Audience expectations Essay Example for Free

Audience expectations Essay In this essay I will discuss how Arthur Miller set out the first scene of the play, The Crucible to prepare the audience for what the play is about, and how well he did this. I will look at the dramatic devices, language etc.  The play The Crucible has strong links with the USA in the 1950s when communism was a problem. The name of the play creates parallels between Salem 1692 and the USA 1950s. A definition of crucible can be, used to extract impurities this is related Salem 1692 because the judges and townsfolk were trying to purify the village from witches whilst Joseph McCarthy was trying to purify the USA of communists. Peoples views and opinions have not changed since the 1600s and people believe only one way is right, communists and witches are both evil and therefore should be rid of, this is what miller is trying to portray about the world. No-one gets a chance to prove themselves or prove they are good and mean no harm. If you are a witch or a communist you are evil and its not acceptable therefore the only thing to do it get rid of them. This is shown in the play by the fact that lots of people in the village are being accused of witchery, and you die whether you have an excuse or proof that your not a witch, if you admit it you are saved but have to promise you want to come back to the lord but if you are truly faithful to the lord such as goody Proctor, you will not falsely admit to being a witch and therefore will be killed. Miller uses dramatic devices in the play The Crucible, one of these devices is dramatic irony. This is when the audience knows something about a certain character but the other characters dont. They are like secrets no one knows apart from the characters involved. This creates tension as it seems as I everyone is hiding something. Miller uses this technique when the audience knows that Proctor and Abigail had an affair but the other characters are not aware. The audience then gets frustrated because it seems so obvious to them and they want to tell the characters whats going on. He also uses this when the characters dont know that Abigail is lying and the accusations are not real. The audience think it is so simple to realise what is going on because they know there is no such thing a witches. And the audience knows that dramatic irony is a clear device used throughout the play. Exits and entrances are also used in the crucible; this is so the characters can have their private conversations like Abigail and Proctor. This creates confusion between the characters as they all have secrets, this then creates panic of others finding out and this panic can grow like Abigails panic grew for her being found out to be untruthful. This panic grew and grew until she was confessing random names/accusations. I saw goody Sibber with the devil!, I saw Goody Hawkins with the devil!, I saw Goody Bibber with the devil!, I saw Goody Booth with the devil The audience however would know that Abigail and her friends are making it up because there is no such thing as witches. Another technique is the use of offstage action these are events that are not shown but they are mentioned. This is like the affair between Proctor and Abigail, this happens before the play begins. Also the audience doesnt see the dancing in the forest they only hear about it, they dont see it. This is the driving force behind the story; the audience are intrigued by what is going on.  At the beginning of the play there is an overture, Miller begins the play by describing the setting and the scenery in detail, this is so the audience can see what it is like and will help them understand what is going on in the play. A narrow window on the left the detail is important in linking the beginning with the rest of the play, as later on in the play, Betty uses the window, previously described to attempt to jump out of, screaming mama, and this shows hysteria in the play, it is obvious to the audience that introducing themes of witchcraft will cause hysteria. Uncle, themes of witchcraft are all about, all the rumours of witchcraft could have calmed down if Abigail hadnt said Betty had fainted, which is a blatant lie because she didnt know Ruth had apparently fainted as well. We did dance uncle, a bad mistake by Abigail, letting Parris know he was right he was right and therefore giving him more to suspect about witchcraft, and when you leapt out of the bush so suddenly, Betty was frightened and then she fainted.

Dismissal or Termination of Employment Contract

Dismissal or Termination of Employment Contract The dismissal or termination of an employment contract by an employer may entitle an employee to seek redress through the courts based on a finding of wrongful and/or unfair dismissal. The pertinent distinction between the two is that a claim for wrongful dismissal is essentially an allegation of breach of contract, a common law action, whilst unfair dismissal is a dismissal committed in breach of relevant statutory provisions. In defence of such an action, an employer may wish to argue that a dismissal was justified or indeed may wish to raise a defence of fair dismissal. Examination of legal authority in this highly contentious area of Employment Law will reveal the circumstances in which the dismissal of an employee may be deemed to be wrongful, fair or unfair. Dismissal in breach of contract may lead to a finding of wrongful dismissal. This may occur where an employee, without being afforded the notice, which their employment contract stipulates they are entitled to, is dismissed. In fact any dismissal which is in breach of a contract of employment may be tantamount to a wrongful dismissal and this position is neatly dealt with by Smith and Thomas:   Ã‚  Ã‚  Ã‚  if a contract is for a fixed term, or expressly stated to be terminable only in   Ã‚  Ã‚  Ã‚  certain ways, and it is terminated before the term expires or in an improper way,   Ã‚  Ã‚  Ã‚  that may be a wrongful dismissal. More typical, however, is the case where the   Ã‚  Ã‚  Ã‚  employer dismissed the employee with no or inadequate notice, or purported to   Ã‚  Ã‚  Ã‚  dismiss him for cause where the facts did not justify such action. It should be noted that the Employment Rights Act (ERA) 1996, s.86(1) applies minimum notice periods to be given by an employer in terminating a contract of an employee who has been continuously employed for one month or more. However, an employer may be liable for damages for wrongful dismissal where the contract of employment specifies a longer notice period than that laid down by ERA 1996 and the employer in reliance on the statutory provisions, serves the minimum notice. The court may nonetheless import a reasonable notice period into a contract of employment as occurred in the decision of Hill v CA Parsons Co Ltd. In this case a chartered engineer had refused to join a trade union, despite his employers request for him to do so. The employer did not wish to dismiss the employee, but had negotiated terms with the union which required employees to join the union. The employer gave one months notice of dismissal., but should have provided three months notice under the relevant statutory provision at that time. It was held by the Court of Appeal, by a majority decision, that reasonable notice in this case would have been between six and twelve months in length. In defence of an action for wrongful dismissal an employer may contend that the dismissal was justified and such a defence will succeed where, for example, the employees behaviour amounts to gross misconduct. In accordance with s.94(1) of the ERA 1996, an employee has the right not to be unfairly dismissed. However, the first hurdle for an employee to overcome in an action for unfair dismissal is that he must have been continuously employed by that employer for a period of at least one year: s.108(1), ERA 1996. The employee must also show that he has been dismissed in accordance with one of the definitions of dismissal contained within the ERA 1996. Section 95 of the Act deals with the circumstances in which an employee is dismissed. The first situation under which an employee is dismissed is where the employment contract is simply terminated by the employer, whether with or without notice: s.95(1)(a), ERA 1996. This type of dismissal is otherwise known as direct or express dismissal. Difficulties may arise in interpreting an employers words and whether or not these can be said to have amounted to a dismissal. In Tanner v Kean the words used by the employer were youre finished with me. It was held by the Employment Appeals Tribunal that the words used should not be interpreted to signify a dismissal by the employer and that the test was what a reasonable employee would understand from the words used. In fact bad language by the employer used to signify the employee leaving the work place, will not amount to a dismissal: Futty v Brekkes. In this case the words Fuck off! were held not to constitute a dismissal, but it should be noted that such words were common in the dock yard workplace in question. The next category under which an employee is deemed to be dismissed by his employer is where an employees limited term contract terminates by virtue of the limiting event without being renewed. Sections 235(2A) and (2B) provide that a limited term contract is one which is not intended to be permanent. A limiting event in a contract for a fixed term means the expiry of the term, in a contract made in contemplation of performance of a specific task means the performance of the task and in a contract which provides for termination on the occurrence of an event or the failure of an event means the occurrence of the event or the failure of the event. The third category of dismissal under s.95 of the ERA is where:   Ã‚  Ã‚  Ã‚  the employee terminates the contract under which he is employed (with or   Ã‚  Ã‚  Ã‚  without notice) in circumstances in which he is entitled to terminate it without   Ã‚  Ã‚  Ã‚  notice by reason of the employers conduct: s.95(1)(c), ERA 1996. This is otherwise known as constructive dismissal as best explained by Lord Denning MR in Western Excavating v Sharp:   Ã‚  Ã‚  Ã‚  If the employer is guilty of conduct which is a significant breach going to the   Ã‚  Ã‚  Ã‚  root of the contract of employment, or which shows the employer no longer   Ã‚  Ã‚  Ã‚  intends to be bound by one or more of the essential terms of the contract, then the   Ã‚  Ã‚  Ã‚  employee is entitled to treat himself as discharged from any further performance.   Ã‚  Ã‚  Ã‚  If he does so, then he terminates the contract by reason of the employers conduct.   Ã‚  Ã‚  Ã‚  He is constructively dismissed. Lord Denning went on to explain that the conduct of the employer must be sufficiently serious to entitle the employee to leave at once and the Court of Appeal went to great lengths to stress that the employers conduct must have amounted to a repudiatory breach of the employment contract. This will occur where, for example, the employer breaches a fundamental term implied into employment contracts, to treat the employee with trust and confidence. In Stanley Cole (Wainfleet) Ltd v J F Sherridan the behaviour of the employer was held to open the door for a constructive dismissal claim as the employer issued a final warning to the employee for conduct which was considered to be minor in nature. As explained by Gwyneth Pitt:   Ã‚  Ã‚  Ã‚  This illustrates how the standards of acceptable behaviour have risen over the   Ã‚  Ã‚  Ã‚  years, so that there is more likelihood of bad behaviour being held to destroy   Ã‚  Ã‚  Ã‚  mutual trust and confidence. It should be noted that even if an employee does not initially commence an action for constructive dismissal, where the employer commits repudiatory breaches of the contract, but remains in employment, the employee may still rely on those breaches as establishing breach of trust and confidence, at a later date: Lewis v Motor world Garages Ltd. In this case the Court of Appeal held that numerous, relatively minor repudiatory breaches could cumulatively amount to a breach of trust and confidence and that the employee could rely on earlier breaches committed by the employer, despite the employee initially having remained in employment following those breaches. It should be noted that before taking the draconian measure of dismissing an employee, an employer should follow the standard procedure set out in the Employment Act 2002, Schedule 2, Part 1. For example the employer should invite the employee to attend a meeting and must set out in writing the employees alleged misconduct which has led to the dismissal. If the employer does not follow these procedures the employee will be regarded as unfairly dismissed unless the employer can show that would have decided to dismiss the employee even if he had followed the standard procedure. Upon the employee establishing that he meets the requirements of one years continuous employment and that he has been dismissed, the burden of proof shifts to the employer to establish the reason for the dismissal and that the reason falls within one of the fair reasons for dismissal, contained within s.98, ERA 1996. The first of the reasons relating to fairness relates to the capability or qualifications of the employee: s.98(2)(a), ERA 1996. Capability means the employees capability assessed by reference to skill, aptitude, health or any other physical or mental quality (s.98(3)(a), ERA 1996) whilst qualifications relate to any degree, diploma, or other academic, technical or professional qualification relevant to the position held (s.98(3)(b), ERA 1996). The second reason relates to conduct (s.98(2)(b), ERA 1996) for which the ACAS Code of Practice on Disciplinary and Grievance Procedures (2004) provides guidance. For example, the Code makes provision for a written warning to be given in the case of a first finding of misconduct, other than gross misconduct: Para 21. However, where a warning would clearly not prevent an employee from committing the act of misconduct in future, dismissal in the absence of a warning may be held to be fair: Retarded Childrens Aid Society v Day. Other factors which are considered fair reasons for dismissal are redundancy and that the employee could not continue in his employment without breaching statute law: s.98(2)(c) and (d), ERA 1996. Finally, a dismissal may be fair if it is for some other substantial reason of a kind such as to justify dismissal (s.98(1)(b), ERA 1996) and it shall be for a tribunal or court to determine whether a dismissal fair for some other substantial reason. In any case, whether or not the dismissal is construed to be fair will depend on whether, in the circumstances, the employer acted reasonably or unreasonably in treating the reason as a sufficient reason for dismissal: s.98(4)(a), ERA 1996. In interpreting s.98(4), Lord Browne-Wilkinson in Iceland Frozen Foods v Jones stated that in many cases there is a band of reasonable responses to the employees conduct within which one employer might reasonably take one view and another employer might reasonably take another view. His Lordship stated that the function of an employment tribunal is to determine:   Ã‚  Ã‚  Ã‚  whether in the particular circumstances of each case the decision to dismiss the   Ã‚  Ã‚  Ã‚  employee fell within the band of reasonable responses which a reasonable   Ã‚  Ã‚  Ã‚  employer might have adopted. It should be noted that it is sufficient for the employer to hold an honest belief, based on reasonable grounds, in the set of facts justifying dismissal. This position is best explained by Lord Denning MR in Alidair Ltd v Taylor:   Ã‚  Ã‚  Ã‚  If a man is dismissed for stealing, as long as the employer honestly believed it on   Ã‚  Ã‚  Ã‚  reasonable grounds, that is enough to justify dismissal. It is not necessary for the   Ã‚  Ã‚  Ã‚  employer to prove that he was in fact stealing. Whenever a man is dismissed for   Ã‚  Ã‚  Ã‚  incapacity or incompetence it is sufficient that the employer honestly believed on   Ã‚  Ã‚  Ã‚  reasonable grounds that the man is incapable or incompetent. It is not necessary   Ã‚  Ã‚  Ã‚  for the employer to prove that he is in fact incapable or incompetent. If an employer fails to establish a fair reason for dismissal it is quite possible that an employee may succeed in an action for unfair dismissal and the employer may in fact be liable for both wrongful and unfair dismissal in the same action. However, provided that the employer follows the procedural safeguards contained within the Employment Act 2002 and the ACAS Code of Practice he should generally speaking, be safe in an action for unfair and/ or wrongful dismissal.

Epidemic Outbreaks in Africa Essay -- Health Medical Disease History E

Epidemic Outbreaks in Africa One of the most devastating and frightening diseases to encroach on unsuspecting African communities is the deadly Ebola virus. This virus was believed to have first reared its ugly head in the mid 1970s with outbreaks in both the Sudan and Zaire. These epidemics resulted in more than 600 cases of people infected, and had alarming case fatality rates as high as 90 percent.1 Such profound numbers drove fear and panic into the hearts of the local population, with people confused and frightened about losing the entire members of their family. Yet, despite the severity of the 1970s outbreak, Ebola managed to remain fairly quiet for the next several years until a group of outbreaks occurred in the mid 1990s in northeast Gabon as well as Zaire. Several years later conveying the same sense of palpable fear, Ebola once again, entered the stage, this time around in Uganda in the year 2000.2 As a student volunteer working for a charitable health organization in Gulu, Uganda that summer, the reality of death and the effects of the disease consumed my thoughts as I pondered the risks I was taking each passing day by just being in the middle of an epidemic. Ten new suspected cases were diagnosed daily at the local hospital, and the medical staff were challenged by the overwhelming workload. Surgical supplies ran low as the need to constantly dispose of protective wear after each exposure occurred, due to the high contagious nature of the rapidly spreading virus. The smell of bleach and disinfectant pierced our nostrils, as our rubber boots and gear were sprayed down after any contact with the infected. The scene conveyed a sense of despair and uncertainty, as people questioned what had they done to... ... 5 Simpson, 11. 6 Ibid. 7 Smyth. 8 Vidal, 5. 9 Ibid. 10 Ibid., 6. 11 Ibid., 8. Works Cited: Associated Press. "Ebola Virus Outbreak Kills 37" The Guardian, 18 October 2000: B7+ McCarthy, Michael. "Ebola Outbreak Continues in Uganda," The Lancet 356 (2000): Science & Medicine section. Recer, Paul. "Sick Animals May be Source of Ebola" Associated Press Online, 15 January 2004: 1+ Simpson, D.I.H. "Marburg and Ebola Virus Infections: A Guide for Their Diagnosis, Management, and Control," WHO Offset Publication 36 (1997): 5-27 Smyth, Garry. "Six days in Hell: City Man Films Ebola Virus," St. John's Telegram (Newfoundland), 14 November 2000: sec. news; p.1. Front. Vidal, John. "Life: Mostly They Died, Ebola Devastates Whole Villages, But We Do Not Know Where it Comes From" The Guardian (London), 17 June 2004: 4-8.

Uncle Tom’s Cabin

The book Uncle Tom’s Cabin, which was first published between 1851 and 1852, was written by a renowned anti-slavery crusader and author, Harriet Beecher Stow and it was received with acclamation and was also considered a masterpiece in its time. The author is accredited for writing a book that has been said to be a major contributor of the Civil War. The author herself grew up witnessing the passionate slavery debates and thus she held tight to her abolitionist ideologies. From the onset of the book it is clear that the author generally writes to convince the Northern readership on the need to end slavery. She exposes the horrors of the ongoing slavery that was predominant in the south. Stowe does not shy away from expressing her religious views by emphasizing the importance of Christian love in order to tackle oppression. The author also in this book also propels her feminist’s views and thus portrays women as an equal gender in the society. One of the strengths that the book harbors is the impact it had on the society and also the understanding that one gains of the factors that led to the war. However, a weakness of the book can be found on the author herself since it can be argued that the author’s limited experience of life in the southern area made her to have an inaccurate description of the region. However, looking at the strengths of the book it is easier to see how they outweigh the weaknesses. The book is hailed as one that captures the wild imagination of many Americans and its rich historical context of the events that led to the civil war portrays the book in good light.

African American History. Heritage Essay

Heritage makes up a large portion of our History. Combine that heritage with race and you have a foundation for establishing different beginnings of races that can trace their early origins back to the beginning of the United States. A giant melting pot as it has been described due to all of the immigration that occurred in the early nineteenth century. African Americans have established an enormous role in the beginnings and the history of the America. Their continuous fight for equality and rights as American people have spanned many years. The actions against African Americans immediately following the conclusion of the civil war were not fair. This initial unfair treatment sparked numerous debates that all can be followed back to their initial start of fair treatment after many years of mistreatment. The Black Codes were established to restrict and control the lives of ex-slaves. (Bowles 2011) That is not a way to be granted freedom if your life is still controlled. Freedom isn’t freedom if you are still treated unfairly amongst other races. The thirteenth amendment established to abolish slavery in the United States. This was a major step to equality among African Americans. The industrial boom in the north sparked the interest of many looking for work. The promise of a job and being able to provide for your family drew the attention of millions of African Americans. These jobs caused a mass movement of African Americans from the south to the north. This move was the Great Migration. The entry into World War Two brought some unique opportunities for African Americans. Key components to the war were the Tuskegee Airmen. Moving on in their fight for equal rights and treatments, Rosa Parks made a stand and refused to give up her seat on a bus. Seeing the need for more action by the government, Martin Luther king assembled a massive million man march into the Nation’s capital. The struggle for African Americans has been a long and at times dangerous struggle. Former slave owners and many others in the south did not wish to abandon their way of life and what they saw as fair and equal treatment for African Americans. With the determination, the will to make a difference, and legislative actions. African Americans have changed the laws and made remarkable steps towards the fair and equal treatment they were always entitled to as any American should be. Their nonstop pursuit of change has had an everlasting effect on history. The hopes and dreams of freedom for African Americans were destroyed immediately following the end of the civil war, because of black codes and the intimidation with terror and violence from veteran confederates that formed the terrorist group called the Ku Klux Klan. As newly freed slaves, blacks found out very soon that freedom was not how they dreamed. â€Å"In 1865, southerners created black code that controlled all aspects of black’s lives and stopped new found African Americans from the freedom that they had won from the civil war. † (The Black Codes of the South 1966) Almost every part of free slaves life was regulated by black codes even the freedom to migrate. Blacks could not enter certain towns without permission so hopes of finding family that were sold during slavery proved to be a challenge. There was also vagrancy laws that stated all freedman were vagrant if they did not have a job or they were homeless. Black codes made segregation in public facilities, carrying any kind of weapons, and to testify in court against white men illegal. If a black person disobeyed these codes and imprisonment would occur most of the time. This was a backwards step towards equality and freedom. Black codes did offer a few certain rights to blacks. They were given the right to marry, and the right to own some land. Although being a free black slave during this time period was a monumental step towards a unified country, blacks would face bigger challenges throughout the next century. The Thirteenth Amendment was one of the most influential amendments to have ever been passed in our country. The Thirteenth Amendment states, â€Å"Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction† (US Constitution, Amendment 13, Section 1) The intent of the Thirteenth amendment was to abolish slavery and begin the long process of just and equal rights for all American citizens. The passing of this amendment put an end to slavery and caused disruption to the former slave owners in the South. The Southern States that seceded from the union were forced to free their slaves and pass the amendment to be allowed back into the union. The south was then forced to find a new means of supporting themselves and working their cash crops. With this amendment passed, the African Americans were finally free and the vast majority of slaves the worked on plantations were gone because they were free. Although racism and segregation still played a major role in their lives, they were no longer forced to work as slaves. Slavery was not only a form of forced labor. Many slaves also faced humiliation, punishment, and harsh lives. They were some slaves that were treated as they were lower than they animals they were forced to care for. The origins of slavery and the continuation of slaves well into after the civil war were tarnish on America. The thirteen amendment abolished slavery, it did not offer much regulation onto gender equality. This was certainly true for former black female slaves. They were not afforded the same equal rights and opportunities as free former black male slaves. â€Å"Female slaves suffered unique hardships, being exploited for both labor and reproduction. † (Tsesis, A.2012). With the initial passing of the thirteenth amendment, the future road was being paved for equality amongst black both male and female. This amendment would go on to be ratified until eventually equality was achieved for both genders. The great migration covers the movement of millions of African Americans from the south to the north due to industrial expansion. Though this is not the first great migration, being there was a large migration of African Americans shortly after the civil war, this migration had a much larger effect. Populations of African Americans drastically changed because of it. Population diversity was established. During the 20th century, African- Americans participated in one of the most significant demographic events in U. S. history, â€Å"The Great Migration. † The Great Migration was a massive movement of African Americans from the South to the North spanning from 1863 to 1960. The largest movement in the migration occurred from 1910 to 1920. (Bowles 2011) The Great Migration was caused by different reasons that pushed African Americans out of the South, and other chances of opportunity were pulling them to the North. The spring on 1916, Six million African-Americans moved to the North and the West part of the United States of America. After the Emancipation Proclamation was signed in 1863, less than 8 percent of the African- Americans population lived in the Northeastern or Midwestern part of the United States. The U. S. Senate had ordered an investigation into it. In 1900, about 90 percent of blacks still lived in Southern states. They also moved to Canada in order to maintain safe haven from anti-abolitionists. When it was time for the blacks to move the only transportation for them were trains, boats, buses, but sometimes cars were used for their transportation. The promise of good employment, food, money, and a place to take care of your family drew the attention of many African Americans. The Great Migration created the first large urban black communities in the North. Along with massive amounts of blacks relocating to these cities also come problems. Many blacks were crammed into housing. At times, the occupancy of the housing that they lived in exceeded the limits they were designed for. Imagine an apartment that can accommodate five people comfortably being push over the limits by having twelve people reside in it instead. These were perfect conditions for disease, unsanitary conditions, and in some extreme cases, death. These dwellings became to be known as ghettos. All good things must come to an end and many blacks realized that due to the mass amount of laborers that migrated to the North, many of the jobs were taken. The south offered the work of the past, but this time they would be paid for it and not forced to do the work. â€Å"After the Great Migration, blacks continued to move in search of opportunity as some returned to the South, while others moved to suburbs or better neighborhoods within the North. †(Stewart E. Tolnay 2003) An important military milestone is African American history were the Tuskegee Airmen. These brave airmen were the first step towards race equality within the aviation sector of the military. Although African Americans had regularly fought in wars, they were not allowed to participate in actual aerial combat. The airmen were an import key in closing the race inequalities within the military. The Tuskegee airmen have become to be known as the most influential air squadron during world war two. Racism was still a major ongoing issue well into world war two. Many whites did not like the idea of African Americans being allowed to fly airplanes and fight in aerial combat. The Tuskegee Airmen did more than just that. They became the first black Army Air Corps pilots. Their beginnings started when President Roosevelt had arranged a meeting with three African American leaders of the Army and Navy. They argued that equality needed to be stable throughout the military, administration needed to be fair in regards to the ongoing draft, and African Americans should be allowed to fly. (Percy 2003) Shortly after the meeting had concluded, the War Department issued a policy directive stating that black men would be admitted into the military in numbers equal to civilian black population. In December of 1940, the Army Air Corps had submitted a plan that would establish experiments with a fighter squadron that consisted of all black pilots. Initially, thirteen black men were selected as pilot trainees for the program. The training occurred at Tuskegee Alabama, hence the name given, The Tuskegee Airmen. Majority of the instructors assigned to train the men were white. There were high hopes the failure would occur and this would prove to the War Department that African Americans were not suitable for flying. â€Å"The man probably most responsible for the success of the Tuskegee Airmen, the man whom the cadets looked to most often, was Captain Benjamin O. Davis Jr. (Percy 2003) Captain Davis helped keep the fight alive in all of the cadets which allowed them to ignore the Jim Crow laws that were still in place and they were able to focus their attention on becoming pilots. After the success of the Tuskegee Airmen, they became a vital part of the war effort. The Tuskegee Airmen were assigned combat missions, participating in aerial combat, and helping to win the war. The Tuskegee Airmen program was a giant step towards equality within the military and an important historical milestone in our history. A famous name associated with the Civil Rights movements is Rosa Parks. She was the average everyday woman. She rode the bus to and from work every day like any other ordinary person. She had acquired a job as a seamstress at a local department store in Montgomery Alabama. On the night of December 1, 1955, Rosa took the bus home as normal. The public bus was split into two different sections. There was a white section and a black section. If the white section filled up, people in the black section were required to give up their seat for the whites and they would have to stand. This was an unjust law in Montgomery that many blacks disagreed with. This did not seem like the equality that they deserved. Couple this law with all of the segregated services in Alabama; one would think that the hatred for free African Americans ran high. â€Å"Rosa refused to give up her seat despite the threats given to her by the bus driver. † (Wiltenburg, M 2001) She was arrested and forced to pay a fine of $14, which she never did end up paying. Word of her arrest spread fast and immediately following the next day, flyers emerged all around Alabama black schools and businesses pleading that those who rode the bus should seek alternate means of travel. The bus company was owned by whites even though majority of the passengers were black. The actions were to show that the law was not fair to blacks and hopefully the bus company would see this through their loss of profit due to their unfair rule. The boycott lasted well over a year. Finally the United States Supreme Court ruled that it was unlawful and illegal to treat people differently on the bus because of their skin color. (Wiltenburg, M 2001) The actions taken by Rosa Parks to generate a Civil Rights Movement were brave for her to conduct during the racist times of Montgomery. Her actions set off the initial movement that would pave the way for many more to come and challenge the racist laws that restricted the lives of black people. The Million Man March was another major event of the Civil Rights Movement. What better way to peacefully protest the unfair treatment of African Americans than to assemble in the Nation’s Capital and fight for equality among all races. Some Civil Rights Leaders were opposed to the march. Mary Frances Berry, Chair of the U. S. Civil Rights Commission, thought the actions of the march were â€Å"bad due to the black community being in deep trouble already. † (Winter, 1995-1996) Despite her disapproval, the march went on. While the actual number of participants can’t be pin pointed to an exact number, it is estimated that it was between 1. 5 and 2 million participants. This large showing of force allowed for peaceful protest and representation for the black community. They sought to gain the attention of the Federal Government so they could overcome the harsh reality that racism was still an ongoing issue and blacks were still being treated unequally by whites. Majority of the attendees were black males. The march was also attended by origins of race that were not primarily black. They saw an opportunity to take part in the possible change of equality and rights as well. Many famous black speakers were in attendance at the march, from Rosa Parks, Martin Luther King, and many black religious leaders. Although the peaceful protest eventually ended, it still remains one of the most talked about and biggest contributions to the Civil Rights Movements. History has shown that African Americans have faced a lot of challenges. Through unfair treatment in the early beginnings of America, African Americans were used as slaves and the country saw this as a normal and legal way of life. The actions taken by President Lincoln helped shed light on the tarnished actions of the American people and he is credited with having helped free the slaves. The black codes were a way that hateful southerners could still control the lives of black people. The southerners were upset because their way of life and what they saw as normal was being changed. The passing of the Thirteenth Amendment abolished slavery. This was a step in the right direction and it sparked the creation of many amendments to follow in suite. The great migration offered new hopes and promises of work in the North. Millions of African Americans began showing up in cities eager to get a piece of the American workforce. They were met with many housing, health, and physical challenges. Some blacks realized that the work in the North was not for them and they returned to the South to continue farming of their own free will and not under the control of slavery. World War Two brought light to African Americans with the chance of becoming pilots. The Tuskegee Airmen showed courage in the face of racism and overcame the discriminations brought onto them through the military. They became a vital part of the war effort and actively participated in aerial combat and bombing raids. Rosa Parks set the stepping stones for the Civil Rights movement. Her actions that night on the bus spread quickly and blacks refused to ride the buses in Montgomery Alabama. The efforts lasted well over a year and Congress finally determined that the law was unlawful. The million man march is one of the biggest actions in the Civil Rights movement. Blacks showed in large numbers to promote equality and diminish racism on the federal level. Many key speakers participated in this march, even though leaders of the Civil Rights Committee did not agree with the march. These actions taken by African Americans represent a small portion of the triumphs that they have overcome since slavery ended. There are many events and sacrifices that have been made by African Americans through the years. Their nonstop pursuit to end racism, have equality, and bring change to America will have an everlasting change on history. References Bowles, M. (2011). A history of the United States since 1865. San Diego, CA: Bridgepoint Education, Inc. Jim Crow and Uncle Sam: The Tuskegee Flying Units and the U. S. Army Air Forces in Europe during World War II William Alexander Percy The Journal of Military History , Vol. 67, No. 3 (Jul. , 2003), pp. 773-810 Published by: Society for Military History Article Stable URL: http://www. jstor. org/stable/3397326 Tuskegee: A Retrospect and Prospect Booker T. Washington The North American Review , Vol. 182, No. 593 (Apr. , 1906), pp. 513-523 Published by: University of Northern Iowa Article Stable URL: http://www.jstor. org/stable/25105549 Wiltenburg, M. (2001, Feb 20). The story behind the rosa parks story. The Christian Science Monitor. Retrieved from http://search. proquest. com/docview/405670133? accountid=32521 The Black Codes of the South by Theodore B. Wilson Review by: Irwin Unger The Florida Historical Quarterly , Vol. 45, No. 2 (Oct. , 1966), pp. 183-185 Published by: Florida Historical Society Article Stable URL: http://www. jstor. org/stable/30147751 Tsesis, A. (2012). GENDER DISCRIMINATION AND THE THIRTEENTH AMENDMENT. Columbia Law Review, 112(7), 1641-1695. Maloney, T. N. (2002). African American Migration to the North: New Evidence for the 1910s. Economic Inquiry, 40(1), 1-11. Annual Review of Sociology , Vol. 29, (2003), pp. 209-232 Published by: Annual Reviews Article Stable URL: http://www. jstor. org/stable/30036966 Marable, M. (1995). After the march. New Statesman & Society, 8(376), 14. How Black Academics Viewed the Million Man March The Journal of Blacks in Higher Education , No. 10 (Winter, 1995-1996), pp. 59-63 Published by: The JBHE Foundation, Inc Article Stable URL: http://www. jstor. org/stable/2962767.

Minority languages Essay

The world has very many languages that are considered as minor. These are well spread through the lands and they are threatened towards extinction. Various policies have been put forward by different countries to help preserve these unique dialects and one of the ways is by use of education scholarships given to people of these languages to encourage the to advance. As they advance, their languages get known in various places. Broadcasting stations that air programs in these languages have also been set up. Many more people can as a result hear them and adopt their ways. The culture of these minority groups can be used as a platform of preserving the dialects. Various campaigns have been set up to help market the culture of these people so that they remain dominant. Some countries have also gone to an extent of declaring that the minority languages are the national languages of their countries and this is a boost towards preserving the languages. Some education curriculums have also been set up so that these languages can be used in learning institutions and this has worked to spread awareness on these minority languages. This occurred in Sami which is an Irish dialect. Some important books like the bible have been printed in these languages and this gives security and helps to preserve the languages. The local owners of these languages are hence kept busy in their tradition and they feel comfortable and lack nothing because of the translations. The minor languages can best be preserved by making sure that the members fit in all arena of life by providing books and programs that are representative of their language. This is the only secure way. Source Tomasi, K. (2005). World History. NY: Oxford press.

Screening Report - Osama Essay Example | Topics and Well Written Essays - 750 words

Screening Report - Osama - Essay Example In days when the Taliban seized control of Afghanistan, Barmak, who headed the country’s ministry of film, was forced to flee Afghanistan, to Pakistan, where he lived until the Americans post 9/11 arrival and ousting of the terrorist regime.1 It is the director’s own personal history that is perhaps featured in the opening documentary-type moments of the film when a documentary filmmaker’s equipment is confiscated and the filmmaker is later executed.2 This particular scene serves as Barmak’s statement on creative censorship. Barmak knows what it is to be an exile from his country, to have fled in fear for his life, and to have witnessed the refugee camps where countless women and children, displaced from Afghanistan’s long history of war and turmoil, spend endless days and even years in the most horrific conditions of human existence.3 In fact, the Taliban, the terrorists who terrorize women and children in Barmak’s film, are themselves for the most part the product of Afghanistan’s war torn history and history of refugee camps. The members of the Taliban are largely the children of refugee camps during the past 20 years of war in that country.4 It is, then, no wonder that these men, having grown up in the horrors of the refugee camps, so aptly depicted in Barmak’s film, turned into monsters who turned to fundamentalism, just as their own lives had been extremes, and inflicted upon the people around them such pain and misery. This is an emotionally and politically charged film with themes that converge on a single issue of human rights versus the theocratic Islamic state. Very early in the film the theme of gender is introduced to the audience. Gender, male and female, is a dominant theme of the picture, as are family, the philosophy of faith and war, and especially the psychological impact of faith and war on the individual. Each of these themes are so important to the film that