Resources for Teaching Tolerance and Anti-Racism

Resources for Teaching Tolerance and Anti-Racism    People are not born racist. As former U.S. President Barack Obama, quoting Nelson Mandela, former president of South Africa, tweeted shortly after the tragic events in Charlottesville August 12, 2017 in which the university town was overtaken by white supremacists and hate groups, resulting in the killing  of a counter protester, Heather Heyer,  Ã¢â‚¬Å"No one is born hating another person because of the color of his skin or his background or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.† Very young children do not naturally choose friends based on the color of their skin. In a  video created by the BBC children’s network CBeebies, Everyones Welcome,  pairs of children explain the differences between themselves without referring to the color of their skin or ethnicity, even though those differences exist. As Nick Arnold writes in What Adults Can Learn About Discrimination From Kids, according to Sally Palmer, Ph.D., lecturer in the Department of Human Psychology and Human Development at University College London, it is not that they dont notice the color of their skin, it is that the color of their skin is not what is important to them. Racism is Learned Racism is learned behavior. A 2012 study by Harvard University researchers showed that children as young as three years of age  can adopt racist behavior when exposed to it, even though they may not understand â€Å"why.†Ã‚  According to renowned social psychologist Mazarin Banaji, Ph.D., children are quick to pick up on racist and prejudicial cues from adults and their environment. When  white children were shown faces of different skin colors with ambiguous facial expressions, they showed a pro-white bias. This was determined by the fact that they ascribed a happy face to a perceived white skin color and an angry face to a face that they perceived to be black or brown. In the study, black children who were tested showed no color-bias. Banaji maintains that racial bias can be unlearned, though, when children are in situations where they are exposed to diversity and they witness and are part of positive interactions between different groups of people acting as equals.   Racism is learned by the example of one’s parents, caregivers, and other influential adults, through personal experience, and through the systems of our society that promulgate it, both explicitly  and implicitly. These implicit biases permeate not only our individual decisions but also our societal structure. The New York Times has created a series of informative videos explaining implicit biases.   There are Different Types of Racism According to social science, there are seven main forms of racism: representational, ideological, discursive, interactional, institutional, structural, and systemic. Racism can be defined in other ways as well - reverse racism, subtle racism, internalized racism, colorism. In 1968, the day after Martin Luther King was shot, the anti-racism expert and former third-grade teacher,  Jane Elliott, devised a now-famous but then-controversial experiment for her all-white third-grade class in Iowa to teach the children about racism, in which she separated them by eye color into blue and brown, and showed extreme favoritism toward the group with blue eyes. She has conducted this experiment repeatedly for different groups since then, including the audience for an Oprah Winfrey show in 1992, known as  The Anti-Racism Experiment That Transformed an Oprah Show. People in the audience were separated by eye color; those with blue eyes were discriminated against while those with brown eyes were treated favorably.  The reactions of the audience were illuminating,  showing  how quickly some people came to identify with their eye color group  and behave prejudicially,  and what it felt like to be the ones who were being treated unfairly.   Microaggressions are another expression of racism. As explained in Racial Microagressions in Everyday Life, Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. An example of microaggression falls under assumption of criminal status and includes someone crossing to the other side of the street to avoid a person of color. This list of microagressions serves as a tool to  recognize them and the messages they send.   Unlearning Racism Racism in the extreme is manifested by groups such as the KKK and other white supremacist groups. Christoper Picciolini is the founder of the group Life After Hate.  Picciolini is a former member of a hate group, as are all the members of Life After Hate. On Face the Nation  in  Aug. 2017, Picciolini said that the people who are radicalized and join hate groups are not motivated by ideology but rather a search for identity, community, and purpose. He stated that if theres a brokenness underneath that person they tend to search for those in really negative pathways. As this group proves, even extreme racism can be unlearned, and the mission of this organization is to help counter violent extremism and to help those participating in hate groups  find pathways out of them. Congressman  John Lewis,  a prominent Civil Rights leader, said, The scars and stains of racism are still deeply embedded in the American society. But as experience shows us, and leaders  remind us, what people learn, they can also unlearn, including racism. While racial progress is real, so is racism. The need for anti-racist education is also real.   Following are some anti-racism resources that may be of interest to educators, parents, caregivers, church groups, and  individuals for use in schools, churches, businesses, organizations, and for  self-assessment and awareness. Anti-Racism Curricula, Organizations,  and Projects The Race Card Project  :  The Race Card Project was created in 2010 by NPR Journalist Michele Norris to foster a conversation about race. In order to promote an exchange of ideas and perceptions from people of different backgrounds, races, and ethnicities  Norris asks people to distill their thoughts, experiences, and observations  about race into one sentence that only has six words and submit them to the Race Card wall. In 2014, The Race Card Project was awarded a prestigious George Foster  Peabody Award for excellence in electronic communications for turning a pejorative phrase into a productive and far-reaching dialogue on a difficult topic.RACE: Are We so Different?:  This website is a project of the American Anthropological Association and is funded by the Ford Foundation and the National Science Foundation. It looks at race through three different lenses: history, human variation, and lived experience. It offers activities for students and resources for families, t eachers, and researchers. It is based on a traveling exhibit by the same name. Educating for Equity:   Educating for Equity is  the website and consulting business of Ali Michael, Ph.D., who is the co-founder and director of The Race Institute for K-12 Educators  and the author of several books having to do with race, including  Raising Race Questions: Whiteness, Inquiry, and Education (Teachers College Press, 2015), which won the 2017 Society of Professors of Education Outstanding Book Award. The Race Institute for K-12 Educators is a workshop for educators to help them develop a positive racial identity so that they can support the positive racial identity development of their students.  A comprehensive list of  Anti-Racism Resources for Teachers  is included on this website.   The Storytelling Project Curriculum:  Learning About Race and Racism Through Storytelling and the Arts  (this  Columbia University form  enables free use of the curriculum and requests feedback to the creators):  The Storytelling Project Curriculum, created th rough Barnard College, analyzes race and racism in the United States through storytelling and the arts. Using four different story types - stock stories (those told by the dominant group); concealed stories (told by people in the margins); resistance stories (told by people who have resisted racism); counter stories (deliberately constructed to challenge the stock stories) - to make the information more accessible to students, to connect the political and the personal, and to inspire change. For middle and high school students. Anti-Racism Activity: ‘The  Sneetches’  :  Through Teaching Tolerance, this curriculum for grades K-5 uses Dr. Seusss book,  The Sneetches as a springboard for discussion about discrimination and how students can  take responsibility for their environment.  What are Microaggressions and Why Should We Care?:  A course developed by the Unitarian Universalist Association on learning to recognize and deal with microaggressions in daily life.    Resources and Further Reading How Teachers Learn to Discuss Racism, The Atlantic,  https://www.theatlantic.com/education/archive/2017/01/how-teachers-learn-to-discuss-racism/512474/  Can Science Help People Unlearn Their Unconscious Biases?, Smithsonian Magazine,  smithsonianmag.com/science-nature/can-science-help-people-unlearn-their-unconscious-biases-180955789/Can You Unlearn Racism By Re-training Your Brain?, Bustle,  https://www.bustle.com/articles/184790-can-you-unlearn-racism-by-re-training-your-brainHow Do We Unlearn Racism? Complex Life,  complex.com/life/2016/11/how-do-we-unlearn-racism5 key anti-racism resources for teachers, courtesy of #CharlottesvilleCurriculum , Chalkbeat,  https://www.chalkbeat.org/posts/us/2017/08/14/5-key-anti-racism-resources-for-teachers-courtesy-of-charlottesvillecurriculum/Racism in America: It’s so pervasive that white people pay less for car insurance, Salon,  salon.com/2017/04/07/racism-in-america-its-so-pervasive-that-white-people-pay-less-for-car-in surance_partner/ Racial Progress Is Real. But So Is Racist Progress., New York Times,  https://www.nytimes.com/2017/01/21/opinion/sunday/racial-progress-is-real-but-so-is-racist-progress.html?mcubz0White Anti-Racism: Living the Legacy,  Teaching Tolerance,  https://www.tolerance.org/professional-development/white-antiracism-living-the-legacy

Individual skills Essay Example | Topics and Well Written Essays - 1000 words

Individual skills - Essay Example (Cantor and Blanton, 1996) Currently, I am undertaking a Bachelor degree and I am in my second year undertaking a degree program is geared towards applied business sector and equips students with necessary skills and knowledge that will enable them to work in the business and industry sector. The program is a four year course and I m thus reaming with two more years. School is easy for me; I am naturally a smart kid. Even though, I have many assignments and homework to do I rarely seek assistance from my friends. Luckily, for me I am very independent and capable of doing them myself. I got straight A's throughout my first year in college. In the second year where I am currently have continued to get good grades in all my subjects. Severally reasons have continued to contribute to my current success in education; some of them are underlined below; I understand how important education is. I was raised to be respectful to adults and follow direction of teachers. I have very good conduct in school, very good grades and I always try to please my teachers. I have formed a strong belief in following rules and laws of the school. I balance my work with playing various games such as basket ball and hockey I attribute my current status in life to how I develop as a child as far as being independent and carrying forward a strong sense of self esteem. I also remember that in order for an individual to be successful in any field one has to be disciplined and respective. Thus I have continued to be disciplined in school by avoiding behaviours and company which may mislead me. Discipline has helped me in achieving my school targets and also ensuring that I remain focused on education. Good communication and interpersonal skills Communication in any field remains the most important aspect in achieving a good relationship with various groups. In a college situation good and effective communication leads to a student being able to understand and be understood by both his/her teachers and also his/her fellow students. I have been able to cultivate good communication skills and interpersonal skills to be able to get the maximum from my teachers and my fellow students. This has also enabled me to create health relations with my lecturers and also fellow students. Thus being able to understand and be assisted by the lecturers in any area that I need assistance. This has highly contributed to my good performance both in class and outside class. I intend to improve my communication skills in order to enhance my understanding of subjects and people. This will of course improve my overall education performance. Time management Proper management of any resources will greatly ensure the success of the manager. For me, time is the biggest resource I have in school. I realize that if I managed well the time I have then I will definitely succeed in my education to this end I ensure that I do my assignments in the specified time and that I also attend my lectures without being late. This time management skills are also utilized when I am doing an exam, I ensure that I answer all my questions in the specified time. Certainly this is one sure way of any student to succeed. Short term educational objective My

Models of change Research Paper Example | Topics and Well Written Essays - 250 words

Models of change - Research Paper Example These include increase in urgency for change, team building, vision construction, communication, empowerment, creation of short-term goals, persistence an establishment of permanent change (Kerollos, 2012). This model works best for small organizations and institutions due to its simplicity. It is also applicable in cases where change is intended for reasons of altering the goals of an organization, where it prepares employees for change beforehand. The third change model is that Change Management Model by Lewin and is organized into three stages known as unfreeze, transition, and refreeze (Kerollos, 2012). The model is characterized with hesitation towards change due to the discomfort caused by change in the environment that people work. Therefore, in order to overcome this state, unfreezing must be done to enter the transition zone where the actual change occurs. The refreeze stage occurs in order to stabilize the organization from the change process (Cellars, 2007). It is best suitable due to its nature in motivating employees towards a given goal that would not naturally work. In conclusion, the above three business models of change are diverse in nature with their modes of operation. They also have different suitability concerning use and application in their independent situations. In conclusion, the above three business models of change are diverse in nature with their modes of operation. They also have different suitability concerning use and application in their independent situations. Cellars, Tara. (2007). â€Å"Change Management Models: A Look at McKinseys 7-S Model, Lewins Change Management Model and Kotters Eight Step Change Model†. Yahoo! Voices. Retrieved from http://voices.yahoo.com/change-management-models-look-mckinseys-7-s-model-334598.html?cat=3 Kerollos, Joseph. (2012). The Management and Sustainability of Organizational Change in Primary Care Adoption of Electronic Medical Record

Effect of Drugs on Clinical Defence Mechanisms

Effect of Drugs on Clinical Defence Mechanisms Neither seeking pleasure nor damage motive are not enough to explain humans odd solution way for get ride of their misery life which represent addiction. In spite of the fact that misery life has inevitable side, substance addicts have problems with defining the emotions, difficulties with resist the pain. This individuals discover that substance which make them addict enable them to control and reduce permanantly their social problems and supriseful life events. So that substance implications use against explain feelings, depression, boredom, and anger. Psychodynamic approach form fundamental method for explaining substance function and meaning and the way addicts act toward cope their problems. Surely genetic, social science, family and system theories have effect on determining substance addiction one by one (Larssons et al., 2001). Khantzian (1985) stated in his self treatment hypothesis that weakness of ego, lack of self awarness, impulses and emotional defences direct individuls use substance or close to use (p. 105). Protecting personality as a ego function is a little bit complicated. It is a part of a sequence of defence and function such as signal, anxiety, evaluate truth, control, synthesis, decision. When a problem occur in this fuctions then defence mechanisms step in like denial, projection, and rationalization. In addiction process ego put forward as a focal point of pathology. Especially regression, denial, and projection emphasised (Fine Juni, 2001). Ãâ€"gel (2001) stated that lack of love and safety in psychosexual development stage lead to drug use for repress the anxiety and handle this situation when the child reach adulthood (p. 62). According to Ãâ€"gel (2001) as cited in Gà ¼lkan (1994) study on substance addiction with MMPI claim that this individuals have significant independency and negative thoughts, dense change in feelings, impulsive behavior, dissadtsfaction, discomfort and, imbalance. Also their are unable to comprehend and change the situaitons which they came up. This people also can describe as rigid, stubborn, sceptic, difficult and exremely sensitive and they strain social stimulies with defence mechanisms. The people who show their hostile feelings indirectly, use projection, have dominant umbrage thoughts, and sceptic aspects have instable thoughts , stress and anxiety intensively. They tend to exaggerate existing problems consciously and seem worse than they actually are due to taking more attention and escape from their responsibilities and taking more attention. These people use intellecttualization and rationalization but these defences became ineffective because their defences are weak (p. 72 – 73 ) .Denial is perhabs one of the best known defense mechanisms, used many times to define conditions where individuals appear unable to meet truth or accept an obvious reality. Drug users or alcoholics useally deny that they have a problem, while victims of traumatic events might deny that the incident never happened. Observation on addicts show that inadequacy object related task and difficulties on evaluating reality (Rutherford,1996). If our instinct expressed randomly we faced dangerous situations because ego defence mechanisms control and warn us. In this respect drug addictions have inadequate ego capacity for protect their selves. When desired effect received repetetive manner, person start to use less other answers and dealing with problems . As a result of approved by society this people tend to gradually increase regression. Nevertheless in the absence of other compliance mechanisms, for reducing the stressful situation ; prefered substance amount increased or they thought using another drug reduce the side effect of origanal substance (Mulder et all, 1996). Malaysia has changed its medicine programs from compulsory drug detention centers to ambulatory care programs with good care of hospitalized patients just in three months subsequently by after-treatment programs in order to cover permanence of the treatment program. The aim of this is to make ready patients to orientating to the society. Orientating is can be very difficult for addiction patients. A recovered addict uses his defense mechanisms in order to maintain his moderation. By and by, adapting styles might be incapably utilized by recuperating addicts as a part of their exertions to maintain a strategic distance from unpleasant circumstances and it happens when safeguard components are not being overall overseen. This is on the grounds that they make an agreeable circumstance since the addicts dont need to manage the unpleasant circumstances (Gorski, 1992). As their component of guards justifies the activity, their come back to medication utilization is prone to happen. Except their difficulties, their actions are logical and justifiable. Borderline and antisocial personality disorders (Presniak, Olson, MacGregor, 2010), and emotional problems: depression and anxiety (Blaya, Dornelles, Blaya, Kipper, Heldt, Isolan, Bond, Manfro, 2007) are personality disorders and ego defense mechanisms can be associated with them. In order to treat drug addiction with psychotherapy, the researches on defense mechanism have been extended. Defense mechanism have been observed in drug addicts of young adults (Grebot Dardard, 2010), substance abusers with psychotic symptoms (Aleman, 2007), and outpatient drug addicts (Redick, 2002). Gorski (1992) claimed that denial and avoidance defense style in the relapse process and the research development emphasizes the importance of studying the components of defense mechanisms. Studies above show that there is a connection between drugs and defense mechanisms. In the following list, we are going to see how defense mechanism effected by drugs; Here is the list of defense mechanisms that used by alcoholics and drug addicts: DRUGS AND DEFENCE MECHANISMS Denial The best evidence of drug using is denial of the reality. It is the clear evidence that a person drugging. Denial is the situation between, ‘I do not use drugs,’ and ‘I do use drugs but it is under my control.’ This kind of defense mechanism is the clear evidence that the defense mechanism do controlled and continued to controlling by drug. And also this process continues in spite of thinking about the disadvantages of drug addiction. The person also fears to not manage the usage of drug addiction and this kind of defense mechanism is the evidence for it. Selective Recall Interestingly, the defense mechanism takes only the good part of the experience and turns all deeds acceptable and justifiable. For example a person may say that he / she felt good and enjoyed the evening or he / she can say that everyone amazed of him / her. However, he / she do not remember the later part of the evening. In order to justify his / her deeds, a person remembers only good part of his / her experience with drugs and it is the work of defense mechanism. It is also called euphoric recall. Repression It may looks like selective recall because it also repression shameful and bad experiences during drug usage experience. Defense mechanism represses all things that are against his / her self or personality. It makes feeling that experience has not been lived. And it forces a witness of that experience to doubt about his vision and reality-knowledge. When someone questions or criticizing a drug user, he / she can use denial, selective recall and repressive defense separately or collectively. Projection In order to justify his / her drug use, a person can use this sort of defense mechanism. In order to be reasonable, person blames others or his / her environment to justify his / her deed. For example, a person may say that it is other fault and he / she should argue with himself / herself. Person may blame his parents and tell them that they have pressure on him / her and they should not gave him a birth. Or even a person can claim that other people never loved him / her. Rationalization When people do not expect the result of their actions, they mostly use this type of defense mechanism. It justifies their drug usage. For example, a person may claim that he / she deserve the celebration because he / she worked hard. Or he / she may connect his exam failure with his / her depression. And in order to justify his / her drug and alcohol usage he / she may say that everyone else was drunk and used drug, so he / she could not do anything. Regression Regression is when a person clings to childish actions in order to avoid the adult responsibility. A person in order to avoid his / her adult responsibility, takes role of a child. Person will try to take attention not to the drug usage but to his / her behavior such as screaming, crying and etc. When a person acts and defends himself / herself like this, those people who are against his / her drug usage focus not on his / her problems with drugs, but on person’s behavior. After all, they will let him do whatever he wills to do. Minimizing This defense mechanism tries to minimize the problem. For example, if a person used alcohol he may say that it was just two drinks or joints and that he knew what was going on. Or if a person sleeps deeply he may defend himself telling that he just took a nap for a while. Even if a person hits someone he may say that he did not hit another person hard. Also, he may deny that he is an addict by giving reasons such as he just uses Dope and E and not Coke and Heroin. REFERENCES Aleman, K. (2007). Object relation quality, alexithymia, and defense mechanisms of drug abusers with antisocial personality disorder. Social Behavior and Personality, 35 (10): 1335-1352. Blaya, C., Dornelles, M., Blaya, R., Kipper, L., Heldt, E., Isolan, L., Manfro, G. G., Bond, M. (2007). Brazilian-Portuguese version of defensive style questionnaire-40 for the assessment of defense mechanisms: Construct validity study. Psychotherapy Research, (3): 261-272 Fine J, Juni S: Ego atrophy in substance abuse: addiction from a socio-cultural perspective Am J Psychoanal 6 1(3):293-304,2001. Gorski, T. T. (1992). The Staying Sober Workbook: A Serious Solution for the Problem of Relapse. Independence Press: Missouri. Grebot, E., Dardard. J. (2010). Cognitive schemas, addictive beliefs, and defenses in cannabis addiction in young addiction. French Psychology, 55: 373-387. Khantzian EJ: The self medication hypothesis of addictive disorders: focus on heroin and cocain dependence. A J Psychiatry 142:1259-1264, 1985 Larsson S, Lilja J, Borg S, et al: Toward an integrative approach in the analysis of dependency problems, Subst Use Misuse 36(9-10):1323-1356, 2001. Mulder RT, Joyce PR, Sellan JD, Sullivan PF, Cloninger CR: Towards an understanding of defense style in terms of temperament and character. Acta Psychiatr Scand 93(2): 99- 104, 1996. Ãâ€"gel (2001) Ä °nsan, YaÃ…Å ¸am ve BaÄÅ ¸Ãƒâ€žÃ‚ ±mlÄ ±lÄ ±k TartÄ ±Ãƒâ€¦Ã… ¸malar ve Gerekà §eler. Ä °stanbul: IQ Kà ¼ltà ¼r Sanat YayÄ ±ncÄ ±lÄ ±k Cherry, K (n.d.) . In About.com Psychology. http://psychology.about.com/od/theoriesofperso nality/ss/defensemech_3.htm. Presniak, M. D., Olson, T. R., MacGregor, M. W. (2010). The role of defense mechanisms in borderline and antisocial personalities. Journal of Personality Assessment, 92(2): 137-145. Redick, R. (2002). The defense styles of outpatient substance abusers vs. non substance abuser. Unpublished doctoral dissertation: Chicago, Illinois. Rehab centers ca addiction treatment advice. http://rehab4addictions.com/?page_id=361 Rutherford MJ, Cacciola JS, Alterman Al, McKay JR: Assesment of object relations and reality testing in methadone patients. Am J Psychiatry,153(9):1189-94, 1996.

A doll house Essay

Henrik Ibsen play â€Å"A Doll House,† written in 1879, focuses on a story of a disparaging role of women in Victorian society through his doll motif, played out in Nora’s sudden distaste for her home. Throughout the play there are many examples of Nora’s husband Torvald treating Nora in an insulting manner because she’s a woman. Torvald calls her little pet names, and states that she’s frail. Nora does things according to what Torvald wants. Everything is done by his standards. He also doesn’t allow her to have much freedom. He doesn’t let decisions to be made by Nora. Torvald makes comments that suggest Nora could never understand anything, just because she is a woman. These examples show that feminism is a theme throughout the story. Torvald treats Nora almost like a child. He never actually talks to her like an adult. Almost as if Torvald thought that Nora wasn’t intelligent, or mature enough to have a conversation that had to deal with serious matters. He also has a lot of pet names for Nora. Whenever Torvald speaks to   Nora he usually calls her â€Å"my little squirrel†, and â€Å"little lark† as you would call a child. Torvald   also calls her a spendthrift whenever she asks for money. He never really calls her Nora, unless it is when he is serious, however any other time, he will call her by one of his pet names. Torvald also never speaks to Nora about anything important. He only talks to her about spending money, and about things of leisure, like the ball. Nora, in Ibsen’s â€Å"A Doll’s House†, is a modern woman limited by a traditional society which denies women power and autonomy. The central mystery and challenge of â€Å"A Doll’s House† is obviously the character of Nora. The story starts on Christmas Eve. Nora makes preparation for Christmas. While she eats macaroons, Dr. Rank and Mrs. Linde enters. Rank goes to speak with Torvald while Linde speaks with Nora. Linde explains that her husband has died and that she needs to find a job. Nora agrees to ask her husband to give Linde a job at the bank. Nora tells her about borrowing money to pay for the trip they took to Italy. She explains that Torvald doesn’t know that she paid for it. Rank leaves the study and begins to speak with Nora and Linde. He complains about the moral corruption in society. Krogstad arrives and goes to the study to talk to Torvald about keeping his job. A few minutes later, he leaves and Rank comments that Krogstad is one of the most morally corrupt people in the world. Rank and Linde leave, and Krogstad re-enters. He tells Nora to ask her husband to keep Krogstad at the bank, or else. If she doesn’t, he will reveal Nora’s crime of forgery to him. Krogstad leaves and when Torvald re-enters, Nora asks him not to fire Krogstad. Torvald says that he must fire him because of his dishonesty and because he gave Krogstad’s job to Linde. The nurse, Anne-Marie, enters and gives Nora her ball gown. Anne-Marie explains that she had to leave her children to take the job taking care of Nora. Linde returns and begins to help Nora with stitching up her dress. They talk for a while about Dr. Rank. Torvald enters and Linde leaves to the nursery. Nora asks Torvald again not to fire Krogstad and he refuses. He gives Krogstad’s pink slip to the maid to be mailed to Krogstad. Rank re-enters and tells Nora about his worsening illness. They talk and flirt for a while. Rank tells Nora that he loves her. Nora said that she never loved Rank and only had fun with him. Rank leaves to the study and Krogstad enters. He is angry about his dismissal and leaves a letter to Torvald explaining Nora’s entire crime in the letter box. Nora is frightened, and tells Linde about the matter and Linde assures her that she will talk to Krogstad and set things straight. Linde leaves after Krogstad and Rank and Torvald enters form the study. They help Nora practice the tarantella. After practice, Rank and Torvald exits and Linde enters and tells Nora that Krogstad left town, but she left a note for him. Nora tells her that she’s waiting for a miracle to happen. That night, during the dance, Linde talks to Krogstad in Helmer’s apartment. She explains to him that she left him for money, but that she still loves him. They get back together and Krogstad decides to forget about the matter of Nora borrowing money. However, Linde asks Krogstad not to ask for his letter back since she thinks Torvald needs to know of it. Both leave and Torvald and Nora enter from the dance. Torvald checks his letter box and finds some letters and two business cards form Dr. Rank with black crosses on them. Nora explains that they meant that Rank is announcing his death. After the bad news, Torvald enters his study and Nora prepares to leave. However, before she can get out the door, she is stopped by Torvald who read Krogstad’s letter. He is angry and disavows his love for Nora. The maid comes with a letter, Torvald reads the letter that is from Krogstad. It says that he forgives Nora of her crime and will not reveal it. Torvald burns the letter along with the IOU that came with it. He is happy and tells Nora that everything will return to normal. Nora changes and returns, she tells him that they don’t understand each other and she leaves him. Joan Templeton wrote a critical piece of â€Å"The Doll House Backlash: Criticism, Feminism, and Ibsen.† Templeton states â€Å"Whatever propaganda feminists may have made of A Doll House, Ibsen, it is argued, never meant to write a play about the highly topical subject of women’s rights; Nora’s conflict represents something other than, or something more than, woman’s. In an article commemorating the half century of Ibsen’s death, R. M. Adams explains, â€Å"A Doll House represents a woman imbued with the idea of becoming a person, but it proposes nothing categorical about women becoming people; in fact, its real theme has nothing to do with the sexes† (416). Over twenty years later, after feminism had resurfaced as an international movement, Einar Haugen, the doyen of American Scandinavian studies, insisted that â€Å"Ibsen’s Nora is not just a woman arguing for female liberation; she is much more. She embodies the comedy as well as the tragedy of modern life.†Ã¢â‚¬  (28). Joan Templeton had cited â€Å"All female, or no woman at all, Nora loses either way. Frivolous, deceitful, or unwomanly, she qualifies neither as a heroine nor as a spokeswoman for feminism. Her famous exit embodies only â€Å"the latest and shallowest notion of emancipated womanhood, abandoning her family to go out into the world in search of ‘her true identity;† (Freedman 4)† (30). Nora Helmer makes the right decision to free herself form the social and traditional commitments and obligations of the Victorian Era and becomes an independent individual. She lived in a world of pre-determined social and societal constraints that made her deprived of her own freedom and happiness. The society in which she lived wanted people to live according to the rigidly set norms and standards of the Victorian Society. Subjugation and oppression was the theme of the Victorian Society. Men and women were supposed to play the role that was assigned to them. Nora found herself in such a world of suppression. She was supposed to live a quiet life in a world that was dominated by her husband Torvald and the alike. She was however, totally dissatisfied with the life of subjugation. She could no longer surrender to the constraints of the society. The made her brake from the captivity and enters a new world of freedom. Nora Makes the right decision to free herself from the social and traditional commitments and obligations and become an independent individual. Nora is indeed a classical hero during her time of Victorian Society. She was hiding her character and personality throughout the play under the pretense of the ideal 19th century wife who completely abides to her husband. The character of Nora is quite tough to interpret, as she is made out of a combination of different traits, childish, and even selfish. Even though she is found to be playful and silly, she appears different in other places being practical and astute. She is indeed a hero as she was successful in showing that she is a supporting wife, and mother. Nora was expected to be content with the life she had, though it wasn’t in any way fair or equal. When she expresses her hope that Torvald would have taken the blame for her crime upon himself, Torvald says that â€Å"there’s no one who give up honor for love.† (875) and Nora replies that â€Å"millions of women have done just that.†(875). When Nora shut the door behind her, she wasn’t just a woman leaving her family. She was a woman seeking independence from the strictures of society and the rule of men which was placed upon her because of gender. A Doll House Essay Reflective Statement In Ibsen’s A Doll House, the setting is a critical part of understanding the issues presented in the piece. If it had not been set in 19th century Norway, many of the references would not have been possible. The setting of each of the acts the house changes, showing an allusion of a perfect doll house in the first act that is slowly diminishing threw out the last two. As a external way of showing the cultural and emotional conflicts with in the house. Plus, the significance of the cultural statement, about the unfairness of women’s roles, would have been lost. From this, we can conclude that it was relatively easy to understand Ibsen’s view on the social and cultural issues regarding women- a blatant inequality between the genders, both at home and in society. Regarding Mrs.Linde who comes into the play as a woman who has seen the outside world and worked for her living, Ibsen at the end shows her beginning a relationship with Krogstad to sho w even when a woman trails away from the protection of a man they always come back to their original place. It is difficult to understand the solution to these cultural issues, unless all women are supposed to walk out of their lives. If that were the case that would create more and if not equal cultural struggles and issues. This is similar to today, in that we are still trying to work on the inequality in society through efforts like affirmative action, with questionable success. That is why Ibsen’s use of techniques like setting and characterization are so important; these techniques are what Ibsen uses to convey his message to the audience. To show the struggle of each individual relationship in this work whether it be between Nora and Torvald Helmer, Mrs.Linde and Krogstad, or Dr. Rank and his undying love for Nora. A Doll House Essay Marriage, as an institution, facilitates the union of man and woman enabling them to raise a family. The wellbeing and happiness of the family depends equally on the man and the woman. But this equality is imperceptible in married relations, even in the modern society. The woman always compromises for the sake of her family and abandons her freedom. The play â€Å"A Doll House† by Henrik Ibsen depicts the situation of a married woman, Nora Helmer who has to repress her desires and behave according to the wish of her husband, Torvald. But as the play progresses conflicts began to arise between Nora and Torvald, owing to the changing nature of Torvald’s love for Nora. Throughout the play, Nora aims to act and behave in a manner which pleases her husband but at the end of the play, Nora decides to leave Torvald and lead her life in accordance to her wishes. The end of the play depicts a fit resolution to the main conflict in the play. End of the Play Nora is a skilled and wise woman but her husband regards her to be an asinine and childish woman. When Torvald was ill, Nora was the one who saved his life with the aid of money borrowed from Krogstad. But she refrained from revealing about the borrowed money to her husband so that his pride is not hurt. She also worked secretly to repay the debt. But she presents herself before her husband in a manner which pleases him. Her husband thinks that Nora is a silly woman and Nora continues to act like a one before him. Nora lives in her house like a doll whose strings are in the hands of her husband. But in the final scene of the play, Nora goes on to become an independent woman from a doll whose actions were controlled by her husband. Owing to Krogstad’s letters which reveal the details of the bond that Nora has signed while borrowing money from Krogstad and the forging of her father’s signature by Nora on that bond, Torvald suspects Nora’s loyalty towards her family. Torvald even goes to the extent of saying that their marriage has ended. He also prohibits Nora from raising her own children. Ibsen (2002) writes, â€Å"But I shall not allow you to bring up the children; I dare not trust them to you. † (pg 135). But when Torvald receives another letter from Krogstad, consisting of the bond, he is thrilled to be liberated from the bond. Now he praises Nora for her dedication and love that she had for her family, and also mentions that he has forgiven her for her mistakes Nora realizes that Torvald’s love for her is so conditional that it is easily influenced by the situations around them. Torvald is so concerned about his honor that he never thinks about the feelings of Nora. He fails to live up to the role of a husband who is responsible for protecting his wife’s honor. Nora expresses her discontent at Torvald’s self-centered behavior and decides to leave the house. Instead of being just a wife and mother, Nora desires to become a sensible human being. Ibsen (2002) writes, â€Å"I believe that before all else I am a reasonable human being. Just as you are—or, at all events, that I must try and become one. † (pg. 145). Torvald tries to convince Nora to stay with him but Nora refuses to listen to him. She leaves the house and goes in pursuit of an independent life where she can live according to her own desires and wishes. The end of the play serves as an appropriate resolution to Nora’s conflict with Torvald. Nora refuses to lead a doll-like life in order to save her marriage from breaking up. By leaving the house, Nora removes herself from the hold of her husband who treated her like a doll. An independent and determined Nora emerges in the final scene of the play. References Ibsen, H. (2001). A Doll’s House. Plain Label Books. 2002.

Vincent Hoy 4/9/2014 Professor J. Duran History 101 /...

Vincent Hoy 4/9/2014 Professor J. Duran History 101 / Spring 2014 Book Report Guide #1 A Perspective on Gentleman’s History In Michael Parenti’s, â€Å"The Assassination of Julius Caesar†, Parenti claims that Julius Caesar’s assassination was not an incident, and that his death would actually represent the war between the wealthy, powerful conservatives who call themselves, â€Å"gentleman historians† and positive supported lower-class citizens that believed in Caesar’s reforms. Since Caesar was gaining such an incredible amount of power and support from his people, the senate feared that Caesar’s influence would be push these reforms onto the lower-class citizens, and it would threaten and put the upper-classes privileged interests at risk. The†¦show more content†¦In the victory over the battle of Pompey, supporters that sided with Pompey, Caesar still forgave them, â€Å"Surely not his former opponents, the defeated Pompey supporters like Cicero himself, who had been allowed to return to Rome and the Senate with their properties intact, and who were now his staunchest and most appreciative friends† (Parenti 172). Caesars concerns wasn’t to be biased and was only in favor of returning to the prosperous, content Rome. The aristocrats then decided to mastermind a plan with the senators in order to take Caesar’s life and remove his reign of reforms. Upon arrival, Caesar would be gathered around his senators and hear about Tillius Climber’s petition about allowing his brother to be return from being exiled. Delivering the first assault would be led by Casca, followed by a slash from Cassius, and after encountering twenty-three stab wounds, Caesar would bleed to death and lay motionless. In America, our political system was just as greatly influenced by Caesar, which would create a place for democracy, where both classes of wealthy or poor, every citizen’s voices and opinions would be heard in our country. However the elites still resort to â€Å"gentlemen’s history† by arguing that whether the ignorant that believe that politics and history are only about power, the elitist still believed that living this way was the only way for them.

The Vietnam War Was A 21 Year Conflict Essay - 1505 Words

Visualize a country that cannot secure your future; moreover, think about leaving the country that you cultivated with your parents, brothers, and sisters for unrecognized land and culture. This experience distressed many Vietnamese refugees as they arranged to evacuate from Vietnam. They did not possess a choice; they either progressed or died in their homeland. Due to the end of the Vietnam War, many South Vietnamese desired to leave because of the new communist regime, treatment they received, and their futures. The Vietnam War was a 21-year conflict that originated in 1954 surrounding Vietnam in several wars. This instigated two specific engagements with two countries: France and China. The altercation between France and Vietnam was called the Indo-China which led to the U.S.’s involvement after France left Vietnam. Meanwhile, China commenced its interest in Vietnam after the defeat of the U.S. and South Vietnamese government. It hoped to demonstrate its influence as the top nation in Southeast Asia. This conflict inspired the U.S. fear of a domino effect of communism spreading throughout Southeast Asia when Vietnam fell; furthermore, the U.S. decided to assist the South Vietnamese to avert this event. North Vietnam had the support of Russia because many Russians hoped communism to expand throughout the world and they saw Vietnam as an opportunity to achieve their goal. Thus, many citizens needed to escape into South Vietnam from these communists. From a documentary,Show MoreRelatedE ssay about Effects Aftermath of the Vietnam War 1562 Words   |  7 PagesThe Vietnam War was the first major war American’s had suffered defeat. The Vietnam war was a war of confusion, competition and biasness. The outcome of the war was far greater than an upset American nation, but a severe breakdown of the Vietnamese culture, economy, environment and government. It also had a tremendous impact on American society even up to present day. It was unclear from the beginning of the war if the American’s should even be involved. It was a war between Northern and SouthernRead MoreHow The Vietnam War Changed America1291 Words   |  6 Pagesthe Vietnam War† (Hall xi), a rightfully said statement. Lasting from 1960-1975, it is America’s longest war and changed the United States politically, socially, and culturally during that period. In the early 1970s, the voting age was lowered to 18, largely because of the war. Also, Vietnam was one of the first wars in which African Americans largely participated. Lastly, Vietnam changed America culturally by causing mistrust in government. In the 1960s through early ‘70s, the Vietnam War changedRead MoreThe Vietnam War A Long And Hard Battle1069 Words   |  5 PagesHistorical Analysis two 4/20/2015 The Vietnam War a long and hard fought battle that lasted from November, 1954 and ended on April 30, 1975, but the United States didn’t get involved until June of 1965. (Vietnam War Statistics) The likely collapse of the South Vietnamese army and the fear for the spread of communism is why America joined in on this war, but joining the war was extremely controversial. Many people believe that the United States involvement In the Vietnam War should never have happened. IRead MoreEssay on Johnsons War: The Domino Effect1031 Words   |  5 PagesJohn F Kennedy increased the number of military advisors and Special Forces in South Vietnam but President Johnson made the decision to engage in full warfare in the region. Because Johnson decided to engage in full warfare, it is fair and truthful to dub the Vietnam conflict, â€Å"Johnson’s War.† After President Johnson finished JFK’s term, he was in a bit of a â€Å"pickle.† Johnson wanted to stay the cour se in Vietnam but he feared that a military setback in the region would tarnish his image for the upcomingRead MoreThe Vietnam War Of Vietnam952 Words   |  4 Pageswords that describe the Vietnam War. The Vietnam War had 240 days of combat in one year. World War II had forty days of combat in four years(Interesting Facts). That statistic shows how rough the Vietnam War was. The fighting was constant between the two sides. This war was fought over politics and had many gruesome battles. Before the Vietnam war, Vietnam was in a revolution because they did not want to be ruled by France. Vietnam wanted to be independent right after World War II ended in 1945. JapanRead MoreIn September 1969, Ho Chi Minh Died Of A Heart Attack In1088 Words   |  5 Pagesattack in the city of Hanoi. Despite Nixon s attempts at de-escalation, he was also secretly increasing bombing campaigns in Laos and Cambodia in order to stop the supplies coming from the Ho Chi Minh trail. The operation was kept secret from congress and the American people because Cambodia was technically a neutral country. The operation authorized B-52s to bomb Vietnamese bases and supply areas outside of Vietnam. A total of 111,000 tons of bombs were dropped from 1969 to 1970 inside CambodiaRead MoreKey Events of The Cold War 841 Words   |  3 PagesUSSR interests: The Cold War extended to all corners of the world with a proxy war on almost every continent. The South East Asian country Vietnam became a Cold War battleground for the Second Indochina war which involved both the US and Russia’s interests. It was, once again, the Capitalist struggle against Communism. The Vietnam War was a direct result of the USSR’s and China’s communist presence and pressure. It was part of the â€Å"Domino Effect†. The â€Å"Domino Effect† was a theory by US politiciansRead MoreAnalysis Of The Book Night By Elie Wiesel1017 Words   |  5 Pagesand when war occurs people tend to take on more responsibility than ever before. The United States is a prime example of making the world’s problems their own. When problems arise people step up and take responsibility. Like in the quote from Elie Wiesel, human suffering really is everyone’s problem. In war and times of conflict, America has intervened because they believe that it is their problem to try and solve. This is evident through speeches in World War I, propaganda in World War II, lettersRead MoreThe Significance of Television as a Propaganda Tool During the Vietnam War1656 Words   |  7 PagesThe Vietnam War has become remembered as a war that captured the American public’s hearts and minds through the distressing images that were shown on the television every night. With the world being entrenched in a Cold War America wished to continue its war against the threat of Communism even if it took them to parts of the globe that were not of direct significance to American society. To never appear as though America was involved with the direct fighting, the government sent military advisorsRead MoreThe United States Du ring The 1950 S1676 Words   |  7 Pages70’s what was the historical event that reminisced the most with you?† Denis answered â€Å"For me, the Vietnam War has had the most effect on me. Since I enlisted in the military at 18, I ended up doing two tours over there.† I knew my grandfather had served in the military for decades, establishing an impressive career; but I was not aware of the fact that he had actually deployed twice to Vietnam. The United States fought the Vietnam War for around two whole decades. Starting in the year of 1954 and