New age hip hop vs old school Essay Example | Topics and Well Written Essays - 500 words

New age hip hop vs old school - Essay Example This is attributed to the fact that what was sung in the earlier year has either been modified to meet the current demands in the market and the consumers. Lack of modification is a clear indication to the singer that he might not attract a large number of consumers but instead a specific one that is characterized by a given age category (Nattiez 49). The youth will prefer to listen to the hip hop music because of the way in which the musicians are dressed and the celebrity cars and houses in which they shoot their videos. It is therefore all about the complex nature and how classy the music appears to be. This may not be the case for the old school listeners whose intention is to listen to the message being communicated through music. They bought the music because of the skills that were being portrayed and the rhyming beats. This is not common among the hip hop listeners who love the wack rhythms and dope beats. Most of the old school songs always have a theme whenever they are being composed and it is easier for the listener to tell what the intention of the singer is. This may not be the case for the hip hop songs which in most cases the intention of the musician is to show off the classy assets they have or are aware of in their country (Hickmann 60). They rarely have a theme when recording and singing an indication that they end up only attracting a smaller and specific age category. Most of their productions are considered to be short term as they are only listened to for a specific period of time whereas those of the old school remain hit songs throughout even after the demise of the singers. Most of the other age categories apart from those of the youth may not easily tell what the intention of the hip hop singer was as some of them aim at hitting back at their fellow hip hop musicians. Music as an entertainment genre is meant to be educative in its own way and it should not only limit itself to a specific age

When Darkness Struck Essay Example for Free

When Darkness Struck Essay It was past your curfew late one night and you were on your way home. While you were in the lift with a neighbour, it came to a complete halt suddenly. Based on the above information, write a composition of about 150 words. In your composition, make use of the points below: †¢ How did you feel? †¢ What did your neighbour do? †¢ What happened in the end? You may reorder the points. You may also include other relevant points. I looked at my watch. Oh no! It was 10 pm and it was way past my curfew. I sighed. Who cares? I have to work overtime. ‘Ok, everyone you may pack up for the day. Sorry to hold you guys in,’ said the boss. My heart rejoiced. Finally, peace and freedom! I took the public bus home to my flat. I walked briskly towards the lift lobby as I pressed the lift button. Mr Chan, my next-door neighbour, was waiting for the lift, too. We smiled at each other. ‘Working overtime again?’ he asked. I nodded. The lift door opened. We walked into the lift together. While the lift was moving up, it suddenly halted, the lights went out, the entire lift went pitch dark. Fear crept onto me as I felt my way to Mr Chan and asked,’ What should we do?’ ‘Don’t worry, I will try possible ways for help,’ Mr Chan replied as he felt for the emergency button and pressed it. To our dismay, it did not work due to the blackout. Next, Mr Chan tried the second attempt. He felt around his pocket to look for his mobile phone. With that, he dialed to the engineer rescuers. A few minutes later, the lift door cracked open. I could saw the glimpse of light outside. I thanked Mr Chan and the rescuers for their help. Mr Chan and I walked home together, then we split into different routes to our doors respectively. I could see Mr Chan’s wife, Mrs Chan, standing by the front door, waiting for him anxiously. On the other hand, my mother was waiting for me. When she saw me, she asked, ‘Where did you go? I was about to call to your office venue!’ ‘There was a blackout in the lift.  Luckily Mr Chan was with me, or I would still be stuck in the lift by now,’ I replied. This reassured my mother, as we walked into our house, getting ready for the night. I saw a piece of paper on the coffee table. It was written to me by Mrs Chan. It said: Dear Carine, There’s a curfew today from 10pm onwards. Residents are not to use the lift, for they might encounter problems such as blackouts. I would like to remind you so that you could tell your boss about the curfew at your estate when you reached your working venue so that he can release you earlier. Your neighbour, Mrs Chan I was about to sleep for the night after changing my clothes when I heard ‘Carine, Mrs Chan left you a note this morning. Have you seen it?’ I sighed, with a smile on my face. There goes my mother again, who only tells people after they have seen it.

Mills :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In this paper I shall explore the reasons behind why utility should be considered the â€Å"ultimate appeal on ethical questions,† as stated by Mill, and in ethical situations. In life, we should look to attain the greatest overall quality of life, which is done through obtaining happiness within ourselves. However, at the same time it is important to consider the pleasure of others as they, theoretically, would be doing the same for us. If people started to try and take advantage of others living this way and decided to become ‘free-riders,’ eventually the utilitarian system would break down and we would be left with a selfish world. This is why its maintenance is so important.   Ã‚  Ã‚  Ã‚  Ã‚  Before continuing, I should give a definition of what I am referring to when speaking of utilitarianism. Taking the term literally, maximum utility results when the following process is undertaken: 1) look at the state of the world after each action made. Look in particular at the level of happiness experienced by people in each of their situations. 2) Add up, somehow, those levels of happiness experienced in each case. 3) And lastly, compare the results. The one that leads to the most amount of total happiness is the â€Å"right† one.   Ã‚  Ã‚  Ã‚  Ã‚  When discussing utility in his book titled Utilitarianism written in 1863, Mill states: â€Å"Right and wrong, as well as truth and falsehood, are questions of observation and experience†¦morality must be deduced from principles...there ought to be some one fundamental principle or law, at the root of all morality, or if there be several, there should be a determinate order of precedence among them; and the one principle, or the rule for deciding between the various principles when they conflict, ought to be self-evident.† I find much importance in this statement because it seems so true. What we determine to be right or wrong comes from how we were brought up. Mill also states, â€Å"moral feelings are not innate, but acquired.† For example, I was raised in a family that believed that to go to church as many Sundays as possible was very important. However, to another person this could be less crucial if their parents raised them as, say, atheists. It seems like the beliefs of those who had the most impact on us as we grew up are the ones imbedded in us. Though this is fine for many, problems may arise when dealing in a situation where two people are dealing with one another in an ethical situation and the two individuals were raised in families of totally separated beliefs.

Time Management Research Strategy Paper

Time Management Research Strategy Paper At first, I thought the example given; â€Å"Time Management† was not a good example to use for my paper. I didn’t really [Clearer writing suggestion–â€Å"real† or â€Å"really† means â€Å"existing in actuality†Ã¢â‚¬â€œit adds little to the meaning (and using it to mean â€Å"big,† â€Å"very,† or â€Å"genuine† is slang); replace it with a more expressive word] feel like I have an issue managing time, after all I complete my task about ninety [Express numbers higher than nine in digits (when not the first word in the sentence)] -nine percent of the time and normally finish on or ahead of schedule. However, when I stopped to look at what I complete I was surprised [The passive voice is a form of â€Å"be† (was) and a participle (surprised). Over-use of the passive voice can make paragraphs tedious to read and officious. Try to use the active voice most often, e. g. , the student completed the paper on time. The passive voice version–The paper was completed on time by the student–See eCampus>CWE>Tutorials & Guides>Grammar & Writing Guides>Active & passive voice] at my findings. I found that I have to some degree, mentally categorized my task. What I mean by this is that I have, without thinking about it, categorized my task into two separate groups: Work and personal. The first, being my primary group is the tasks related to my job. This group boasts has a very high completion rate and quality of work on these tasks is checked [Passive voice] by my employer as well and then communicated to me. Based on task tracking I have about a ninety [Express numbers higher than nine in digits (when not the first word in the sentence)] -eight percent completion rate and based on feedback from my employer I know the quality of my work is very high as well. Now, the second category is my personal life category and my after examining it, I found that I don’t have results anywhere near my what I have in my job related category. My personal category breaks down into two groups as well: The have to be done now [Clearer writing suggestion–â€Å"Now† is a tricky concept. If the sentence is in the past tense, it probably should be rendered as â€Å"then. † If not, and unless you are making a philosophical statement (Now is the time to improve myself) or mean â€Å"as of the present time† (the business is now known as Ajax Corporation), onsider removing â€Å"now†Ã¢â‚¬â€œbecause this is being read after the time you wrote it, your â€Å"now† is in the past] and the can wait until later groups. I find that when I leave work, I leave a task-oriented environment and enter an environment of relaxation and enjoyment. This environment of less critical tasks allows the task to be ignored [Passive voice] until they can’t be ignored [Passive voice] any longer, forcing some sort of action. Now in review of this method, the completion rate is not the only item to score poorly, the quality of the work suffers tremendously as well. Project oriented tasks that have some sort of visible outcome; such as [Check word choice: â€Å"such as† refers to things that are exactly what you are discussing; â€Å"like† means something similar to what you are discussing] laying tile in a walkway get [Doctoral rule (although good advice for any academic writer)–â€Å"get† is informal English and can mean many things; in academic writing, use forms of â€Å"arrive at,† â€Å"can,† â€Å"could†, â€Å"grows,† â€Å"is able to,† etc. ] completed in a timely manner and with a much higher level of quality. My goal for this research paper is to develop a strategy for improving my time management skills for my personal category. With the proper time management skills I believe the quality of work on these tasks will also rise exponentially. My goal requires information on time management tools, prioritization and [Check punctuation–insert a comma before this word if this is the last in a list of more than two–or if it begins a new clause] organization. I want to gather information from credible sources, so I will be looking for information from reputable time management coaches. Additionally I need to answer the following questions: â€Å"How can I improve my prioritization skills? What organization tools are there for time management? and â€Å"What are the keys to managing your time? † I will use the Internet for my research because it can be accessed 24/7 and reference any books that are available through â€Å"University of Phoenix† online library. I will place the information retrieved into two categories, relevant and non-relevant. Discarding the irrelevant data and sorting the relevant into categories that fit the questions that I have asked and a category for the questions that may be applicable which [Use â€Å"that† for a restrictive phrase (or place a comma before â€Å"which†)] I did not ask. I will then analyze the data, re-categorizing if needed, examine the evidence of recommendations, determining whether the information is fact or opinion and if it is opinion is it supported [Passive voice] by any facts. I will make comparisons to similar information identify any themes or ideas and align the information with other information retrieved. Then I will examine perspectives and assumptions. By determining what perspectives the author [If this means yourself, avoid referring to yourself in the third person; if this is a personal account, use the first person (I, me, my)] may have I will derive a better idea of what direction his information is coming from and better determine how applicable it is to my situation. Likewise, if the author has made or not made certain assumptions the information collected from this person may be applicable to my situation. There may also be a need to prove or disprove an assumption to determine just how relevant a certain piece of information is or for that matter how relevant a certain author is. I think it is important to examine my perspective as well as the author’s so that I can be more specific in my search for answers. As research progresses and more is learned [Passive voice] about time management, I will ask additional questions and look for examples of these ideas and tools played out in everyday life to ensure its suitable to me. The information must make sense and be adaptable to anyone looking to improve his or her time management skills, but I will also be looking for ideas and tools that fit my character and lifestyle. Once I have answered my questions, I will determine which tools recommended work best for my personality type, I will take my character and schedule into consideration then formulate a strategy that will be easily implemented [Passive voice] into my personal lifestyle. Once implemented I will track the completion of my tasks and determine my successful completion rate, then based on feedback from my family as well as myself I will determine if the quality of my work has improved as well. References Carter, C. , Bishop, J. , & Kravits, S. L. (2007). Keys to College Studying: Becoming an Active Thinker (2nd ed. ). : Pearson Prentice Hall.

The leading founders of the United States of America

Explain why you think one of the following made a significant contribution to American political thought prior to 1800: Benjamin Franklin, James Madison, George Mason, Abigail Adams, Alexander Hamilton, John Jay, or Tom Paine. Explain his or her role in these important deliberations and why you think it was significant to the process, and may have influenced final outcomes. BENJAMIN FRANKLIN Benjamin Franklin was born on January 1, 1706 In Boston Massachusetts; he was the youngest child and the tenth boy in a family of 17 children.He was one of the leading founders of the United States of America, a member of the committee that draft6ed the declaration of independence and was one f its signatories. Despite the fact that his formal education ended early, this never terminated his education, he believed that the doors of wisdom are never shut, in connection, he learned simple algebra, navigation, logic, history, science, English grammar and a wide knowledge of several other languages.A s will be discussed below, Benjamin Franklin’s contribution or role or influence on the American political thought prior 1800 was and still remains significant both in America and in all the other parts of the world. To begin with his contribution is shown or rather confirmed in his belief in the fact that good citizenship included an obligation of public service. He himself served in United States of America in one way or the other for most of his life, for him there was no greater purpose in life than to live peacefully.Again, Benjamin as a political activist and writer, more than anyone, invented the idea of an American nation; furthermore, he was an early proponent of colonial unity. He also founded the roots of American characters and values, a marriage of the practical and democratic Puritan values of thrift, community spirit, self government institutions and opposition to authoritarianism both political and religious with the scientific and tolerant values of enlighten ment.Benjamin Franklin also spearheaded the effort to have parliament repeal the unpopular stamp act, this was in the American governing body. He became involved in politics after which he was selected as a council man then he became a justice of the peace for Philadelphia. Later on after being appointed the deputy master general, his most noticeable services in domestic politics was his reform of the postal system (Woolman, 2004). He also affected diplomatic service in connection with the relations of the colonies with Britain and later with France.He also protested against the political influence of the Pennsylvania family in England who were the proprietors of the colony. Another factor which shows contribution politically is that he was a member of the club of honest Whigs alongside other thinkers like Richard Price; this is when he became involved in active politics. He is also the founding father to four of the major documents of the United States; the declaration act, the tre aty of Paris, the treaty of Alliance and the United States constitution and all these form a very vital part of the American political system.The other significant thing he did that helped to tighten the American political system was that he advocated for the abolition of slavery which in turn led to stable political government. Among his many political roles there are some of the most evident ones which are discussed below; he was a representative in the Pennsylvania assembly, a colonial agent at London and a representative to the continental congress at Philadelphia in 1776 and the United States ambassador at Paris in 1783. At each of these pints, his political and social roles had changed.He was well situated and well positioned in his area of leadership that he was able to participate directly in the formation of government policies, by worship1785, he was on the periphery of the forums of political power and social privileges Although Benjamin Franklin’s use and discover ies in science and innovation are well rounded accomplishments, he is most credited for his action in the political office. Benjamin’s ethical mind and thoughts helped make the nation of America what it is today. He believed that America had to separate itself from its control under Great Britain.It is therefore a justifiable conclusion that perhaps his most heroic act is the work he contributed to make America the free nation it is today. Benjamin stood firm in his ground and belief that the Americans had to branch off from England even if there was strong opposition. He had to take the risk to as great depths as compromising with his fellow politicians yet he proved really heroic in the time of the political turmoil in the land for his ability to reason with others, stand true to his belief and the courteous nature at all time. Precisely, his work as a politician paid off greatly, more than he may have expected (Tomasi, 1999).Benjamin Franklin was truly the first American t o live the American dream, the dream that everyone, regardless of gender, race or background can be anything they desire through honesty and hard work. To cup it all, Benjamin Franklin was and still remains a hero in that through the voice he had in America, he has since brought hope to so many a people and through him, everyone seems to be having a bright future in the United States of America. He is truly a hero. Works cited Woolman, J. Autography of Franklin. Harvard: Kessinger Publishing, 2004. Tomasi, M American History. NY: Oxford, 1999.

Irish Involvement In The Civil Waril Essays - Irish Brigade

Irish Involvement In The Civil Waril Essays - Irish Brigade Irish Involvement In The Civil Waril More than 170,000 Irish-born Americans fought under the flag of the United States between 1861 and 1865. Society in the United States had, up to that time, displayed a marked anti-Catholic sentiment, and most newly immigrated Irish occupied close to the lowest rung of the economic ladder, but this did not dissuade many from rallying to the colors at the beginning of the war. When President Lincoln made his first call for volunteers following the bombardment of Fort Sumter, the 69th NYSM (New York State Militia) was the second unit to leave New York City. The 69th served at 1st Bull Run under the command of then-brigade commander William T. Sherman; it then returned home and mustered out of Federal service. At this point, the decision was made to raise an Irish Brigade for government service. Many members of the 69th NYSM joined the new 69th New York State Volunteers (NYSV), the first regiment of the new Irish Brigade. Selected as commander of the Irish Brigade was Thomas Francis Meagher, a man of outspoken anti-English sentiments who had been exiled to Tasmania by the Crown for his activities in Ireland. Together with the 63rd and 88th New York regiments, the 69th NYSV joined the Army of the Potomac to pursue the war against the Confederacy. Beginning with the ill-fated Peninsular Campaign against Richmond, the Irish Brigade in general and the 69th in particular began building a reputation for hard fighting and courage, as well as lavish hospitality. Part of the renowned II Corps, the Irish often figured prominently in any advance and rearguard actions. More than one general was known to ask Where are my green flags?; the reference to the green regimentals of the Irish units is significant. The Irish Brigade went through perhaps its most valorous period between the Battle of Antietam (17 September, 1862) and the Battle of Gettysburg (1-3 July, 1863). This series of events, from its frontal assault on the Sunken Road at Antietam through the engagement with Kershaw's Confederates at the Wheatfield at Gettysburg, saw the Brigade reduced to a bare skeleton of its former strength. The Brigade had figured prominently in Burnside's disastrous attacks at Fredericksburg (13 December, 1862), during which the 69th lost some 75% of its strength, and by the time of Gettysburg the 69th NYSV numbered under 200 and was comprised of a mere two companies. General Meagher had also resigned his commission in protest when refused permission to return the Brigade home to for recruitment. Despite these hardships the Irish remained with the Army of the Potomac through the hard fighting under Grant, and took part in the surrender ceremony at Appomatox Courthouse in April of 1865. By the war's end various regiments from various states had passed through the Brigade at one point or another, but the same original three New York regiments had always served with the formation. Fresh infusions of manpower had increased their depleted numbers, but many of the best and bravest who had originally marched off to war from New York never returned. Throughout the war the units of the Brigade were hotbeds of Irish Separatist sentiment, and many of the original members had joined to gain military experience with which they hoped to return to Ireland and free their land from British rule. This dream, however, was not realized, for too many of those devoted to Irish nationalism lay buried along the eastern seaboard, casualties of the bitter years of 1861 through 1865.

Juvenile Crime Boot Camps essays

Juvenile Crime Boot Camps essays Thirteen dead, over twenty wounded in a suburb of Denver Colorado, from a threat far greater than any Iranian terrorists. The threat is from within, the threat is our children. Youth Violence is a more common occurrence than the media would like us to believe. Similar instances have happened many times before: in Paducah, KY, three students were killed by a fellow student during a morning prayer circle(Leung). Also in Pearl MS, two were killed over a simple breakup (CNN), and in Springfield, OR, a sixteen-year-old killed one youth and critically wounded twenty-three over the alienation from his schoolmates (Barnard). Not to mention the sad atrocity in New Jersey where a young teen couple threw their newborn kid into a dumpster on a subfreezing night(Bad Seeds). This kind of delinquency is a problem, luckily all problems have solutions. Unfortunately the proper solutions are simply overlooked for the similar programs that address the problems cheaper. So the public believes that this type of treatment will do. However, we need something new, something radical to curb the growing violence among the youth in America. Society needs boot camps. Not just any type of boot camp. Those have been tried, and in some places, they worked, but not well enough. For any juvenile treatment to work research shows that it must address three basic needs of all children (NCCP): While many of the instituted plans have included some of the above goals they have not included all due to the cost of implementation. The problem affects kids of ages as shown in a survey taken in 1992, sixty-five percent of kids ages seven to ten feared they would die young, while that fear was shared by forty-two percent of eleven to seventeen year olds. (NCPC Report) With the arrest rate of juveniles increasing significantly during that time period, I dont blame kids for being scared. (Canada and the World) I have the solution, and recommendations for the...

Battle of Plattsburgh - War of 1812 - Thomas MacDonough

Battle of Plattsburgh - War of 1812 - Thomas MacDonough Battle of Plattsburgh - Conflict Dates: The Battle of Plattsburgh was fought September 6-11, 1814, during the War of 1812 (1812-1815). Forces Commanders United States Master Commandant Thomas MacDonoughBrigadier General Alexander Macomb14 warships3,400 men Great Britain Captain George DownieLieutenant General Sir George Prà ©vost14 warshipsapprox. 10,000 men Battle of Plattsburgh - Background: With the abdication of Napoleon I and the apparent end of the Napoleonic Wars in April 1814, large numbers of British troops became available for service against the United States in the War of 1812. In an effort to break the deadlock in North America, around 16,000 men were dispatched to Canada to aid in an offensive against American forces. These came under the command of Lieutenant General Sir George Prà ©vost, the Commander-in-Chief in Canada and Governor General of the Canadas. Though London preferred an attack on Lake Ontario, the naval and logistical situation led Prà ©vost to advance up Lake Champlain. Battle of Plattsburgh - The Naval Situation: As in previous conflicts such as the French Indian War and American Revolution, land operations around Lake Champlain required control of the water for success. Having lost control of the lake to Commander Daniel Pring in June 1813, Master Commandant Thomas MacDonough embarked on a naval building program at Otter Creek, VT. This yard produced the corvette USS Saratoga (26 guns), the schooner USS Ticonderoga (14), and several gunboats by late spring 1814. Along with the sloop USS Preble (7), MacDonough used these vessels to reassert American dominance on Lake Champlain. Battle of Plattsburgh - Preparations: To counter MacDonoughs new vessels, the British began construction of the frigate HMS Confiance (36) at Ile aux Noix. In August, Major General George Izard, the senior American commander in the region, received orders from Washington, DC to take the bulk of his forces to reinforce Sackets Harbor, NY on Lake Ontario. With Izards departure, the land defense of Lake Champlain fell to Brigadier General Alexander Macomb and a mixed force of around 3,400 regulars and militia. Operating on the west shore of the lake, Macombs small army occupied a fortified ridge along the Saranac River just south of Plattsburgh, NY. Battle of Plattsburgh - The British Advance: Eager to begin the campaign south before the weather turned, Prà ©vost became increasingly frustrated with Prings replacement, Captain George Downie, over construction issues on Confiance. As Prà ©vost chafed over the delays, MacDonough added the brig USS Eagle (20) to his squadron. On August 31, Prà ©vosts army of around 11,000 men began moving south. To slow the British advance, Macomb sent a small force forward to block roads and destroy bridges. These efforts failed to hinder the British and they arrived in Plattsburgh on September 6. The next day minor British attacks were turned back by Macombs men. Despite the massive numerical advantage enjoyed by the British, they were hampered by friction in their command structure as the veterans of the Duke of Wellingtons campaigns were frustrated by the cautiousness and unpreparedness of Prà ©vost. Scouting west, the British located a ford across the Saranac that would allow them to assault the left flank of the American line. Intending to attack on September 10, Prà ©vost desired to make a feint against Macombs front while striking his flank. These efforts were to coincide with Downie attacking MacDonough on the lake. Battle of Plattsburgh - On the Lake: Possessing fewer long guns than Downie, MacDonough assumed a position in Plattsburgh Bay where he believed his heavier, but shorter range carronades would be most effective. Supported by ten small gunboats, he anchored Eagle, Saratoga, Ticonderoga, and Preble in a north-south line. In each case, two anchors were used along with spring lines to allow the vessels to turn while at anchor. Delayed by unfavorable winds, Downie was unable to attack on September 10 forcing the entire British operation to be pushed back a day. Nearing Plattsburgh, he scouted the American squadron on the morning of September 11. Rounding Cumberland Head at 9:00 AM, Downies fleet consisted of Confiance, the brig HMS Linnet (16), the sloops HMS Chubb (11) and HMS Finch, and twelve gunboats. Entering the bay, Downie initially desired to place Confiance across the head of the American line, but variable winds prevented this and he instead assumed a position opposite Saratoga. As the two flagships began battering each other, Pring succeeded in crossing in front of Eagle with Linnet while Chubb was quickly disabled and captured. Finch attempted to assume a position across the tail of MacDonoughs line but drifted south and grounded on Crab Island. Battle of Plattsburgh - MacDonoughs Victory: While Confiances initial broadside did heavy damage to Saratoga, the two ships continued to trade blows with Downie being struck down. To the north, Pring began pounding Eagle with the American brig unable to turn to counter. At the opposite end of the line, Preble was forced from the fight by Downies gunboats. These were finally checked by determined fire from Ticonderoga. Under heavy fire, Eagle cut its anchor lines and began to drift down the American line allowing Linnet to rake Saratoga. With most of his starboard guns out of action, MacDonough used his spring lines to turn his flagship. Bringing his undamaged portside guns to bear, he opened fire on Confiance. The survivors aboard the British flagship attempted a similar turn but became stuck with the frigates undefended stern presented to Saratoga. Unable to resist, Confiance struck its colors. Again pivoting, MacDonough brought Saratoga to bear on Linnet. With his ship outmatched and seeing that resistance was futile, Pring also surrendered. As at the Battle of Lake Erie a year before, the US Navy had succeeded in capturing an entire British squadron. Battle of Plattsburgh - On Land: Beginning around 10:00 AM, the feint against the Saranac bridges on Macombs front was easily repulsed by the American defenders. To the west, Major General Frederick Brisbanes brigade missed the ford and was forced to backtrack. Learning of Downies defeat, Prà ©vost decided that any victory would be meaningless as American control of the lake would prevent him from being able to resupply his army. Though late, Robinsons men went into action and were having success when they received orders from Prà ©vost to fall back. Though his commanders protested the decision, Prà ©vosts army began retreating north to Canada that night. Battle of Plattsburgh - Aftermath: In the fighting at Plattsburgh, American forces sustained 104 killed and 116 wounded. British losses totaled 168 killed, 220 wounded, and 317 captured. In addition, MacDonoughs squadron captured Confiance, Linnet, Chubb, and Finch. For his failure and due to complaints from his subordinates, Prà ©vost was relieved of command and recalled to Britain. The American victory at Plattsburgh along with the successful Defense of Fort McHenry, aided American peace negotiators at Ghent, Belgium who were attempting to end the war on a favorable note. The two victories helped offset the defeat at Bladensburg and subsequent Burning of Washington the previous month. In recognition of his efforts, MacDonough was promoted to captain and received a Congressional gold medal. Selected Sources Historic Lakes: Battle of Plattsburgh Battle of Plattsburgh Association

GLOBAL ECONOMIC Assignment Example | Topics and Well Written Essays - 500 words - 1

GLOBAL ECONOMIC - Assignment Example The other reason for the difference s in GDP per capita is differences in productivity among countries with the level of productivity in a country being depicted by high GDP per capita symbolized by Australia and UK in the chart above. China, Indonesia, and Russia have the same level of labour productivity explaining the similarity in GDP per capita. The other reason that could be the cause for the differences in the GDP per capita is the working hours of the workers in the given countries with the country that has the highest GDP per capita having high working hours compared to the other countries. Australian and UK could have high working hours compared to the working hours in China, Russia, and Indonesia depicting the difference in GDP per capita in the graph. Four reasons can explain the differences between the GDP of the five countries including amount of physical resources, quality and quantity of human resource, the size of the workforce, and the technology level (WORLD BANK, 2013). China could have been increasing the amount of physical capital, promoting highly skilled and trained human resource, increasing workforce size, and advancing technology from 1994 to 2012 as depicted by the rise in GDP over the years. The size of workforce, advancement in technology, training and equipping the human resource, and amount of physical resources seems to have been almost constant in Indonesia, Australia, and Russia due to the slight changes in GDP growth from 1994 to 2012. There are, however slight positive changes in skills, technology, workforce, and physical resources in UK showed by the increase from 1994 to 2007, but these factors may have slightly fallen to result in the down ward trend in the GDP in UK from 2001 to 2012. The possible economic effects for the differences in the GDP growth are three including the quality of governance, which are the mechanisms and institutions that aid in decision-making and authority dispensation in a

Negative effects of lacking innovation Assignment

Negative effects of lacking innovation - Assignment Example At the individual employee level, innovation is influenced by motivation, cognitive capabilities, personality and creativity of the individual while at the team level innovation will be determined by the team processes, the leadership style, team structure and team climate (Brown and Ulijn 2004). At the entire organizational level, the size, resources, culture, strategy and structure of the organization determines the capability of the organization to implement innovative solutions to emerging problems (Shavinina 2003). Firms that are not innovative lack the capacity to deal with the nature and intensity of competition within the market thus leading to loss in market share and profitability. Innovative firms are capable of monitoring and understanding changes in industry competitive capabilities such as new processes and new technologies thus implementing research and development activities that will enable the firm to acquire those competencies (Shavinina 2003). In this case, the firms will be using the wrong or inefficient technologies that waste raw materials and lead to high costs of production. A case example is Sony, the technology giant that lost market share and profitability due to lack of innovative technologies. Sony pioneered the Walkman and Trinitron TV and acquired Columbian pictures thus shocking Hollywood (Tabuchi, p 4). However, the rise of other Japanese rivalries made Sony lose market share and report losses since 2008 since other players like Samsung Electronics and Apple took a dvantage of technological revolution and produced digital electronic devices (Tabuchi, p 6). Although Sony had the capabilities to create the iPod before Apple, the management resisted innovation and creativity thus limiting the capability of the company to develop tablets and iPods that would enhance its music business segment (Tabuchi, p 12). It is evident that Sony did

Americas intolerant history Essay Example | Topics and Well Written Essays - 1000 words

Americas intolerant history - Essay Example The chapter gives the detailed deliberation of the American history and a basic impact of American ideology. The chapter clearly defines how the reformations gradually took place to give the shape to the present society. It clearly gives a panoramic view of American intolerance.The chapter has given minute details about the sufferings of women, and non-WASP communities especially of immigrants. It clearly indicates the attitude of the native Americans and their feeling of supremacy and dominance. The chapter defines how marginalized groups achieved success after years of oppression, strife and resistance. The chapter gives the view of struggle that envisaged success inspite of the fact that it was years of tolerance of these communities and now they are able to enjoy the fruits of it. The contented feeling of these communities help America to be on the road of metamorphosis for equality and togetherness and also the feeling of belongingness. The chapter provides the documented facts through history that proves the authenticity and the truth that this chapter embraces. It discuss out the social reforms, religious reforms and racial harmony that took an era to get stabilized and to get the present vision. The chapter also concludes with the most significant act of defiance against intolerance the civil right movement of the twentieth century. The chapter signifies- WASPs- initially the most significant portion of the population comprised of White Anglo- Saxon Protestants who had four main values defining ethnicity : a. The brief democracy that promoted equality, freedom and individualism b. A brief in private economic enterprise and success c. A brief in the Protestant branch to the Judeo-Christian religion d. A belief in secularism defined by rationality, progress and scientific advancement. The chapter provides the details of intolerance of WASPs for those who do not follow their regulations. The Native Americans, Mexicans and African Americans were given the bottom category in the social hierarchy, whereas, , groups with less physical distinctions received greater acceptance (Purpura, 2000). WASPs were the main stream in establishing the early economic, political, social and religious foundations of America. The non-WASPs were pressurized to conform traditional culture and learn English and abandoning opposing cultural values. The chapter implies the established laws and quota for immigration, resulted in discrimination against individuals who were least like the WASPs in appearance. The chapter also implicates the Nativism which depicts that the European Protestants established themselves as the "native core" of US they were openly hostile to the cultural influences of other immigrant groups. They also found that useful and cheap labor is provided by immigrants. They observed themselves as the true Americans. Those immigrants who did not embrace Protestantism were ostracized and reminded of their inferiority by the action of nativist mob. These mobs were fiercely protective of all cultural values that they considered to be truly American and included anti-immigrants leagues, the various manifestations of the Ku Klux Klan and political parties such as Know Nothings (Perry 2000a). The chapter presents the fact that after Revolutionary war nativism, or practice of protecting the indigenous culture through conscious effort, began to take hold. Programs and policies were developed so as to encourage non-WASPs to adopt WASP values and traditions. It also envisage that 1800s onsets the scientifically justified racial ideologies that further supported the WASP- held negative perceptions of immigrants. The chapter highlights WASPs believed themselves to be inherently superior- physically, culturally, intelligently and politically. The chapter emphasize WASP-based political movement centered on a hatred of

International Strategic Management Read and analyse the case study Essay

International Strategic Management Read and analyse the case study - Essay Example With such a zeal and expansion, ALDI is now employing thousands of Australians and with the constant growth planned for the future; this figure is increasing by the day. ALDI started its operation as a small food store and the range of the products kept on increasing from frozen canned food items to bakery stuff, including household, health and beauty products along with vegetables and fruits. Mostly, ALDI store contained its own brand in different ranges and varieties; however later on it also started to store brand like Nestle, Milo, Kellogg, Vegemite cereals etc. For any brand or a company, it is very important to keep in mind that the market in which that company is prevailing should be properly analyzed and surveyed so that it may provide assistance while strategy formulation. For analyzing the environment, there are two basic parameters. These parameters are defined on the basis of internal and external forces and thus are called external environment scanning and internal environment scanning. External environment refers to the scanning of the environment outside the company. It is related to the industry and the competitors prevailing in the market. Moreover, other external factors which may have an impact on the sales of the company. When we study the environment on macro level, we need to do PEST analysis. PEST stands for polit... Let's analyze the external environment of ALDI through PEST. Political Factors. The political arena has a huge influence upon the regulation of businesses, and the spending power of consumers and other businesses. For ALDI the political environment is suitable as government of Australia is democratic and has a labor part rule. Thus, there are certain taxes which are applicable at the federal, state/territorial and local level. A new Tax system (goods and services tax) Act 1999 is introduced which is applicable on ALDI which is not very nominal. As far as government's role in marketing is concerned, ALDI has an advantage as it does not spend any penny on marketing so it does not have any influence of that portion. Economic Factors. Marketers need to consider the state of a trading economy in the short and long-terms but when it comes to ALDI the biggest advantage of economic factor for the company is that they do not use their marketing budget. The marketing budget which if 0.3% of the total revenue is added in the revenue so if there is any economic pressure even, ALDI will not have to be worried about. ALDI also saves cost by not giving shopping bags for free and thus it also saves money. Along with these savings, ALDI can also benefit from the investing policies of Australia on both short and long term basis. GDP of Australia is slightly higher than the market of UK with respect to the purchasing power. Since past, Australia has grown with an average annual rate of 3.6% which is a positive sign for the business of ALDI. Sociocultural Factors. The social and cultural influences on business vary from country to country. In Australia, we would find Christians in majority and thus the social and

Bachelor's degree obtaining Research Paper Example | Topics and Well Written Essays - 1250 words

Bachelor's degree obtaining - Research Paper Example † written by Marty Nemko and Charles Murray, they express their ideas and they believe that the aspiration to achieve a bachelor's degree is not worthwhile for all students. Their views are very contrary to my point of view. A bachelor's degree is very important and needed by everyone. It is indeed worthwhile for all students to get their bachelor’s degree because of the many advantages the degree offers to each and every individual, especially in today’s world. In the essay â€Å"America’s Most Overrated Product: The Bachelor’s Degree† written by Nemko, a career counselor, columnist, and radio host based in Oakland, he expresses the idea that the goal of obtaining bachelor’s degree is not worthwhile for all students. He claims that most of the students today are not good students, but they just want to prove to the others that they can get the bachelor’s degree. Many students take it really long time to finish their education. S ome of them are even dropouts from school. These days many students do pass the examinations but eventually they do not really understand what it is all about. Nemko has noted that nowadays 40% of freshmen do not graduate from their school even in 6 years. Eventually, the college graduates of today’s time are compelled to take up some unprofessional jobs that they really do not want to join. The job that they get is not the job that they dream of. College and universities nowadays are like businesses and the students who are study there are the cost item (Nemko). Many institutions educate their students in the cheapest way. They do not teach their students in the way they should teach them. Normally, these educational institutions have many large lecture classes, but only a handful of good teachers are available. The teachers who are appointed by these institutions are hired because of their research potential and not because they have the ability or the inclination to teach the students. It would be better for colleges to hold much higher standards for their education. This might cause them to cost much more and it will require more time for the students to get their degree. But when someone is conferred the degree, it would prove to be something of great value to their lives. Nowadays, most people who are new graduates and have been selected for jobs lack the essential skill sets required for what the job description demands from the selected candidate. This goes on to show the insignificance or the lack of true value of the degree they have been conferred on. The author has also been of the opinion that college selection should ideally be a wise choice for students and that very few students are actually currently encouraged to make such crucial considerations. He opines that it is better for someone to pursue their education and not get their degree if they are forced to take it. On the other hand, the essay â€Å"Should the Obama Greneration Drop Out?† written by Murray, a scholar at American Enterprise Institute, also expresses the same idea that the goal of obtaining bachelor’s degree is not worthwhile for all students. In his essay, he discusses Obama’s ideas. Obama’s idea is about expanding the use of community colleges and tuition tax credits (Murray). The bachelor’s degree has nowadays become one of the foremost criteria for most jobs. Again, it is imperative that making the bachelor’

Managing Through People Assignment Example | Topics and Well Written Essays - 2000 words

Managing Through People - Assignment Example ions, including, eg, career development, training, organization development, etc.†1 Human resource Management (HRM) is the management activity of the employees of an organization where as the Human Resource Development (HRD) is a more general term in which apart from the management function the developments of the organization and the employees (internal and external) through different types of training activities are also the functions of an HRD department. The globalized current business environment has made the task complicated for the HR department. Most of the companies are now establishing their manufacturing units in overseas countries in order to exploit the overseas markets. Some employees need to be sent to the overseas countries in order to set up the business there. The HR managers need to train such employees in accordance with the needs of the target country. The difference in culture, language, environment all must be addressed by the HR managers while formulating the training procedures. Microsoft is believed to be one of the biggest software companies in the world. In fact it controls the majority of the world’s software market with their monopoly. Even other companies like Intel were forced to make microprocessor chips suitable for the Microsoft’s Windows operating system because of their monopoly. Microsoft did this by creating a series of operating systems (DOS, then Windows), and by defining the kind of machine that could run their OSs.† (Why is Microsoft a Monopoly?) Microsoft is lead by its founder Bill Gates. It is actually the great leader ship Bill Gates, shaped Microsoft into such a big monopolistic firm in the world. â€Å"Leadership is setting a new direction or vision for a group that they follow, ie: a leader is the spearhead for that new direction. Management controls or directs people/resources in a group according to principles or values that have already been established.†2 The leader always concentrated on setting the

Bachelor's degree obtaining Research Paper Example | Topics and Well Written Essays - 1250 words

Bachelor's degree obtaining - Research Paper Example † written by Marty Nemko and Charles Murray, they express their ideas and they believe that the aspiration to achieve a bachelor's degree is not worthwhile for all students. Their views are very contrary to my point of view. A bachelor's degree is very important and needed by everyone. It is indeed worthwhile for all students to get their bachelor’s degree because of the many advantages the degree offers to each and every individual, especially in today’s world. In the essay â€Å"America’s Most Overrated Product: The Bachelor’s Degree† written by Nemko, a career counselor, columnist, and radio host based in Oakland, he expresses the idea that the goal of obtaining bachelor’s degree is not worthwhile for all students. He claims that most of the students today are not good students, but they just want to prove to the others that they can get the bachelor’s degree. Many students take it really long time to finish their education. S ome of them are even dropouts from school. These days many students do pass the examinations but eventually they do not really understand what it is all about. Nemko has noted that nowadays 40% of freshmen do not graduate from their school even in 6 years. Eventually, the college graduates of today’s time are compelled to take up some unprofessional jobs that they really do not want to join. The job that they get is not the job that they dream of. College and universities nowadays are like businesses and the students who are study there are the cost item (Nemko). Many institutions educate their students in the cheapest way. They do not teach their students in the way they should teach them. Normally, these educational institutions have many large lecture classes, but only a handful of good teachers are available. The teachers who are appointed by these institutions are hired because of their research potential and not because they have the ability or the inclination to teach the students. It would be better for colleges to hold much higher standards for their education. This might cause them to cost much more and it will require more time for the students to get their degree. But when someone is conferred the degree, it would prove to be something of great value to their lives. Nowadays, most people who are new graduates and have been selected for jobs lack the essential skill sets required for what the job description demands from the selected candidate. This goes on to show the insignificance or the lack of true value of the degree they have been conferred on. The author has also been of the opinion that college selection should ideally be a wise choice for students and that very few students are actually currently encouraged to make such crucial considerations. He opines that it is better for someone to pursue their education and not get their degree if they are forced to take it. On the other hand, the essay â€Å"Should the Obama Greneration Drop Out?† written by Murray, a scholar at American Enterprise Institute, also expresses the same idea that the goal of obtaining bachelor’s degree is not worthwhile for all students. In his essay, he discusses Obama’s ideas. Obama’s idea is about expanding the use of community colleges and tuition tax credits (Murray). The bachelor’s degree has nowadays become one of the foremost criteria for most jobs. Again, it is imperative that making the bachelor’

European Single Market Essay Example | Topics and Well Written Essays - 1750 words

European Single Market - Essay Example The first two treaties are the ‘Treaty on European Union (TEU) and the Treaty on the Functioning of the European Union (TFEU)’ (Moens & Trone, 2010, p.2). Article 54 of the 2010 Official Journal of European Union requires that commercial firms be treated as natural persons who are citizens of the Member States. The challenges faced The need for the states to come together and surrender part of the sovereignty was initiated by that urge to have some strong decision-making body that could collectively empower the member states (Barnard & Scotts, 2002, p.136). The union has bodies charged with enacting certain policies that are common to the member states and ensure that the policies are followed accurately. Some of these policies regulate the trade in the area. It thus serves to protect the member states against any irregularities and this explains why our country had to be a member. The policies enacted by the governing bodies of the union regulate our operation as a comp any that trades in the region. Zandia is a sovereign state found in Eastern Europe and is a member of the European Union. Our trade operations in the area thus fall under the policies of the European Union. However, the government of Zandia has imposed certain restrictions to our trade in the country, some of which are not conforming to the laid treaties. One challenge that we have experienced is that, there is a charge levied on the importation of film for production purposes. The net earning from such charges is aimed at supporting the actors in the country who are jobless. This is contrary to the provisions of the EU treaty in several ways. Chapter 2 of Title VII of the 2010 Official Journal of European Union clearly explains the terms under which the Member States can impose taxes on both imported and exported goods within their borders. In particular, article 110 of the chapter states that ‘no member state shall impose, directly or indirectly, on the products of other mem ber states any internal taxation of any kind in excess of that imposed directly or indirectly on similar domestic products’. The article further asserts that no such taxes are supposed to be levied on imported commodities to serve the interest of the domestic producers. This creates a competitive disadvantage on our side. While it is the role of the union to promote the economic development in areas with low standards of leaving and serious underemployments, article requires that such an aid by the State should not distort competition by favoring others. Besides, the unemployment witnessed in Zandia among the actors is not a serious one to obtain the assistance from the state resources. Secondly, there is a charge for inspecting imported DVDs standards for quality under a mandatory EU scheme. This is also not conforming to the provisions in the above Chapter 2 concerning charges levied on goods within the internal market. Article 112 in this chapter requires that any charge t hat can be imposed on any imported or exported products within the member states shall be approved only by the European Council in conjunction with the Commission. The article 112 states that: â€Å"In the case of charges other than turnover taxes, excise duties and other forms of indirect taxation, remissions and repayments in respects to other Member States may not be granted and countervailing charges in respects to imports from Member States may

Diversity in the Workplace Essay Example for Free

Diversity in the Workplace Essay Do you think corporations and government agencies should offer diversity training? If so, how can we develop diversity training that fosters mutual respect? Can you suggest practical ways to develop workplaces undivided by gender and race-ethnicity? Yes, I believe that government agencies as well as corporations should offer some type of diversity training. Through diversity training you can ensure a health and warm and inviting workplace. Since the workplace is already filled with stereotypes on the keys to success diversity training will help with the competitiveness that always thrives inside the work place. It will help teach the employees how to get along, work cooperate, get along, and work in sync with different age groups, the opposite sex, and ethnicities. â€Å"Diversity training has the potential to build bridges (Henslin, 2013). † The function behind offering diversity training is to help foster community. A healthy well managed work environment that will foster and increase the work output. It’s to help educate the employees on how to develop connections to people of various ages and backgrounds. Another key function is how to draw upon your co-workers aspect and work ethics to smooth out business production through shared unity. Though even with good intentions conflicts can exists. Some manager whose been told he has to take a course of diversity training may feel as though it’s a punishment. They may feel like in their job they have wronged someone and they are being reprimanded; thus they have to take diversity training. What you need to be aware of in diversity training is not to encourage or develop stereo types. The intention of diversity training is to encourage and develop understanding and unity in the work place. Role reversal and having participant make derogatory comments to the other my inflict scars and demote rather than promote understanding. So stay clear of antagonistic role play (Smart, 1997). Instead of role play do course match up. Match up employees from various levels in their career, age, sex, and ethnicity into groups. These groups should be assigned a unified task to complete during the diversity training. Have them get to know one another likes and dislikes and so forth. Assign them common tasks to complete jointly that exist within the corporation (Skills, 1968). Let them assign key task amongst each other that play upon each person strengths. Have them present their project at the end of the training session before the rest of the groups (Skills, 1968). Judge them by their ability to play upon the other’s strengths and the completeness of their projects. At the end of the diversity training session have them do peer assessment’s on one another. The symbolic aspect of this is they have meet new people they normally do not work with in their department. They work with new people from various skill levels. It fosters development in understanding of various backgrounds and ethnicity. It encourages unity and mutual respect for peers. Everything that you are trying to aide and foster through the diversity training can be reached by group project assignments. ? Bibliography Henslin, J. M. (2013). Essencial to Sociology: A Down to Earth Approach tenth edition. Pearson. Skills. (1968). International Encyclopedia of Social Sciences. Volume 6, pp. 296-302. Smart, W. (1997, September 1). Businessmanagementdaily. com. Retrieved August 11, 2013, from Business Management Daily: www. businessmanagementdaily. com

The Natural Order Hypothesis Essay

The Natural Order Hypothesis Essay In 1977, Tracy Terrell, a teacher of Spanish in California, outlined a proposal for a new philosophy of language teaching which [he] called the Natural Approach (Terrell 1977; 1982: 121). This was an attempt to develop a language teaching proposal that incorporated the naturalistic principles researchers had identified in studies of second language acquisition. The Natural Approach grew out of Terrells experiences teaching Spanish classes. Since that time Terrell and others have experimented with implementing the Natural Approach in elementary- to advanced-level classes and with several other languages. At the same time he has joined forces with Stephen Krashen, an applied linguist at the University of Southern California, in elaborating a theoretical rationale for the Natural Approach, drawing on Krashens influential theory of second language acquisition. Krashen and Terrells combined statement of the principles and practices of the Natural Approach appeared in their book, The Natur al Approach, published in 1983. Krashen and Terrells book contains theoretical sections prepared by Krashen that outline his views on second language acquisition (Krashen 1981; 1982), and sections on implementation and classroom procedures, prepared largely by Terrell. Krashen and Terrell have identified the Natural Approach with what they call traditional approaches to language teaching. Traditional approaches are defined as based on the use of language in communicative situations without recourse to the native language and, perhaps, needless to say, without reference to grammatical analysis, grammatical drilling, or to a particular theory of grammar. Krashen and Terrell note that such approaches have been called natural, psychological, phonetic, new, reform, direct, analytic, imitative and so forth (Krashen and Terrell 1983: 9). The fact that the authors of the Natural Approach relate their approach to the Natural Method has led some to assume that Natural Approach and Natural Method are synonymous terms. Although the tradition is a common one, there are important differences between the Natural Approach and the older Natural Method, which it will be useful to consider at the outset. The Natural Method is another term for what by the turn of the century had become known as the Direct Method. It is described in a report on the state of the art in language teaching commissioned by the Modern Language Association in 1901. In its extreme form the method consisted of a series of monologues by the teacher interspersed with exchanges of question and answer between the instructor and the pupil all in the foreign language A great deal of pantomime accompanied the talk. With the aid of this gesticulation, by attentive listening and by dint of much repetition the learner came to associate certain acts and objects with certain combinations of the sounds and finally reached the point of reproducing the foreign words or phrases Not until a considerable familiarity with the spoken word was attained was the scholar allowed to see the foreign language in print. The study of grammar was reserved for a still later period. (Cole 1931: 58) The term natural, used in reference to the Direct Method, merely emphasized that the principles underlying the method were believed to conform to the principles of naturalistic language learning in young children. Similarly, the Natural Approach, as defined by Krashen and Terrell, is believed to conform to the naturalistic principles found in successful second language acquisition. Unlike the Direct Method, however, it places less emphasis on teacher monologues, direct repetition, and formal questions and answers, and less focus on accurate production of target language sentences. In the Natural Approach there is an emphasis on exposure, or input, rather than practice; optimizing emotional preparedness for learning; a prolonged period of attention to what the language learners hear before they try to produce language; and a willingness to use written and other materials as a source of comprehensible input. The emphasis on the central role of comprehension in the Natural Approach link s it to other comprehension-based approaches in language teaching. Approach Theory of language Krashen and Terrell see communication as the primary function of language, and since their approach focuses on teaching communicative abilities, they refer to the Natural Approach as an example of a communicative approach. The Natural Approach is similar to other communicative approaches being developed today (Krashen and Terrell 1983: 17). They reject earlier methods of language teaching, such as the Audiolingual Method, which viewed grammar as the central component of language. According to Krashen and Terrell, the major problem with these methods was that they were built not around actual theories of language acquisition, but theories of something else; for example, the structure of language (1983: 1). Unlike proponents of Communicative Language Teaching (Chapter 5), however, Krashen and Terrell give little attention to a theory of language. Indeed, a recent critic of Krashen suggests he has no theory of language at all (Gregg 1984). What Krashen and Terrell do describe about the nature of language emphasizes the primacy of meaning. The importance of the vocabulary is stressed, for example, suggesting the view that a language is essentially its lexicon and only inconsequently the grammar that determines how the lexicon is exploited to produce messages. Terrell quotes Dwight Bolinger to support this view: The quantity of information in the lexicon far outweighs that in any other part of the language, and if there is anything to the notion of redundancy it should be easier to reconstruct a message containing just words than one containing just the syntactic relations. The significant fact is the subordinate role of grammar. The most important thing is to get the words in. (Bolinger, in Terrell 1977: 333). Language is viewed as a vehicle for communicating meanings and messages. Hence Krashen and Terrell state that acquisition can take place only when people understand messages in the target language (Krashen and Terrell 1983: 19). Yet despite their avowed communicative approach to language, they view language learning, as do audiolingualists, as mastery of structures by stages. The input hypothesis states that in order for acquirers to progress to the next stage in the acquisition of the target language, they need to understand input language that includes a structure that is part of the next stage (Krashen and Terrell 1983: 32). Krashen refers to this with the formula I + 1 (i.e., input that contains structures slightly above the learners present level). We assume that Krashen means by structures something at least in the tradition of what such linguists as Leonard Bloomfield and Charles Fries meant by structures. The Natural Approach thus assumes a linguistic hierarchy of structural complexity that one masters through encounters with input containing structures at the 1 + 1 level. We are left then with a view of language that consists of lexical items, structures, and messages. Obviously, there is no particular novelty in this view as such, except that messages are considered of primary importance in the Natural Approach. The lexicon for both perception and production is considered critical in the construction and interpretation of messages. Lexical items in messages arc necessarily grammatically structured, and more complex messages involve more complex grammatical structure. Although they acknowledge such grammatical structuring, Krashen and Terrell feel that grammatical structure does not require explicit analysis or attention by the language teacher, by the language learner, or in language teaching materials. Theory of learning Krashen and Terrell make continuing reference to the theoretical and research base claimed to underlie the Natural Approach and to the fact that the method is unique in having such a base. It is based on an empirically grounded theory of second language acquisition, which has been supported by a large number of scientific studies in a wide variety of language acquisition and learning contexts (Krashen and Terrell 1983: 1). The theory and research are grounded on Krashens views of language acquisition, which we will collectively refer to as Krashens language acquisition theory. Krashens views have been presented and discussed extensively elsewhere (e.g., Krashen 1982), so we will not try to present or critique Krashens arguments here. (For a detailed critical review, see Gregg 1984 and McLaughlin 1978). It is necessary, however, to present in outline form the principal tenets of the theory, since it is on these that the design and procedures in the Natural Approach are based. THE ACQUISITION/LEARNING HYPOTHESIS The Acquisition/Learning Hypothesis claims that there are two distinctive ways of developing competence in a second or foreign language. Acquisition is the natural way, paralleling first language development in children. Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning, by contrast, refers to a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge. Formal teaching is necessary for learning to occur, and correction of errors helps with the development of learned rules. Learning, according to the theory, cannot lead to acquisition. THE MONITOR HYPOTHESIS The acquired linguistic system is said to initiate utterances when we communicate in a second or foreign language. Conscious learning can function only as a monitor or editor that checks and repairs the output of the acquired system. The Monitor Hypothesis claims that we may call upon learned knowledge to correct ourselves when we communicate, hut that conscious learning (i.e., the learned system) has only this function. Three conditions limit the successful use of the monitor: 1. Time. There must be sufficient time for a learner to choose and apply a learned rule. 2. Focus on form. The language user must be focused on correctness or on the form of the output. 3. Knowledge of rules. The performer must know the rules. The monitor does best with rules that are simple in two ways. They must be simple to describe and they must not require complex movements and rearrangements. THE NATURAL ORDER HYPOTHESIS According to the Natural Order Hypothesis, the acquisition of grammatical structures proceeds in a predictable order. Research is said to have shown that certain grammatical structures or morphemes are acquired before others in first language acquisition of English, and a similar natural order is found in second language acquisition. Errors are signs of naturalistic developmental processes, and during acquisition (but not during learning), similar developmental errors occur in learners no matter what their mother tongue is. THE INPUT HYPOTHESIS The Input Hypothesis claims to explain the relationship between what the learner is exposed to of a language (the input) and language acquisition. It involves four main issues. First, the hypothesis relates to acquisition, and not to learning. Second, people acquire language best by understanding input that is slightly beyond their current level of competence: An acquirer can move from a stage I (where I is the acquirers level of competence) to a stage I +1 (where I + 1 is the stage immediately following I along some natural order) by understanding language containing I + 1. (Krashen and Terrell 1983: 32) Clues based on the situation and the context, extra linguistic information, and knowledge of the world make comprehension possible. Third, the ability to speak fluently cannot be taught directly; rather, it emerges independently in time, after the acquirer has built up linguistic competence by understanding input. Fourth, if there is a sufficient quantity of comprehensible input, I + 1 will usually be provided automatically. Comprehensible input refers to utterances that the learner understands based on the context in which they are used as well as the language in which they are phrased. When a speaker uses language so that the acquirer understands the message, the speaker casts a net of structure around the acquirers current level of competence, and this will include many instances of I + 1. Thus, input need not be finely tuned to a learners current level of linguistic competence, and in fact cannot be so finely tuned in a language class, where learners will be at many different levels of competence. Just as child acquirers of a first language are provided with samples of caretaker speech, rough-tuned to their present level of understanding, so adult acquirers of a second language are provided with simple codes that facilitate second language comprehension. One such code is foreigner talk, which refers to the speech native speakers use to simplify communication with foreigners. Foreigner talk is characterized by a slower rate of speech, repetition, restating, use of Yes/No instead of Who- questions, and other changes that make messages more comprehensible to persons of limited language proficiency. THE AFFECTIVE FILTER HYPOTHESIS Krashen sees the learners emotional state or attitudes as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition. A low affective filter is desirable, since it impedes or blocks less of this necessary input. The hypothesis is built on research in second language acquisition, which has identified three kinds of affective or attitudinal variables related to second language acquisition. 1. Motivation. Learners with high motivation generally do better. 2. Self-confidence. Learners with self-confidence and a good self-image tend to be more successful. 3. Anxiety. Low personal anxiety and low classroom anxiety are more conducive to second language acquisition. The Affective Filter Hypothesis states that acquirers with a low affective filter seek and receive more input, interact with confidence, and are more receptive to the input they receive. Anxious acquirers have a high affective filter, which prevents acquisition from taking place. It is believed that the affective filter (e.g., fear or embarrassment) rises in early adolescence, and this may account for childrens apparent superiority to older acquirers of a second language. These five hypotheses have obvious implications for language teaching. In sum, these are: 1. As much comprehensible input as possible must be presented. 2. Whatever helps comprehension is important. Visual aids are useful, as is exposure to a wide range of vocabulary rather than study of syntactic structure. 3. The focus in the classroom should be on listening and reading; speaking should be allowed to emerge. 4. In order to lower the affective filter, student work should center on meaningful communication rather than on form; input should be interesting and so contribute to a relaxed classroom atmosphere. Cognitive Theories Psychologists and psycholinguists viewed second language learning as the acquisition of a complex cognitive skill. Some of the sub-skills involved in the language learning process are applying grammatical rules, choosing the appropriate vocabulary, following the pragmatic conventions governing the use of a specific language (McLaughlin, 1987:134). These sub-skills become automatic with practice (Posner Snyder, 1975). During this process of automatisation, the learner organizes and restructures new information that is acquired. Through this process of restructuring the learner links new information to old information and achieves increasing degrees of mastery in the second language (McLaughlin, 1987, 1990a). This gradual mastering may follow a U-shaped curve sometimes (Lightbown, Spada, Wallace, 1980) indicating a decline in performance as more complex internal representations replace less complex ones followed by an increase again as skill becomes expertise (McLaughlin, 1990b). From the cognitivists point of view language acquisition is dependent in both content and developmental sequencing on prior cognitive abilities and language is viewed as a function of more general nonlinguistic abilities (Berman, 1987:4). Evidence against the cognitivist theory is provided by Felix (1981) who describes the general cognitive skills as useless for language development (Felix, 1981). The only areas that cognitive development is related to language development is vocabulary and meaning, since lexical items and meaning relations are most readily related to a conceptual base (Felix, 1981). Base in cognitive theory is also claimed by the interactivist approach to second language learning (Clahsen, 1987). The language processing model proposed by the interactivist approach assumes an autonomous linguistic level of processing and contains a general problem solver mechanism (GPS) that allows direct mappings between underlying structure and surface forms, thus short-circuiting the grammatical processor (Clahsen, 1987:105). The language acquisition theories based on a cognitive view of language development regard language acquisition as the gradual automitization of skills through stages of restructuring and linking new information to old knowledge. However, the differences between the various cognitive models makes it impossible to construct a comprehensive cognitive theory of second language acquisition and furthermore, as Schimdt (1992) observes: there is little theoretical support from psychology on the common belief that the development of fluency in a second language is almost exclusively a matter of the increasingly skillful application of rules (Schmidt, 1992:377). The last two theories dealt with in this paper, the Multidimensional Model and the Acculturation/Pidginization Theory, refer mainly to the acquisition of a second language by adults in naturalistic environments. In second/foreign language teacher education, humanistic theory leads to considerable innovation, with greater emphasis on co-operative development (Edge, 1992). The basis for this change is the new respect for the teachers personal autonomy. The teacher educators role is one of supporter and facilitator, with the adoption of counselling models of intervention. An additional important factor is the recognition of the emotional dimension to learning. Within this framework, relationships between supervisors and student teachers are emphasised in pre-service education programmes. In in-service programmes, counselling models are adapted with syllabi containing not only subject matter knowledge, but also skills for self-directed development. Moreover, self-assessment and group-work are determined where feelings, relationships and learning can be inexorably linked. Examples of second/foreign language teacher education practices adopted on a basis of humanistic principles include work by Freeman and Richards (1996), Gebhard (1999) and Woodward (1991). Constructivist Approach Constructivism puts an emphasis on the ways in which individuals bring personal meaning to their world. Early researchers such as Piaget focused on the individual construction of knowledge. Bruner on the other hand, placed a greater emphasis on the interaction of the learner with curriculum materials, the teacher, and other significant factors. Similarly, Vygotsky and Feuerstein criticised Piagets view concerning the individual view of knowledge and suggested that, living as we do in a social world, learning occurs through interactions with other people (Williams and Burden, 1997). The author examines constructivism in relation to teacher education, from both the individual and social aspect as follows: Social Constructivist Approach Based on the work carried out by Vygotsky, Bruner and Feurstein, social interactionism sees the individual as born into a social world, and thus learning occurs through social interactions with other people (Dmitri, 1986). This is in contrast with the views of the individual constructivist approach expressed by Piaget and others. A claim is made that our mental representations are not only internal but also dependent on the mental representations of others and rules and restrictions that society imposes on the roles a person can adopt (McMahon, 1997). Therefore, learning to teach is not an internally constructed process with a set of techniques and some specialist knowledge but rather a social process, involving the adoption of a social role. For teachers, this means that they selectively acquire the values and attitudes, interests, skills and knowledge of their professional group. This implies a need for teachers to assess the relationship between their work and wider social conditions (Roberts, 1998, p.44). Thus, the teachers context is not perceived as a constraint but rather as a challenge within which appropriate methodologies need to be evaluated. Evidently, the application of social constructivism in the field of second/foreign language teacher education reveals that social constructivism focuses on the importance of knowledge constructed within and with the help of the group. This is supplemented with teachers sharing and contrasting ideas, agreeing and disagreeing, etc. The group of teachers in question may also be widened by joining forces with other participants in the education system, in the form of a wider learning community (Gredler, 1997). The recognition of dialogue as central to teacher learning is not new. The experiential learning cycle and the humanistic perspectives also recognise the importance of talk in learning. However, according to Roberts (1998, p.45), within a social constructivist framework, dialogue is seen as particularly valuable, in that it is collaborative, task-focused and offers teachers the chance to clarify their own personal theories and social relationships. Activities which help promote social interaction and construction include awareness raising tasks, e.g. problem-solving, which involves past experience, current beliefs and knowledge, direct personal experience in the form of microteaching and teaching practice with opportunities for reflection in and on these activities through structured observations, journal writing, etc. Within this approach, as within the other person-centred approaches, there is apparently a shift in emphasis from that of training to that of development.

family pressure in great depression Essay -- essays research papers

1. Family pressure during the great depression was unlike any the U.S. has ever seen. Everything about families changed in the 1930s. Couples during the depression delayed marriage, and at the same time the divorce rates dropped because people could not afford to pay for two households. Birthrates also dropped and for the first time in American history below the replacement level. Income was closed to none in all families; regular income had dropped by 35% just in the years Hoover was in office. Families had a lot of stress; some pulled together and made do with what they had others pushed away. People turned to who ever they had, family, friends, and after all else the government. Although there were rich people in the depression as well that the depression did not effect at all who were oblivious to the people suffering around them. By Franklin Roosevelt’s inauguration the unemployment rate was up to 25% only increasing till the 1940s. Within families the role played changed as well. Women and children were now working to put bread on the table. Fathers would despise sons for becoming the main source of income for a family. Unemployed men had a deep lack of self respect. That often led them to running away from there families forever. Because many men ran out or stopped caring the women’s role was enhanced and became working women. Black women found it easier to find work a servants, clerks, textiles, workers, ect. Work made all women’s status go up in their homes. Most mi...

A Comparison of T. Thomas Fortune and Booker T. Washington

Alex Roth White Power/Black Leadership November 14, 2007 Booker T. Washington and T. Thomas Fortune Though not as well known today as many of his contemporaries, T. Thomas Fortune was the foremost African American journalist of the late nineteenth and early twentieth centuries. Using his editorial position at a series of black newspapers in New York City, Fortune established himself as a leading spokesman and defender of the rights of African Americans in both the South and the North (wikipedia). The life of T Thomas Fortune spanned several significant periods in American history. His seventy-two years included the experiences of slavery, Reconstruction, â€Å"the Nadir,† and the Harlem Renaissance. In varying degrees, these opposing periods in time influenced and determined the direction of Fortune's life and the realization if his identity as an â€Å"Afro-American. † On the other hand, one of the most influential, celebrated, and criticized black leaders of the twentieth century was Booker T. Washington. Few public figures in African American life during the period of post-slavery excited as much passion and misunderstanding as Washington. Born a slave and deprived of any early education, he became America’s foremost black educator of the late 1890s and early 1900s, introducing the nation to his own brand of education and reform for the post-Civil War United States. Besides using his journalistic pulpit to demand equal economic opportunity for blacks and equal protection under the law, T. Thomas Fortune founded the Afro-American League, an equal rights organization that preceded the Niagara Movement and the National Association for the Advancement of Colored People (NAACP), to extend this battle into the political arena (Thornbrough). However, his great hopes for the league never materialized, and he gradually began to abandon his militant position in favor of educator/activist Booker T. Washington's compromising, accommodationist stance (Thornbrough). Fortune's later years, wracked by alcohol abuse, depression, and poverty, precipitated a decline in his once-prominent reputation as well. Washington’s career, on the other hand, was no less successful or influential than that of Fortune’s. He was the founder, first teacher, and principal of the Tuskegee Institute in Tuskegee, Alabama, which later became the staple for almost all southern black education. Here Washington instituted his belief in vocational training as a means for black self-reliance, as well as a way to further the black community through providing services people of all races could benefit from (Washington). He became a well-known orator throughout his career, wrote a best-selling autobiography (Up From Slavery, 1901), and advised Presidents Theodore Roosevelt and William Taft on race relations in the United States. Later in his life Washington was given the nickname of â€Å"The Great Accommodator† which provides an indication of why later black influences, such as W. E. B. Du Bois and the N. A. A. C. P. so heavily criticized his leadership (Du Bois). Washington was the driving force behind the Tuskegee machine from 1891 until his death in 1915, constantly controlling every operation that occurred at the school. Together these two men helped to shape the landscape of the black community for years after their deaths and as will be shown when their paths crossed during the courses of their lives, sparks flew, tempers flared, and the history of Black America was changed forever. Timothy Thomas Fortune was born a slave in Marianna, Florida on October 3, 1858 (Thornbrough 3). Early in his boyhood he was exposed to the three factors that later dominated his life – journalism, white racism, and politics. Fortune was only five years old when slavery was abolished in 1863 by the Emancipation Proclamation. His father, Emanuel Fortune, was a literate slave artisan and one of two African Americans elected as delegates to the 1868 state's constitutional convention and a member of the Florida House of Representatives, and his mother, Sarah Jane Moore, was a slave. Fortune was raised amid tumultuous times in Reconstruction Florida (12). Southern whites, resentful of black political participation, intimidated blacks through acts of violence; Jackson County, the Fortunes' hometown, witnessed some of the worst examples. The Fortune family escaped with their lives, losing their home and profitable farm as they were forced to emigrate to Jacksonville, Florida to start a new life (23). . The young Fortune obtained his education in Florida through a variety of avenues both formal and informal. While in Marianna and Jacksonville he attended Freedmen's Bureau schools and picked up knowledge of the printer's trade from observation in the office of the Marianna Courier (wikipedia). This printing shop was the first of several in which T. Thomas Fortune worked and learned the trade. At the age of thirteen he began his political apprenticeship in Tallahassee, Florida where he was a page in the State Senate and learned first-hand about political corruption and the exploitation of blacks by whites in politics. Fortune's distrust of political parties and his attitude toward race relations were influenced greatly by his teen years in the State Capitol (Thornbrough 34). He also preferred to spend his time hanging around the offices of various local newspapers rather than in school. As a result, he left Florida in 1876 at the age of 19 and enrolled at Howard University during the winter 1874 term to study law. He changed to journalism after two semesters, but a lack of money limited his stay at Howard (40). While enrolled at school he spent part of his time working in the print shop of the People's Advocate, an early black newspaper, where his love of journalism flourished. In 1877 while still in Washington D. C. , Fortune married his long-time sweetheart from Florida, Carrie Smiley (wikipedia). For the next two years he taught school in Florida and worked for the Jacksonville Daily Union as a printer. In 1878 Fortune traveled to New York, where he was hired to the staff of the New York Sun, eventually working his way up to the editorial staff as those around him began to recognize his incredible abilities as a writer and journalist (Thornbrough). A few years later in 1881 Fortune, along with George Parker and Walter Sampson began the newspaper the New York Globe, where Fortune soon became the editor. The New York Globe and its successors, the New York Freeman in 1884 and the New York Age in 1887, would establish Fortune as the head of black journalists (50). One of the reasons that these papers were so successful was their high literary quality and relentless editing by Fortune. At this time he began to establish himself as a leading voice in the fight against American racism and wrote several editorials that argued for equal treatment and protection of the black community. Under his leadership, the New York Globe and its predecessors were regarded as the most distinguished Afro-American papers in the nation (wikipedia). While editor of the New York Globe, Fortune attacked Republicans for not caring â€Å"a snap of the finger† for Negroes and he called upon blacks to form a â€Å"new honest party. Unlike most African Americans of his era, he felt no special affinity or loyalty fort the Republican Party (Fortune). While most black leaders and black newspapers felt an allegiance to the party of Abraham Lincoln, Fortune denounced the Compromise of 1877, when the Republicans ended Reconstruction and sacrificed the constitutional righ ts of southern blacks. He believed that the period of Reconstruction had not sufficiently given the black community an opportunity to establish a base for their future in this country (93). Fortune’s ability to mobilize the black population through the press and other political actions created a desire for the creation of an Afro-American League (Thornbrough). In December of 1889, more than one hundred delegates from twenty-three states met in Chicago to organize the league. The group’s goal was to attain full citizenship and equality for the black community. However, after much effort to organize chapters and raise funds, the league failed, but paved the way for others, such as the Niagara Movement and the N. A. A. C. P. , which is still in action to this day (67). In 1895, the prominent black leader Frederick Douglass died, making Fortune the most well-known militant black spokesperson in the North. However, this came at the price of Republican funding, since Fortune was an independent political thinker, effectively putting his newspapers into financial crisis and forcing him to depend on Booker T. Washington for small sums of money (wikipedia). At this point in their lives both Fortune and Washington were at the peaks of their influential campaigns, trying to make a difference for the black community. I would now like to talk about the background of our other black leader, Booker T. Washington, in order for the reader to get a sense of his upbringing and beliefs before the pair is compared. Booker Taliaferro Washington was born in 1856 on a slave plantation in Virginia (Washington 7). He was about ten years old when in 1865 the Union defeated the Rebels, ending the Civil War and essentially freeing the southern slaves. Soon after this Washington’s family settled in West Virginia. This is the time in Booker’s life when he began to have a thirst for learning, so he asked his mother for a Webster’s â€Å"blue back† spelling book, which put him on the track to greatness (18). Washington one day overheard discussion of a school for blacks called Hampton Institute, and he promptly determined that he would seek a formal education there. Before going to Hampton, Washington worked for a second time in the home of a white family, in this case as a houseboy for General Lewis Ruffner and his wife, Viola, owners of the local mines (Washington 24). Here he learned the importance of strict discipline and form, something that he took with him for the rest of his life and readily applied to his everyday endeavors. In 1872 he set out for Hampton Institute. When his money gave out, he worked at odd jobs. Sleeping under wooden sidewalks, begging rides, and walking, he traveled the remaining 80 miles and asked for admission and assistance (26). After Hampton officials tested him by having him clean a room, he was admitted and given work as a janitor. This is when Booker was noticed for his diligence, hard work, and attention to detail, all characteristics that he emphasized in every aspect of his life. Hampton Institute, founded in 1868 by a former Union general, emphasized manual training. The students learned useful trades and earned their way. Washington studied brick masonry along with collegiate courses. Graduating in 1876, he taught in a rural school for two years (40). Studying at Wayland Seminary in Washington, D. C. , he became disenchanted with classical education, considering his fellow students to be dandies more interested in making an impression and living off the black masses than in serving mankind. He became convinced that practical, manual training in rural skills and crafts would save his race, not higher learning divorced from the reality of the black man's downtrodden existence. In 1879 he was invited to teach at Hampton Institute, particularly to supervise 100 Native Americans admitted experimentally (Washington 47). He proved a great success in his two years on the faculty. In 1881 citizens in Tuskegee, Alabama, asked Hampton's president to recommend a white man to head their new black college; he suggested Washington instead. The school had an annual legislative appropriation of $2, 000 for salaries, but no campus, buildings, pupils, or staff (Washington 51). Washington had to recruit pupils and teachers and raise money for land, buildings, and equipment. Under Washington's leadership (1881-1915), Tuskegee Institute became an important force in black education. Tuskegee pioneered in agricultural extension, sending out demonstration wagons that brought better methods to farmers and sharecroppers. Graduates founded numerous â€Å"little Tuskegees (wikipedia). † African Americans mired in the poverty and degradation of cotton sharecropping improved their farming techniques, income, and living conditions. Washington urged them to become capitalists, founding the National Negro Business League in 1900. By 1915 Tuskegee had 1, 500 students and a larger endowment than any other black institution (wikipedia). At this point in Washington’s journey he begins to kindle a friendship with a black journalist from New York named T. Thomas Fortune. Washington and Fortune seemingly made strange friends. Apparent opposites – the former a soft-spoken accommodationist and the latter a militant agitator – in actuality, they were very good friends who corresponded almost daily throughout the 1890s. Their relationship was based on mutual affection, mutual self-interest, similar backgrounds, and the same ultimate goals for people of color (Thornbough). Born as slaves in the same year and growing up in the Reconstruction South, both men felt a deep obligation to their native region and a duty to improve the condition of southern blacks. Washington provided a model for the black community after his own life. He believed that blacks should work their way from the bottom up because that is where they stood in the first place. He proclaimed that there was honor, duty, and merit to be found in performing challenging, hard work (Washington 37-38). At Tuskegee Booker reinforced the fact that blacks should not feel undignified about taking part in manual labor, but instead learn to love it. Washington also emphasized the importance of personal hygiene to each of his students, stating that â€Å"Absolute cleanliness of the body has been insisted upon from the first. (Washington 81). This belief stemmed from the thought that being presentable and personally responsible for one’s appearance would lead to a more civilized environment for all men and women (80). He believed that to do something that the world needed was the greatest way to earn merit and become rewarded in society. He also believed that blacks should become economically viable before attempting any ventures into politics. Washington stated that black rights would come at a slow and steady pace and that blacks should wait before becoming involved with political affairs (Washington 85). This accomodationist attitude was not favored by many in the black community, including Fortune’s militant beliefs of agitation. Booker’s motto was â€Å"hand, head, and heart,† meaning that that all things should start through the dignified duties of performing tasks the world needs done (42). He believed in an industrial education where his students were prepared for the real world and able to make a contribution not only to themselves, but the black community as a whole. Like Washington, Fortune emphasized the importance of education and believed that practical vocational training was the immediate educational need for blacks as they emerged from slavery (wikipedia). He, too, counseled success through thrift, hard work, and the acquisition of land, believing that education and economic progress were necessary before blacks could attain full citizenship rights. Although the two leaders played different roles and presented contrasting public images, their alliance was mutually useful. Fortune was editor of the leading black newspaper, and Washington needed the Age to present and defend his ideas and methods. Fortune also helped edit Washington's speeches and was the ghostwriter for books and articles appearing under his name, including A New Negro for a New Century and The Negro in Business (Thornbrough). Similarly, as Washington's reputation and influence grew, particularly in Republican circles, he could be a powerful friend. For years he secretly subsidized the Age, helping to keep it solvent. Fortune hoped for Washington's intercession with President Theodore Roosevelt for a permanent political appointment, but all he received was a temporary mission to the Philippines in 1903 (wikipedia). Fortune's dependency on Washington continued to grow. He bought an expensive house, Maple Hill, in Red Bank, New Jersey, in 1901. Its mortgage payments, added to the financial woes of the Age, compounded his monetary problems. As attacks mounted on Washington for his accommodationist methods, Fortune felt compelled to defend his friend. But Washington's more militant black critics, notably W. E. B. Du Bois and the leaders of the 1905 Niagara Movement, simply denounced Fortune as an untrustworthy, former â€Å"Afro-American agitator (Du Bois 69). A new generation of black leaders was appearing, and Fortune's influence was beginning to wane. He broke with Washington and joined members of the Niagara Group in criticizing President Roosevelt's discharge of black troops following a riot in Brownsville, Texas, in 1906. Needing Washington's support though ideologically drawn to his detractors, Fortune faced a crossroads: his life began to disintegrate. Disillusioned and discouraged after h is long efforts on behalf of black America, he separated from his wife, increased his heavy drinking, and suffered what his contemporaries described as a nervous breakdown (Thornbrough). Washington took control of the Age in 1907 by becoming one of the principal stockholders. Later that year Fortune sold his interest in the paper to Fred R. Moore, who became the new editor. This effectively ended Fortune's influence as a black leader. From time to time he found work as an editorial writer and correspondent for the Age and the Amsterdam News. He edited the Washington Sun for a few months before it folded (Thornbrough). Slowly he recovered and in 1919 he joined the staff of the Norfolk Journal and Guide, continuing to write commentaries and editorials for the rest of his life. He became editor of Negro World, black nationalist leader Marcus Garvey's publication, in 1923, remaining there until his death in 1928, but not before the pioneer activist had joined the ranks of Washington's critics, apologized for his ideological waywardness, and observed that â€Å"all along the way I have shaken the trees and others have gathered the fruit (Fortune). † Many critics agree that it was all but impossible for anyone to achieve the ambitious goals Fortune had set given the climate of the times in which he lived. When he abandoned his militant ideology to promote Washington's more accommodationist methods, Fortune destroyed his own credibility as a leader and his personal integrity as well. This was something he could not live with, and it seemed to destroy him. As Emma Lou Thornbrough wrote in her biography T. Thomas Fortune: Militant Journalist, â€Å"Unable to bend as Washington had, he was broken. Before he was thirty years old Timothy Thomas Fortune was widely acclaimed as the most able and influential black journalist of his times and was seen by some as a possible successor to Frederick Douglass. As an editor in New York toward the end of the nineteenth century, he sought to use the press as a vehicle for mobilizing black public opinion to support his militant ideology and for establishing himself as spokesman for and defender of the rights of Afro-Americans in the South as well as in the North. He viewed political action as necessary for achieving his ideological goals as well as an instrument for fulfilling his own personal aspirations. He also conceived of a national organization as a means of carrying out his aims and led in the formation of the National Afro-American League. His political ambitions were thwarted as were his hopes for the League, and in later years his reputation as a militant and uncompromising champion of the rights of blacks was compromised by his ties with Booker T. Washington, with whom his career became inextricably linked. This seeming paradoxical relationship between the two men grew out of the interest that each had in furthering his own career as well as out of mutual respect and affection. But as Washington's prestige and power grew, Fortune's influence and reputation declined (19). Although outwardly conciliatory, Washington secretly financed and encouraged attempts and lawsuits to block southern moves to disfranchise and segregate blacks. He had lost two wives by death and married a third time in 1893. His death on Nov. 14, 1915, cleared the way for blacks to return to Douglass's tactics of agitating for equal political, social, and economic rights (wikipedia). In 1895 Washington gave his famous â€Å"Atlanta Compromise† speech (Washington 99). Although he shared the late Frederick Douglass's long-range goals of equality and integration, Washington renounced agitation and protest tactics. He urged blacks to subordinate demands for political and social rights, concentrating instead on improving job skills and usefulness. â€Å"The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera-house,† he said (101). He appealed to white people to rely on loyal, proven black workers, pointing out that the South would advance to the degree that blacks were allowed to secure education and become productive. Washington's position so pleased whites, North and South, that they made him the new black spokesman. He became powerful, having the deciding voice in Federal appointments of African Americans and in philanthropic grants to black institutions (wikipedia). Through subsidies or secret partnerships, he controlled black newspapers, stifling critics. Overawed by his power and hoping his tactics would work, many blacks went along. However, increasingly during his last years, such black intellectuals as W. E. B. Du Bois, John Hope, and William Monroe Trotter denounced his surrender of civil rights and his stressing of training in crafts, some obsolete, to the neglect of liberal education (Du Bois 73). Opposition centered in the Niagara Movement, founded in 1905, and the National Association for the Advancement of Colored People, which succeeded it in 1910. In the Atlanta Exposition speech Booker speaks of the progress of the black community ahs made since the end of the Civil War. He had created the Negro Business League, where black businesses were able to get money and become established through the aid of other black businesses. He also stated his theory of education needing to be industrial, so that young blacks could become independent by providing services the world needs. However, this progress seemed to be tainted because there was very little room for growth, especially in industry and politics. Here it is said that Booker became known as an accomodationist. He made statements during the speech that lead others in the black community to criticize his leadership and future goals of the race as a whole. He said that blacks got as much out of slavery as whites, meaning that they had skills others did not possess (Washington 14). He also stated that he opposed slavery, but was not bitter about the entire nation under this hierarchal control. He thought that blacks should not ask for many rights or privileges because he did not want to annoy them. This view differed completing from those of T. Thomas Fortune because he believed in a more militant approach to the gaining of political and social rights (Bracey et. al. 213) . In â€Å"We Know Our Rights and Have the Courage to Defend Them† he presents a black nationalist view of the United States after the Civil War and Reconstruction (Bracey et. l. 213) . Booker also shared in this view, stating the â€Å"we are a nation within a nation,† although many educated blacks wanted to be seen as Americans. In this writing, Fortune wanted to press the case for black rights, sharing a spirit of agitation with the black community, something that differed heavily from the teachings of Washington (214). Fortune wanted to stir things up by challenging blacks to have manhood and to stand up to white prejudice that they witnessed in their everyday lives, coming up with an actual program to aid this progress (217). First, he represses voter intimidation of the blacks in the South. Second, he discourages the reign of the lynch and mob laws. And third, he discusses the unequal distribution of school funds to black educational endeavors, such as the Tuskegee Institute. Fortune believed that many of these issues were worth fighting for and if the black community could act in solidarity they would eventually achieve their goals (Bracey et. al. 218). The relationship between Fortune and Washington was, to say the least, a tumultuous one, riddled with disagreements and hardships. T. Thomas Fortune was much more outspoken and militant than was his friend Washington, who preferred a less hostile method of progressivism. These men both live incredibly different lives, but were connected by their beliefs in creating a better world for the black community, through political, social, and economic change. Their work will never be forgotten and will be able to be seen well into the future as blacks are continuing to forge ahead, making the world a place that both T. Thomas Fortune and Booker T. Washington could be proud of. Works Cited Washington, Booker T. Up From Slavery. New York: W. W. Norton & Company Inc, 1996. Du Bois, W. E. B. The Souls of Black Folk. New York: Bedford/St. Martins, 1997. Fortune, Thomas T. Black and White: Land, Labor, and Politics in the South. New York: Arno Press, 1968. Thornbrough, Emma Lou. T. Thomas Fortune: Militant Journalist. New York: University of Chicago Press, 1972. Bracey, John H. , August Meier, and Elliot Rudwick. Black Nationalism in America. New York: The Bobbs-Merrill Company Inc, 1970 â€Å"Wikipedia. † 9 Nov. 2007