His character can also be determined by the title and even the first sentence of the story. â€Å"I lived in Master Hugh’s family about seven years. † This shows that he is just like any other slave even though he found a way to educate himself. This grabs the attention of his audiences and makes him as an author credible and trustworthy. Frederick Douglass appeals to Pathos in this excerpt. Because this is a true story, all the hardships his mistress put him through and all the trouble he had to go through and endure just to learn to read and write, give off real emotions. The fact that this really happened to him has more of an effect on his audience than if this was fiction. We see Douglass saying that he regrets his own existence and he wished himself dead. This makes the audience feel extremely sad and sorry for him. One way that Frederick Douglass uses pathos to persuade his audience is by him stating how bad he felt once he did learn how to read and write and how he envied the people who couldn’t. One would think that by him saying that would push someone to not want to learn to read, but it is the reason he feels this way that would persuade them. The reason he feels this way is because now he knows things that he’s never known and he knows how bad things are for slaves. That would persuade someone to want to know as much information as he does. He also establishes Kairos in this excerpt because of the fact that with only a few modifications, this same story could have been writing in modern times. Although slavery is not legal in America, it is in some parts of the world. There’s also illegal slavery in America such as human trafficking. It could be the same story of a person being trafficked trying to learn to read and  write, another language maybe, in order to escape. It also could be told in ancient times with the slaves in Egypt. That’s just a few examples of how this excerpt could be told in multiple time periods. In this excerpt â€Å"Learning to Read and Write† we see how Frederick Douglass used rhetoric devices Logos, Pathos, Ethos, and Kairos. Also we see how he used different literary elements to establish those. Frederick Douglass effectively persuaded his audience of African Americans and white Americans to show the importance of learning to read and write and to inform how evil slavery really was.

What Does a Good Letter of Recommendation Look Like

What Does a Good Letter of Recommendation Look Like SAT / ACT Prep Online Guides and Tips Recommendation letters are given serious consideration by admissions officers. Considering college admissions get more and more competitive each year, recommendations can go a long way toward helping you get accepted (or, gulp, rejected). Most admissions committees seek a holistic view of the student. They want to know who you are, beyond the grades and test scores. A great recommendation letter both raves about your awesome qualities and opens a window into your personality and character. By knowing exactly why some recommendation letters are more powerful than others, you can figure out who you need to ask and what you need to do to get one. So what exactly makes some letters of rec more impressive than others? Let's take a closer look at the features of great recommendation letters and examples of each one. Your Letter Should Speak to Personal Qualities, as well as Academic Ability Whether your recommendation letter comes from a teacher, school counselor, or peer, it should speak to your personal qualities as well as your academic achievements. Admissions committees want to know more about you. They want to get a strong sense of who you are in terms of your personal strengths, personality, and interests. What motivates you? How do you communicate with your teachers and peers? How do you respond to challenges? What goals have you set for yourself, and what are you doing to work towards them? If this information sounds pretty personal, that's because it is. That's why you need to ask someone to recommend you who knows you well and can write a warm and insightful letter. You also shouldn't be afraid to tell your recommender what would go into your ideal letter. Would you like your English teacher to talk about your skill at writing and passion for poetry? Do you want your biology teacher to focus on your curiosity about the natural world? Let your recommender know what matters most to you. It will help her write her letter, and it will help you get a great reference to send to your colleges. Let's look at a few excerpts from strong recommendation letters that speak both to their students' intellectual capacity and personal strengths. This example is from an English teacher: From the first day of class, Mary impressed me with her ability to be articulate about difficult concepts and texts, her sensitivity to the nuances within literature, and her passion for reading, writing, and creative expression- both in and out of the classroom. She co-founded our school's literary club, where she publishes her poetry, something she hopes to continue in college and beyond. Mary's open and friendly nature has shone through in class, where she supports her peers and respects opinions even when they differ from her own. This letter begins to talk about Mary's intellectual insight, creativity, leadership, and respect for others. This next one is from a school counselor. Your school counselor may be in an especially good position to comment on what you bring to the school community and how you've grown over your time in high school (definitely a transformative four years). If there was a significant turning point, revelation, or challenge that affected you in the past few years, you should share it with your school counselor. When they talk about your capacity for growth, it also helps communicate to admissions officers a vision of what you'll accomplish in college and beyond. After exploring various electives in his first year of high school, Alvan discovered his great passion for photography. His work has been featured in school and community shows, and he volunteers at a local community organization teaching the basics of photography to children. While he started out high school a bit unsure of himself, Alvan has blossomed into a confident and self-directed individual with a strong voice that he expresses most powerfully through his art. Colleges want a student who will contribute to their community and achieve great things. That's why a strong letter will speak to your past achievement and how it predicts your future success. Some skills and qualities that especially impress admissions officer include strength of character, demonstrated leadership, and creativity.Your recommenders might talk about your honesty, integrity, courage, humor, thoughtfulness, maturity, cultural awareness, insight, or compassion for others. Your teachers may especially be able to discuss your skills of problem solving, analysis, foreign language, communication, or collaboration. This example focuses on Leila's maturity and cultural awareness. It's also made stronger by the fact that her recommender knows she's applying to study international relations. Leila has a maturity beyond her years, likely a consequence of her travels around the world. Having lived in Europe and South America before attending Lincoln High School, Leila shows an ease at adapting and making new friends. Her friendly nature, cultural awareness, and openness to other people and ways of life will serve her well in this exciting next chapter of her life. I'm looking forward to seeing all that she'll learn, contribute, and accomplish in her international relations program next year. Your letter is strongest if it comes from someone who knows you well and highlights your personal strengths. A letter that only lists out out grades, activities, and other facts and figures could be written by anyone with a copy of your resume. A personal letter shows that you've established good relationships with your teachers and will do the same on a college campus. Key Point Your recommendation letter should help admissions officers get to know you as a multi-dimensional person, even though they've never met you. It should speak to your personal qualities, as well as your academic ability. To get a personal recommendation letter, you should do two things. First, ask people who know you well. Second, tell your recommender what you'd like her to include in your letter and what values, goals, and experiences are most important to you. Just as you have to support your SAT or ACT essay with examples, your recommendation letter should give specific examples. Your recommender should describe an observation or interaction she had with you that illustrates something essential about your character. Let's take a look at what I mean when I say your recommendation letter can "show" and not just "tell." Your Letter Should Use Anecdotes and Examples Another reason it's a good idea to ask a recommender who knows you well is that she'll be able to give specific anecdotes and examples. If your letter is full of abstract statements, then it doesn't do much to paint a picture of you in the reader's mind. Your recommender should illustrate your strong points with meaningful stories. Consider these two examples: 1. Jen cares a great deal about other people. She's kind and a compassionate person. She's also a talented artist. Jen's caring nature and artistic talent are what make Jen special. 2.Jen combined two of her strongest assets - her artistic talent and deep empathy for others - to organize a coffeehouse style benefit. She coordinated with students and faculty to hold a night of student work and performances and raise money for a local homeless shelter. She even reached out to businesses in the community to donate food and equipment for the event. The intimate, inspiring event was a great success, and, thanks to Jen's vision and leadership, will be held again in the spring semester. Both examples seek to communicate the same personal qualities of Jen's: her artistic inclination and caring for others. But the first one gives no examples, and the reader doesn't know how the recommender knows this about Jenny or the extent to which it's true. She may care about others, but has that motivated her to act in some way that benefits those around her? The second example is specific, tells a story, and explains how Jen's values and interests manifest themselves in concrete action. Plus, it differentiates her from other students with a memorable and impressive story of her coffeehouse benefit. Don't worry if you're reading this and thinking, "But I've never set up a charity coffeehouse at my school." This is just one example. Even a small moment can take on great significanceand communicate something essential about your values and character. As I mentioned above, if you can think of any specific experiences or challenges that were meaningful or taught you something about yourself, you should talk about them with your recommender. If your recommender knows you well, then she should also have specific examples that she can incorporate into her letter. Key Point Your letter should use meaningful, vivid stories and examples to demonstrate your outstanding qualities. If you have ideas, share them with your recommender. Your recommender can also include her own stories that reveal who you are and what kind of person admissions officers can expect to show up at their college. You can have a lot of input and control over what goes into your letter. At the same time, it's up to your recommender to make sure her letter is well written and error-free. A great recommendation letter should be clear and articulate. Your Letter Should Use Powerful Language As with any piece of writing, word choice in your rec letter for college is very important. Hopefully your recommender writes a letter that's focused, clear, and use strong and accurate adjectives. Rather than calling you smart, your recommender might talk about your innovative approach to solving problems. Rather than calling you a hard worker, it might say you're diligent and resourceful. Some other strong wordsinsightful, analytical, curious, observant, mastery of specific subject area, creative, mature, flexible, generous, empathetic, leader, versatile, ethical, motivated, ambitious, and communicative. Words that are generic or cliche would weaken your letter, like "hard worker" who "goes above and beyond" and "always shoots for the stars." Your letter also shouldn't feature over the top enthusiasm, with words and phrases like "genius" or "superstar" with achievements "too amazing to be believed." Similarly, your letter shouldn't featureambiguous wording or phrases that could be confusing or interpreted in an unflattering way. If it says you're "fiercely independent," this could sound a little harsh, like you don't always work well with others. If your recommender says you "lead by example," she could, intentionally or not, be suggesting a lack of leadership positions in the school. Finally, if your recommender focuses on your "tremendous potential" and "room to grow," an admissions officers might read between the lines that your recommender isn't too impressed with your progress so far. While these phrases aren't a red flag per se, they should be balanced out with other strengths and positive comments. Sometimes your recommenders will show you their letters before sending them, so you can look them over and politely offer any suggestions for revision. Other times, your recommender will keep the letter confidential. In this case, the best thing you can do is ask a teacher who has a reputation for writing well and putting effort into her letters. If you hear someone uses a form letter for everyone and just plugs students' names in, then avoid that person at all costs! Practically speaking, English teachers often get slammed with recommendation letter requests in the fall of senior year, because they're generally good writers. If you'd benefit from a letter from your English teacher, make sure to ask her early and talk to her about your ideas for your letter. Key Point Ask a recommender who can write well and will put in the time and effort to craft a thoughtful, error-free letter. Ask your counselor for advice, and make your request early so your teacher's quota for rec requests doesn't fill up. If you're applying to a selective school, like in the Ivy League, another feature that can make your letter stand out is a statement of high ranking. On the flip side, a statement of average ranking could be a dealbreaker and would best be left out. Your Letter Should Rank You Highly, or Not At All If you're applying to a selective or Ivy League school like Harvard, a statement of high ranking could stand out and impress admissions officers. Here are a few examples. Carla is without a doubt the most talented and driven student I've ever had the pleasure of teaching in my fifteen years at Roosevelt High School. Pablo is one of the top three students I've had in my AP Calculus class in the ten years I've been teaching it. Due to her impressive determination, effort, and intellectual curiosity, Alexis has risen to the top of her class. Statements like these are especially impressive if your teacher or counselor has been at your school for many years. Your ranking could also get more specific, like saying you have a top "aptitude for scientific inquiry," "curiosity for solving problems," or "sophisticated analysis and understanding of literature." Conversely, if your recommender says you're "above average" or "satisfactory," it sounds lukewarm and won't add much to your application. For a top school, a mediocre ranking like this could even sink your application to the bottom of the pile. Key Point A statement of high ranking from an established teacher or counselor is one feature that could help make your recommendation letter great. Finally, your recommendation letter should come from a qualified person whose opinion admissions officers will take seriously. Schools have requirements for who your recommendation letters should be from. You also should know who to ask and who not to ask. Your Letter Should Come From the Right Person I mentioned a few times that your letters of recommendation should come from teachers or counselors who know the student well. Readers can pick up on this pretty easily, from the depth of insight provided and how personalized your letter is. They should also come from the right people. For instance, more selective schools ask for two teacher recommendations and one school counselor recommendation. Other schools just want one teacher rec and one counselor rec. Dartmouth and Davidson are unique in that they want a recommendation from a peer. Does that mean you should ask any teacher you've ever had in high school? Definitely not. Usually the best rec letters come from junior year teachers, because they had you in class recently and for a whole year. Another good teacher is one that had you for more than one class or advised you in an after-school club. A freshman or sophomore year teacher would probably not be recent enough. Your recommenders will state who they are and how they know you in their introductions. That way admissions officers know to give their opinion serious consideration. These introductions might like look this: As Jim's 11th grade AP Chemistry teacher and academic advisor, I'm honored to provide him with this letter of recommendation to Dartmouth College. I had the pleasure of having Caitlin in my 11th grade English class and current Creative Writing class. From the first day of class, she impressed me with her insightful comments and advanced writing skills. I'm certain that Caitlin will continue to excel academically and creatively in her future, and I highly recommend her for admission to your undergraduate program. If you feel that you don't have any teachers who know you well enough (maybe your school has a huge student to teacher ratio), you might send in a supplemental recommendation from a supervisor, coach, community member, or other person who knows you well and who admissions officers will view as an official, trustworthy, and informed source. Key Point The strongest recommendation letters for college usually come from your junior year teachers or teachers who have had you in several classes or clubs (and thereby gotten to know you in more than one context). Freshman and sophomore year teachers probably aren't recent enough, and senior year teachers may not have had you in class long enough to know you well. Given that you'll likely ask junior year teachers for recommendations, go into junior year with a proactive mindset. Participate in class, get to know your teachers, and be open about your future goals. As we draw to a close, let's review the most important features that make for a great recommendation letter for college and what you can do to get one (or three)! What Makes a Great Recommendation Letter? Your recommendation letter should come from a recent teacher or other source who knows you well. Your letter should highlight your most important personal and academic strengths, as well as support them with examples. Rather than repeating your resume, it should focus on just a few key aspects of who you are as a student and person. To ensure that you get a great letter of rec, there are a few things you can do. First, ask a teacher who supports you and knows you well. Second, don't be afraid to give them information, both in the form of a "brag sheet" full of your self-reflections and by explicitly telling them what you'd like your letter to include. This is especially effective if you're applying to a specific major, like English, and want your English teacher to talk about your insightful analyses of literature. As long as you're thoughtful about who you ask and give some serious thought as to what you'd like your ideal letter to include, then your efforts should pay off with an impressive and memorable recommendation letter for your college application. What's Next? Now that you know what makes for a great recommendation letter, what about the flip side? What features make for a bad letter of rec? Read all about bad recommendations here. Do counselor recs differ from teacher recs at all? Read about what counselors should include in their reference letters as they support their students on the path to college. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

I don't have one Essay Example | Topics and Well Written Essays - 750 words

I don't have one - Essay Example In the short story, drugs led to his incarceration, thus increasing his predicament. However, his aptitude in jazz music has significantly aided him in alleviating his challenges. In James Baldwin’s short story, titled Sonny’s Blues, the narrator depicts Sonny as a teenaged character struggling with various challenges in the slums of Harlem. The story’s setting is in the middle of the 20th century, a time when racial discrimination was at all times high. Racial discrimination against the African Americans by the whites came in all forms thus posing tremendous negative or undesirable effects in the society. The narrator, an anonymous character, gives a picture of Sonny fighting drug abuse and other social dilemmas through jazz music, which he strongly disapproves. Moreover, he says "and his music seemed to be merely an excuse for the life he led† (Madden 321). The writer describes how Sonny uses his artful skills in mitigating his challenges that include drug abuse and poverty. In one instance, the narrator shows how Sonny hangs in several nightclubs, in a bid to use his talent in jazz music to avert drug (heroin) addiction. His brother, the narrator does not understand his passion in music until one day when they go together in a nightclub (Schewhn and Bass 331). In that particular occasion, the narrator realizes the power of music in keeping Sonny sound and normal, while staying away from drugs and other social tribulations that significantly affects his life. However, his jazz musical talent could have a negative effect on him since the narrator’s in-laws took him as a low-classed boy. In addition, Sonny’s involvement in jazz music led him into drug addiction, a condition he unsuccessfully tried to eliminate. His addiction has also landed him in jail and severely affected his relationship with his brother, the narrator (F einstein and Rife 506). Through his jazz music, Sonny is able to communicate the

The Means for Effective Interpersonal Communication between Couples Essay

The Means for Effective Interpersonal Communication between Couples - Essay Example Most of the time, we tend to look at the faults and weaknesses of others while making quick judgments or conclusions at the same time. This usually is the first action since it is part of our innate instinct to be on the defensive, both physically and psychologically. Knowing this, you are already aware that taking your own side first in any argument is an instinctive reaction. Of course, that kind of action does not really deal with the problem initially. The first step in having an effective and happy interpersonal communication as a couple is to first look into your own self. This requires serious introspection and a degree of private time away from each other. Introspection requires a long and deep look into one’s own personality and character. Just imagine having to sit in front of a mirror while asking yourself questions about your own self. Some of the questions that could be asked would be about good traits, inherent character strengths, character flaws, and weaknesses. The primary reason why this step is important is because it practices you to be self-aware of mistakes that might have been overlooked. More often than not, it is easy to point fingers at the mistakes of others while forgetting that you have your own shortcomings as well. To be more conscious of your own mistakes is a matter of mindfulness. After spending a great deal of time understanding your personality and behavior, the next step is to have a self-appraisal on your personal manner of communicating. You have to realize that for an effective interpersonal communication to happen between couples, it is also important to know how you would communicate with yourself and if you have communication competencies. The issue is not whether or not you are good in expressing yourself. You can express yourself clearly but still send the wrong sentiments. Most of the time, it is the manner and not the message that has the

Individual Supporting Contributions to Group Presentation on Rabobank Assignment

Individual Supporting Contributions to Group Presentation on Rabobank - Assignment Example Worldwide Rabobank is the leading supporter of agriculture and food with over five hundred and ninety three international offices in thirty countries. The bank leads with eighty-five percent shares in food and agriculture in Netherlands. In terms of liquidity and capital, the bank position has remained strong for the past five years. In 2012 financial year, Rabobank core tier 1 capital and Tier 1 capital increased slightly in comparison to financial year 2008. Notionally, the structural design in a company refers to the responsibilities, formal roles and methods of reporting. Structural design influences the sources of a firm advantage in regards to knowledge management. Failure to change the structures can lead to serious undermining of strategy implementation. Good structures are not sufficient for success. In regards to the current structure of Rabobank, it is believed to be a matrix structure. A matrix structure consists of structure that take geographical divisions and form of product or divisional and structural structures operating in cycle. The divisions of Rabobank group are different with sovereign decision being made by their own panel of directors. Branches are different in types of produce, services offered, and the market to provide these services and product. Organizational units in different branches provide services and product that deals with mortgages, asset management, equity participation, investment banking, loans and saving and leasing ( Clay 2007, pg 38). Every organizational unit has a management team that is responsible for budget in areas of their operations such as exploitative innovations and pursuing exploratory. In addition, organizational units in each branch operate in trade with different levels of competitiveness and environmental dynamism a state neces sary to observe units pursue different new activities. There are several advantages of matrix structure. They

Mental Health of Canadian Indigenous People

Mental Health of Canadian Indigenous People Author: Sarah E. Nelson, Kathi Wilson Journal: Social Science and Medicine (2017) This article focuses on the literature in relation to mental health of the indigenous people in Canada. Indigenous people contribute to 370 million of the worlds population spread over more than 70 different countries (WHO, 2007) and are known by different names all across the globe. It is strongly believed by many scholars that an unequal burden of mental illness is being carried by the indigenous people all around the world. According to a number of studies it has been seen that colonialism and the process associated with it play an important role in determining the health of indigenous population internationally. This study was carried out since not much research has been done on the mental health of indigenous people in Canada. Something that connects the indigenous people all around the world is the experience of colonialism even though the experience and the history differ greatly in various location and indigenous population. Health issues such as infant mortality, high incidences of acute or chronic pain, and injury have been associated by the international literature with social inequalities like poverty and racism emerging from colonialism. It has been indicated by research around the world that we should be careful when concluding about the occurrence of mental illness without taking into account the colonial process. Studies related to the mental illness of indigenous people in Canada like elsewhere is being taken up by settlers who follow colonial and non indigenous concepts and epistemologies. They also raised concern about the fixity of colonialism in health care system, which creates a problem for the indigenous people who need health care services especially for mental illness. The aim of this study was to identify the extent of research on mental health of indigenous people in Canada, find out the gaps which may exists in the studies whichÂÂ   have been done, and determine the extent to which mental health research is representative of indigenous populations and geographies in Canada. This study was carried out in 5 stages. First, the research question was identified followed by finding out studies relevant to it, selecting them, collecting the data, and combining and summarizing the results. Studies were collected from 11 data bases and 2 indigenous- specific journals. The articles were grouped under social determinants of mental health, mental health services, prevalence of specific type of mental illness, mental health promotion, mental health research and the impact and effect of colonialism on mental health of indigenous people. Out of the 223 selected articles, majority of them emphasized on the different sides of colonialism as a factor of mental illness which exhibited the colonial plan in policy decision. This study does not include the grey literature. Excluding such literature might led to overlooking at important strategies which may be practiced by various organizations. However the authors of this article believe that the 223 articles reviewed in this study give a gist of the research being carried out on indigenous people in Canada. Colonialism is a major issue addressed in this study in relation to mental health research. The term colonialism is used to indicate the effect of colonialism rather than the structure itself. This can lead to misinterpretation of the term and cause a narrowed understanding. Interactions with different aspects of colonialism by the indigenous people vary and it is important to maintain this diversity and deal with it accordingly even though they all share the common effect of colonialism. There are only a few interventions which are culturally accepted. It is therefore very important to look deeply into the interventions and mental health programs wh ich are beneficial and accepted by the indigenous community. When seeking help for mental treatment they feel stigmatized and when is it accompanied by racial discrimination and experiences of colonialism, it becomes even more difficult for the indigenous people to get them self treated. It is important to evaluate which programs and mental health practices are favorable for various indigenous groups. This article has immensely broadened my view and knowledge about the mental health of indigenous people not only in Canada but all over the world. The huge effect of colonialism is not restricted to an individual but passes on from generation to generation. Culture plays a very important role in maintaining the health equity in different populations. The side effects of colonialism can be minimized by analyzing it as a cultural problem rather than a political, social or economic affair. Even in the 21st century it is sad to know that the indigenous remain extremely aloof from the mainstream society even though they are the origins of their respective place. Article 2 Author: Luke Allen, Julianne Williams, Nick Townsend, Bente Mikkelsen, Nia Roberts, Charlie Foster, Kremlin Wickramasinghe. Title: Socioeconomic status and non-communicable disease behavioural risk factors in low-income and lower-middle-income countries: a systematic review Journal: The Lancet Global Health (2017) This article focuses on the socioeconomic status and non-communicable disease behavioural risk factors in low-income and lower-middle-income countries (LLMICs) which comprises of 39 countries. One of the objectives of the Sustainable Development Goals (SDGs) is to reduce the premature deaths caused due to non-communicable diseases (NCD) by a third by 2030. The mortality rate due to NCD is reducing by 1.8% in Brazil per year because of the spread and extension of primary health care. Thus it can be seen that the premature deaths due to NCD can be reduced to a significant amount by implementing government policies which focus on reducing behavioural risk factors. (WHO, 2007) 70% of the global deaths occur because of NCD. The relation between socioeconomic status and non communicable diseases is well understood in the high income countries but how behavioural risk factors are spread among the low-middle- income countries remains uncovered. This article aims to review systematically the relation between the socioeconomic status and harmful use of alcohol, tobacco, unhealthy diets and physically inactivity in LLMICs. For this study, 13 databases were looked into. The studies that were included were from LLMICs showing data on various measures of socioeconomic status and use of tobacco, alcohol, diet, and physical activity. The exclusion criteria included studies that restricted equating between more or less advantaged groups. Age or language was not the criteria for exclusion of a study. A narrative way for data synthesis was used due to high heterogeneity. 4242 records were reviewed out of which 75 met the assigned criteria which comprised of 2135314 individuals, who were older than 10 years of age. This study was carried out in accordance with PRISMA and Cochrane guidance. Studies included in this review were of moderate to high quality having a cross-sectional and survey based approach. After systematically reviewing the records, it was found that the low socioeconomic groups had a higher prevalence of tobacco and alcohol use and low intake of healthy diet when compared with the high income gr oup. On the other hand, less physical activity and more consumption of processed foods were seen in people form high socioeconomic group. The socioeconomic indicators that were used were income, wealth or assets, state defined poverty, literacy, education, occupational status and class, caste, job seniority, and researcher defined socioeconomic status. This was the first systematic review conducted within LLMICs which analyzed the socioeconomic distribution of all 4 major behavioural risk factors. Using this broad range of socioeconomic factors enabled the researchers to find a significant difference between casts, classes, sexes, occupational groups, and educational strata. Looking at the dietary findings, there was a direct relation seen between the socioeconomic status and intake of healthy diet. Low socioeconomic status group consumed more amount of processed food in high income setting and the opposite was seen in the LLMICs. Coming to physically activity, it was seen that rural low socioeconomic groups work in jobs which require more physical activity in LLMICs. In cities, this relation in reversed. As the study is heterogeneous, it needs careful interpretation and the findings cannot be seen as absolute. Because of the huge data collected it was difficult to reach to the depth of each risk factor. More than half of the countries classified as LLMICSs were not seen in their search results and this was a major finding as well as a weakness. Half of the studies were in relation to India which proves to be high quality evidence but these results cannot be generalized to all the LLMICs. Hence it is necessary to conduct more research to find out if the results found in this study are true even where close observation does not take place. Strategies which are implemented by the policy makers and national development agencies in areas where the premature deaths occurring due to NCD is more, should be evaluated to check if they are appropriate to their setting and should implement their plan accordingly. The government can play an important role by improving the rate of literacy, standa rd of living, income along with the heath conditions as it is clearly seen that the low socioeconomic conditions are related to non communicable risk factors. Even though data is not available for all the LLMICs, appropriate and immediate action should be takes for countries where data is available. References: Nelson, S. E., Wilson, K. (2017). The mental health of Indigenous peoples in Canada: A critical review of research. Social Science Medicine. World Health Organization. (October 2007). Media centre: health of indigenous peoples. Retrieved from http://www.who.int/mediacentre/factsheets/fs326/en/ Allen, L., Williams, J., Townsend, N., Mikkelsen, B., Roberts, N., Foster, C., Wickramasinghe, K. (2017). Socioeconomic status and non-communicable disease behavioural risk factors in low-income and lower-middle-income countries: a systematic review. The Lancet Global Health, 5(3), e277-e289. World Health Organization.( 2017).media centre: non communicable diseases prematurely take 16 million lives annually, WHO urges more action. Retrieved from http://www.who.int/mediacentre/news/releases/2015/noncommunicable-diseases/en/

Childhood Essay -- Literary Analysis, Blake and Wordsworth

At its fundamental level, adulthood is simply the end of childhood, and the two stages are, by all accounts, drastically different. In the major works of poetry by William Blake and William Wordsworth, the dynamic between these two phases of life is analyzed and articulated. In both Blake’s Songs of Innocence and of Experience and many of Wordsworth’s works, childhood is portrayed as a superior state of mental capacity and freedom. The two poets echo one another in asserting that the individual’s progression into adulthood diminishes this childhood voice. In essence, both poets demonstrate an adoration for the vision possessed by a child, and an aversion to the mental state of adulthood. Although both Blake and Wordsworth show childhood as a state of greater innocence and spiritual vision, their view of its relationship with adulthood differs - Blake believes that childhood is crushed by adulthood, whereas Wordsworth sees childhood living on within the adult. In the William Blake’s Songs of Innocence and of Experience, the vision of children and adults are placed in opposition of one another. Blake portrays childhood as a time of optimism and positivity, of heightened connection with the natural world, and where joy is the overpowering emotion. This joyful nature is shown in Infant Joy, where the speaker, a newborn baby, states â€Å"’I happy am,/ Joy is my name.’† (Line 4-5) The speaker in this poem is portrayed as being immediately joyful, which represents Blake’s larger view of childhood as a state of joy that is untouched by humanity, and is untarnished by the experience of the real world. In contrast, Blake’s portrayal of adulthood is one of negativity and pessimism. Blake’s child saw the most cheerful aspects of the natural wo... ...lake and Wordsworth see the relationship between childhood and adulthood as one of difference in vision and state of mind. The two poets mirror each other in this assertion, but differ elsewhere. While Blake sees this dichotomy as one of conflict, Wordsworth feels that the two mindsets are able to coexist within the individual. The relationship between children and adults is one that is by no means new to human life. The two epochs of human existence are drastically different in their mindsets and their views of the world. In the poetry of William Blake and William Wordsworth, this difference between children and adults and their respective states of mind is articulated and developed. As a person ages, they move undeniably from childhood to adulthood, and their mentality moves with them. On the backs of Blake and Wordsworth, the reader is taken along this journey.

American Civil Liberties Union

The American Civil Liberties Union more commonly known as the ACLU is one of the most prominent advocacy groups in contemporary American society. The ACLU is a non-profit and non-partisan organization based in New York.ACLU’s primary advocacy has always been the protection of the constitutional rights of US Citizens. Moreover, it is part of the ACLU’s mission to extend those rights to demographics which have been traditionally denied the same constitutional rights as the average American citizen.These groups include Native Americans, the poor, transsexual and transgender people, and prisoners to name a few. The major activities of the ACLU in advancing its advocacy include   community education efforts, lobbying for desired legislation as well as supporting litigation which seeks to establish protection for civil rights (â€Å"About Us†).HistoryThe ACLU can trace its roots to World War I. A forerunner of the ACLU, the American Union Against Militarism (AUAM), w as established in 1914 to oppose American entry into the war. With the eventual entry of America into World War I, Crystal Eastman, the executive secretary of the AUAM together with Roger Baldwin, a social worker, founded a Bureau of Conscientious Objectors.The Bureau worked to oppose the draft as well as to advise conscientious objectors. In 1917, the AUAM created a new independent organization – the National Civil Liberties Bureau. Eastman and Baldwin then shifted their focus on the NCLB after which the AUAM folded soon after (â€Å"The Roger Baldwin Years, 1917-1950: Finding Aid†).Baldwin continued his opposition to the draft, himself deliberately violating the Selective Service Act which resulted in his imprisonment in 1918. Upon release from prison, Baldwin helped establish the ACLU in January 19, 1920.Unlike the NCLB, the ACLU was established as a permanent organization which shall live on even after the war. At the time of the ACLU’s founding, the US Supr eme Court has failed to uphold even a single free speech claim. The infant ACLU quickly got itself involved in noteworthy cases such as Sacco & Vanzetti, the Scopes Trial and the Scottsboro boys (Cottrell).The early ACLU concentrated on fighting the causes of the labor movement, believing that advancing labor causes would result in their desired changes in society. During the 1920s most of ACLU funding came from Albert Desilver, another founding member of the ACLU and the Garland Fund.Media mileage during the Tennessee Scopes Trial helped the ACLU gain reputation and raise funds for its efforts (â€Å"The Roger Baldwin Years, 1917-1950: Finding Aid†).

A Guide to the Irish Republican Army (IRA)

A Guide to the Irish Republican Army (IRA) The Irish Republican Army (IRA), which traces its roots to Catholic Irish nationalism in the early 1900s, was considered by many to be a terrorist organization because of certain tactics- such as bombings and assassination- it used to oppose British rule in Ireland. The name IRA has been in use since the organization was founded in 1921. From 1969 through 1997, the IRA splintered into a number of organizations, all called the IRA. They included: The Official IRA (OIRA).The Provisional IRA (PIRA).The Real IRA (RIRA).Continuity IRA (CIRA). The association of the IRA with terrorism comes from the paramilitary activities of the Provisional IRA, which is no longer active. They were originally founded in 1969 when the IRA split into the Official IRA, which renounced violence, and the Provisional IRA. The IRA's Council and Home Base The IRAs home base is in Northern Ireland, with a presence and operations throughout Ireland, Great Britain, and Europe.  The IRA has always had a relatively small membership, estimated at several hundred members, organized in small, clandestine cells. Its daily operations are organized by a 7-person Army Council. Backing and Affiliations From the 1970s-1990s, the IRA received weapons and training from various international sources, most notably American sympathizers, Libya and the Palestine Liberation Organization (PLO). Connections have also been posited between the IRA and Marxist-leaning terrorist groups, especially at their most active in the 1970s.   The IRA's Objectives The IRA believed in the  creation of a unified Ireland under Irish, rather than British rule. PIRA used terrorist tactics to protest the Unionist/ Protestant treatment of Catholics in Northern Ireland. Political Activities The IRA is a strictly paramilitary organization. Its political wing is Sinn Fà ©in (We Ourselves, in Gaelic), a party that has represented Republican (Catholic) interests since the turn of the 20th century. When the first Irish assembly was declared in 1918 under the leadership of Sinn Fà ©in, the IRA was considered the official army of the state. Sinn Fà ©in has been a significant force in Irish politics since the 1980s. Historical Context The emergence of the Irish Republican Army has its roots in Irelands 20th-century quest for national independence from Great Britain. In 1801, the Anglican (English Protestant) United Kingdom of Great Britain merged with Roman Catholic Ireland. For the next hundred years, Catholic Irish Nationalists opposed Protestant Irish Unionists, so named because they supported the union with Great Britain. The first Irish Republican Army fought the British in the 1919-1921 Irish War of Independence. The Anglo-Irish treaty concluding the war divided Ireland into a Catholic Irish Free State and Protestant Northern Ireland, which became the British province, Ulster. Some elements of the IRA opposed the treaty; it was their descendants who became the terrorist PIRA in 1969. The IRA began its terrorist attacks on the British army and police following a summer of violent rioting between Catholics and Protestants in Northern Ireland. For the next generation, the IRA carried out bombings, assassinations and other terrorist attacks against British and Irish Unionist targets. Official talks between Sinn Fà ©in and the British government began in 1994  and appeared to conclude with the 1998 signing of the Good Friday Agreement. The Agreement included the IRAs commitment to disarm. PIRA strategist Brian Keenan, who had spent over a generation promoting the use of violence, was instrumental in bringing about disarmament (Keenan died in 2008). By 2006, the PIRA appeared to have made good on its commitment. However, terrorist activity by the Real IRA and other paramilitary groups continues and, as of the summer of 2006, is on the rise. In 2001, the U.S. House of Representatives Committee on International Relations released a report detailing connections between the IRA and the Revolutionary Armed Forces of Colombia (FARC) going back to 1998.

Adults and children essayEssay Writing Service

Adults and children essayEssay Writing Service Adults and children essay Adults and children essayMany adults become upset when young people break with traditions of the past. Some of them become upset, others become angry, while there are adults who start to swear hard. Their reaction may be different in different situations. Undoubtedly, these adults cannot be justified in reacting this way for a number of reasons.First, adults should not think only about their own beliefs, values and experiences that affect their lifestyle. Young people should be given an opportunity to develop their own traditions, which are consistent with their lifestyles. For example, young people love new trends in music. They should not be forbidden to listen to the music they love. Adults’ preferences in music are different. If there is a tradition in the family to listen to classical music, adults have no right to insist on holding this tradition by the younger generation.Second, adults should not have a powerful influence on young people’s opinions. It is necessa ry to take into consideration that the times are changing. There is a saying: â€Å"you either break tradition, or the tradition will break you†. Adults should not allow young people to become the victims of old traditions. Adults should adjust to changes in life because life is changing constantly. In other words, adults should make concrete adjustments according to the times they live in. For example, there is a family tradition to spend Christmas Eve at home. However, young people prefer to spend this holiday together. Adults should not interfere because of the changing times.Thus, it is necessary to conclude that there is much evidence from the experiences of people regarding the inappropriateness of adults’ behavior and reaction when young people break with traditions of the past. Many young people have acquired traditions from previous generations and continue to hold these traditions, without any knowledge of their meaning. Adults should adjust to the changing t imes and allow young people to develop their own traditions.

Nice Wood Developing a Competitive Edge Essay Example | Topics and Well Written Essays - 2000 words

Nice Wood Developing a Competitive Edge - Essay Example The nature of the Nice Wood Product business is that in the lumber industry where operations include picking, cutting and curing wood. Their products are composed predominantly of standard types and different grades of lumber that complies with the following specifications: 2x4s and 2x6s used in framing as well as plywood and particle board. Likewise, current technological breakthroughs have been reported to automate several phases in the firm’s operating cycle, including the picking, cutting, and curing phases. The new technological applications provided opportunities for New Wood to facilitate the processes (including cutting wood in a variety of standards; new types of kilns accelerating the curing process and lading technology was noted to significantly enable the processed wood to be placed in containers) and thereby, potentially increase their chances to be more competitive in the international market. C. Core Competencies The core competencies noted for Nice Wood were t heir â€Å"established client base and strong relationships throughout the industry† (Case facts, n.d., p. 1). Further, it was also disclosed that â€Å"the company is a close-knit operation and senior management values the skills and loyalty of its workers† (Case facts, n.d., p. 1). These facts indicate the Nice Wood Products possess a team of highly skills workers who could have potentially manifested loyalty and a low turnover. Further, their consistent delivery of high quality products has gained strong relationships with loyal clients who are to stay with them amidst the financial and economic challenges. D. Description of Product The product, wood processed lumber, is classified as industrial goods, where these are used to create or make other products. Likewise, these products could be further categorized into the raw materials subcategory. As raw materials, these â€Å"are graded according to quality so that there is some assurance of consistency within each g rade. There is, however, little difference between offerings within a grade. Consequently, sales negotiations focus on price, delivery, and credit terms. This negotiation plus the fact that raw materials are ordinarily sold in large quantities make personal selling the principal marketing approach for these goods† (eNotes, 2012, par. 19). E. Key Milestones The key milestones that Nice Wood

Why was Caesar assassinated Essay Example | Topics and Well Written Essays - 1500 words

Why was Caesar assassinated - Essay Example Rome was ruled by a triumvirate consisting of Julius Caesar, Pompey, and Crassus. However, with the death of Crassus, a conflict raised between Pompey and Caesar. Caesar whose continuous growth in power resulted in the conflict as Pompey saw Caesar as a threat to himself. In January of 49 BC Caesar crossed the Rubican River in Northern Italy while Pompey fled to Greece and within 3 months Caesar managed to control the entire Italian peninsula. Caesar then followed Pompey to Greece and then Egypt where he was presented with the head of Pompey as a gift (â€Å"The Assassination of Julius Caesar, 2004). Caesar thus became the sole ruler of the entire Roman Empire. In spite of support from common man Caesar’s growing ambitions and his growth in power were seen as a threat by many especially by the aristocrats and the members of his own senate decided that he had to be stopped. As Caesar continued to become powerful he declared himself dictator in February 44 BC (â€Å"The Assass ination of Julius Caesar, 2004). The senate thought that he would annul the senate rendering their position powerless and would become a tyrant with his decision being omnipotent. The fear for loss of power, the jealousy of seeing a colleague becoming more powerful, the annoyance at acceptance of people for Julius’s power and the arrogance of Julius led to his assassination. Caesar had always had been the one to show off his power, his arrogance and his lifestyle were a reflection of that. Suetonius and Dio write of how his gestures showed his arrogance. For instance when a senatorial delegate informed him about the honors that were being bestowed on him he received them while sitting at the temple of Venus Gittrix. Suetonius further mentions that he had no restrain over his thoughts and that showed when he spoke.(suetonius) "The republic is nothing but a name, without substance or reality. Sulla was stupid to abdicate the dictatorship. Men ought to consider what is becoming when they talk with me, and lookupon what I say as a law."(suetonius) Such arrogance created a negative image of Caesar and his conspirators believed that it was his power that had corrupted him and the only solution they thought was best for the situation was to assassinate Caesar. In spite of his arrogance common people supported him. They cheered him; they called him rex, Latin for king. They already thought of him as their king, their leader. During the crowning ceremony, when he was offered crown, he refused to accept it. People cheered him even then, they thought of this refusal to accept crown as his refusal to accept power. His conspirators on the other hand thought of this as a tactic to gather popular support and considered it as his arrogance and disregard for the general rules laid by senate. The senators who feared Caesar the most included Cassius, Decius, Cicero, Casca and others. However, their fear and hatred never gathered a concrete decision till Cassius realized t hat Brutus feared and disliked Caesar just as much as they did. It was with Brutus that the conspiracy materialized and led to the assassination of Caesar. Cassius was Brutus’s brother in law and they are considered the main conspirators. Cassius knew that Brutus was popular among common people and hence his involvement in the conspiracy was critical. The reason that he confirmed his involvement on various occasions. â€Å"Cassius, gripping Brutus tightly, asked him, â€Å"What will we do in the senate house if Caesar’