ktmeng/mec huggingface dataset:
Topic: racism

In ‘The Gold Cadillac’ the children ‘run through the corridors banging on doors.’ This shows childhood innocence by showing the characters doing childlike and immature things. Another way the authors convey childhood experiences is by showing a state of innocence around the children. The childish behaviour seen by the reader reminds them the narrator is just a kid sets up the idea of virtuousness; this makes the powerful endings more emotive. Also, that a lot of pleasure is taken out of very simple things, like going for crackling or riding in a car. The sense of community is shown in ‘Crackling Day’ when they meet up with the rest of the community whilst getting the ‘crackling’, also that they are poor as they travel a long way to get food, even though it is only a couple of penny’s worth.
Topic: racism

One of the writing techniques that the authors explore is the use of rhetorical questions. For example in the story of “The Gold Cadillac” As the police arrest the father they ask “Whose car is this boy?” this shows the mistrust clearly, it is a rhetorical question because they know that the answer will be ‘It’s mine’. They then accuse him of lying and take the car. This makes the final decision seem extra harsh as the police are just being cruel to the father.
Topic: racism

The author of ‘Crackling Day’ uses the cold weather to set the boys up as victims. They do not have many pieces of clothing on and the clothes they have on are do not protect them from the cold. In the text it says “There was a sharp bite to the morning air.” This shows that the boys have little defences against the weather and are “helpless victims of the bitter cold” as they are also victims of racial prejudices. As the cold ‘bit’ into their bodies in the morning, the ‘white man’ forced the whip to ‘bite’ into the narrators back. In ‘The Gold Cadillac’ the weather is used to portray the different destinations. In the north it is sunny and the children are playing outside freely in the park or on the beach. However when night comes in the south and the father is asleep, the author uses the darkness to portray a sinister side to the south.
Topic: racism

The relationships between the families are very strong. The relationship the narrator has with their parents in ‘The Gold Cadillac’, show a lot of love and togetherness it shows this when then the text says “we hugged our father in joy.” The parents are clearly in control of the children; this is shown when the children refer to their father as ‘Sir’. In the story it shows the parents care for the narrator when the father says “no need to be scared now sugar, Daddy’s here and so is mother-Dear” This proves that the relationship that the narrator has with their parents is very strong. The relationship that the narrator has with Wilma also shows a lot of love and care. I know this as it says in the text “Wilma grabbed my hand” this is showing sisterly love. We can also see that the whole family is really close when the text in The Gold Cadillac says “My uncles came out from the house and my aunts, carrying their babies came out too” This shows a lot of love and warmth in the society around them and that there is nothing to be worried about in the community. When the father was arrested whilst travelling down south in the gold Cadillac, they change cars to his cousins’ ‘Chevy’. This will not draw as much attention to themselves, this makes them feel safer. This movement tells us that the society is very unforgiving and racist through the closeness, love and care of the family.
Topic: racism

The relationship the narrator has with their aunt and uncle in ‘Crackling Day’ is a different kind to the one the narrator shares with their parents in ‘The Gold Cadillac’ but they do share some similarities. I know that the narrator in ‘Crackling Day’ does not have any parents and is living with his aunt and uncle who love him but are a lot sterner then the parents in ‘The Gold Cadillac’. In the text it says “Only a small piece, understand?” This shows that the upbringing of the narrator in ‘Crackling Day’ was much tougher than the one in ‘The Gold Cadillac’. You can see the love in the relationship at the end of the story when the narrator is being beaten for fighting, it says in the text “Then suddenly Aunt Liza went limp. Tears showing in her eyes” It was very painful for her watching the narrator get beaten. At the very end there is a very big show of family love, the text says “She cuddled me close, warmed me with her own body. With her big hand on my cheek, she rocked me, first to silence, then to sleep” Aunt Liza felt sorry for the narrator; she cared for him and made sure he falls asleep.
Topic: racism

The narrator in ‘Crackling Day’ shows ignorance and confusion quite clearly whilst he is completing his job to receive the crackling. Whilst he is talking to the white man serving out the crackling he didn’t know he needs to say ‘baas’ Andries has to nudge him and tell him what to say because he is not aware of how to address the white man in this community. Also he doesn’t know that he should avoid the white children because Andries says “Better run for it” and the narrator replies “Why?” This shows the narrators ignorance of the situation he is in as he does not realise the power of the white children. In ‘The Gold Cadillac’ the narrator shows ignorance of the situation when it says “I couldn’t understand why the signs were there and I asked my father what they meant.” She was confused when she saw the signs “WHITES ONLY, COLOUREDS NOT ALLOWED.” and could not figure out why they were there. It also shows innocence when it says “They searched my father I didn’t understand why. I didn’t understand either why they had called my father a liar.” This shows ignorance of racial discrimination because they had grown up in a safe, trustworthy environment where there was no discrimination. As soon as she is put in this situation she is confused and “felt as if I was in a foreign land” because of the racial discrimination. There is a similarity between the two stories in this sense as they both show a sense of confusion when they are put in situations of racial prejudice that are not normal to them. The ignorance and confusion helps us see what the children are feeling when they come across situations that are not logical to them.
Topic: racism

Fear is a major part in the stories, In ‘Crackling Day’ it says “I grovelled at Sam’s feet begging him” this is before he was about to be beaten for fighting with the white boys, it shows that he had learnt to be scared of the white man and of Uncle Sam. We see that he is afraid when the text says the word “grovelled” and “begged” these are words associated with suffering and pain, this helps the reader see that the narrator is scared. In ‘Crackling Day’ it says “He’s new here, he’s from Johannesburg they don’t know how to behave there” this shows that the narrator does not know how to behave in his new environment because it is different than the one he has grown up in. In ‘The Gold Cadillac’ the narrator shows fear when it says “I was afraid to sleep until my father woke” The fear shows us that the environment that they grew up in is nothing like the one that they are in when they are scared. It shows that society, though mostly loving, can be ruthless as well. The fear shows us the severity of the fathers arrest and the white mans power to take their father away for no reason but also whilst putting more emphasis on the horrific events that happen at the end of the stories, because innocent people such as the ones in these stories shouldn’t b made to feel intimidated.
Topic: racism

In conclusion Taylor and Abrahams convey childhood experience of racial discrimination in ‘The Gold Cadillac’ and ‘Crackling Day’ by mainly using the innocence, ignorance and confusion of the children when they are in a strange, hostile place. I think that the author’s methods are very effective and they help create a clear picture of the upbringing of the narrators and the environment they are in. In the two stories they both went on a journey that started in innocence but taught them a harsh lesson about the world outside their upbringing. This journey happens in both stories, one on foot to collect food and the other in car to meet with relatives, they both portray the fear of racial prejudice and a confusion of not understanding how to act in different circumstances. This is a life journey where we learn lessons that are not always nice.
Topic: racism

The art of teaching and the act of learning, primarily take place because a teacher creates the environment, orchestrates available resources, capitalizes on teaching moments, sometimes pushes back the desks, and does what it takes to help children. Some teachers become cynical for a while, after being put down and ignored and opposed. They end up thinking, feeling and sometimes even believing that no one can be reached. They convince themselves the battle is not worth it anyway. Yet teachers can help their students and influence many.
Topic: racism

That influence must not be based on fear, otherwise, it is coercive. It will not work over the long haul and it has many unexpected and disruptive side effects. (Lee, B. 1997, 233). According to Barry Neil Kaufmann (2001, 26), beliefs are conclusions we form (or are taught) about ourselves, other people, events, or objects in the universe. He states that what distinguishes us from all other creatures is our belief-generating capacity. Simply stated, we freely choose to create, adopt and discard beliefs as our way of taking care of ourselves.
Topic: racism

He also believes that beliefs are held for what the believer thinks are the best of reasons. This paper looks into the beliefs systems of teachers and delves into some theories and models of educational psychology as applied in teaching. It hopes to give some solutions as to how best to approach the teaching of students and young learners. I believe that people are so different and variable, their reactions are so complex and influenced by such a multiplicity of factors that it sometimes seems as if real scientific understanding of human behavior is impossible.
Topic: racism

However, I also believe that while some aspects of behavior are generally predictable, it is impossible to be accurate in every case; individual exceptions do occur. Some of the influences that have shaped my point of view on this are the studies, researches and experiences that I have gone through my stay in the University plus my own set of readings. Some issues that made me rethink my own set of beliefs One of the issues that we tackled that made me rethink and act accordingly were my experiences on the important issue for multiculturalism and the profound differences that exist between two cultures.
Topic: racism

The soap opera genre originated in American radio serials of the 1930’s. (1) The soap opera is a genre originally drawn from radio rather then film. British soaps can be traced back to radio serials such as “Mrs Dale’s Diary in 1948 to 1969 and “The Archers” in 1950. (2)Soap opera as a form is more popular then ever. At least five different programmes are regularly listed amongst the top ten audience ratings and historically it was conceived as being a “woman’s genre.
Topic: racism

Considering the visual conventions used in soap opera to construct a sense of reality and the representations of the world they offer and their pleasures, is a vital tool in explaining the continuing popularity of soaps. According to Julia Smith, the producer of Eastenders, she states that what marks Eastenders popularity is the fact that “reality is not constructed but is reflected”(4) and this is what marks the appeal of Eastenders to its audience as the contours of the soap opera world become in many ways as familiar as those which constitute one’s everyday reality.
Topic: racism

According to Jonathan Powell, he felt that, “the East End location would provide roots and identity, an attractive folklore and a sense of history which was essential to the genre. “(6) Therefore, the fact that it is an area which has been historically populated by “waves of different immigrant groups”(7) and social issues, the East End would provide a “mobile society”(8) setting with a “background, history and culture”, (9)which would therefore contain mixture of characters and therefore function to appeal to a wider range of audience such as ethnic minorities.
Topic: racism

Furthermore, the soap would be appealing as it would provide the viewers with a sense of regional identity that they could identify with. The concept of presenting real social issues and reflecting the realities of contemporary inner -city- life was vital in determining the survival and popularity of Eastenders. Therefore, Eastenders popularity is in Smith’s terms due to, “a realistic, fairly outspoken type of drama which could encompass stories about homosexuals, rape, unemployment, racial prejudice, etc in a believable context.
Topic: racism

Above all, therefore it displays it with realism. Unemployment, exams, racism, birth, death, dogs, babies, unmarried mums except politics and swearing. “(10) The producer Jonathan Powell felt that the winning storyline was the story of Michelle’s baby as it was a “human story which had touched a public nerve. “(11) What marks the popularity of Eastenders in terms of social issues is that the characters behave, think and feel as we would expect them too.
Topic: racism

For example in 1997, when Bianca and Ricky found their unborn child was going to be disabled, they were grief-stricken and unable to decide what to do. This is a realistic and understandable response to a very difficult decision, and their performances were not exaggerated with high drama but were low-key and subdued which made the realistic appeal even more convincing. The message is appealing as it matches the viewers own experiences and expectations of the world.
Topic: racism

The viewers might not agree with Bianca’s decision about her unborn child, but the message to think carefully and make the choice that is right for herself and the baby, seems right. In Coronation Street, the character Toyah found the courage to do the right thing and go to the police after she had been raped, even though many women in society do find this difficult to do. It is this “ideological significance” and verisimilitude that soaps inherit which fulfil the viewers’ desires and enhance soaps popularity.
Topic: racism

Peter Buckmann for instance, elaborates on this and states that soaps are pleasurable because “they offer a reassurance that the world is not changing as quickly as it seems. “(12) Eastenders and Coronation Street are popular among ethnic minorities as they consciously set out to represent diverse multicultural stereotypes that the audience can identify with. The issue of stereotypes is also therefore a significant element when it comes to ethnic minorities because they usually have some distant basis in truth.
Topic: racism

Eastenders continuing popularity therefore is also marked by the fact that it illustrates a mainstream perception and the potency of its appeal in Phillip Elliots words, “is its ability to emphasise with audience groups of which one is not oneself a member. “(13) For example In Eastenders, Alan Jackson represented a positive antidote to the stereotype of the nomadic black baby-father, whilst still being the victim of racism and just recently the issue of homosexuality between Zoey Slater and Kelly.
Topic: racism

” large, matriarchal extended families living in a run down and overcrowded accommodation, that it would be based in a small enclosed community, thereby providing a considerable potential for conflict, intrigue and gossip, and that it would make a great play of Cockney humour. ” (15) The Slaters family is good example of this in Eastenders. Granada television produces Coronation Street, which first appeared in 1960 and through this soap it also established its own regional identity and satisfied viewers assumptions.
Topic: racism

As Richard Dyer points out in his introduction to the BFI monograph, “Coronation Street is the product of the same historical moment as Richard Hoggarts The Uses Of Literacy. ” (16)This book was concerned to “reveal and legitimise working-class culture”(17) and was influenced by a great degree of “nostalgia. “(18) Similarly, Coronation Street “while celebrating and validating aspects of working-class culture and everyday life tended to locate its image of this world in nostalgic terms. ” (19)Therefore, it was the illustration of the “recovery of the predominantly white working- class”(20) that was a significant element in its appeal.
Topic: racism

Coronation Street’s culture was also popular as it illustrated Hoggarts account on the “emphasis on home, everyday, common sense and the lives of women. “(21) The communal gatherings in social locations, such as the pub and cafi?? initiated this. According to Verina Glaessener , one of the most appealing characteristics of Coronation Street is its “privileging of the social and communal over the familial. ” (22)Here the characters “focus more on community rather then family relationships”(23) and this is what marks its appeal as it illustrates regional identity that the viewers can identify with.
Topic: racism

Compare the ways Maya Angelou and William Cowper present the issue of slavery in the poems ‘Still I Rise’ and ‘The Negro’s Complaint’ The poems, ‘Still I Rise’ and ‘The Negro’s Complaint’, clearly present the issues of slavery in different ways. ‘Still I Rise’ was written in the 1970’s by a poet called Maya Angelou. Angelou was a black American. Angelou writes about the effects which slavery had on black people and how she always rose above what happened in her life.
Topic: racism

On the other hand, ‘The Negro’s Complaint’, was written in 1788 when slavery was still legal, therefore, Cowper’s poem was seen as very controversial at the time when it was written. ‘Still I Rise’ was written many years after the slave trade was abolished but nevertheless, white people were segregated from the blacks in this very racist time. Obviously the main theme of the poem is: the effects of slavery, the treatment of blacks, and racism.
Topic: racism

This particular poem depicts the reality of slavery and portrays slavery as inhumane. The tone and language of ‘Still I Rise’ is very powerful and Angelou often refers to herself as being a strong aspect of nature. Angelou says, “I’m a black ocean, leaping and wide. ” This suggests the power to overcome things. Oceans take whatever is thrown at them, be it good things or bad, just like Angelou is forced to accept the point that she’s different from the others and therefore, receives an earful of racial comments.
Topic: racism

The theme of nature is just one of the many similarities which these two poems contain. In Angelou’s poem the aspects of nature apparent are: ‘moons, suns, tides and oceans. The natures featured in Cowper’s poem are: billows, water, soil, sky, tornadoes, seas, plantations, meadows and whirlwinds. The reason why Cowper may have written about nature so much is probably because he writes hymns. The nature in the poem is all really part of God’s creations, so being a hymn writer; this may have influenced the theme.
Topic: racism

The nature in Cowper’s poem is used to show Gods anger whereas in ‘Still I Rise’, it shows the positive aspects of Angelou’s life. Another similarity in both is the subject of gold and wealth. Angelou mentions several wealthy things such as, ‘oil wells, gold mines and diamonds’. Cowper, on the other hand, mentions, ‘treasures, buying and selling, and paltry gold’. Gold and wealth, therefore, is the main point of slavery.
Topic: racism

One internal factor is media, which plays a big role in demonising the black Caribbean EM into folk devils, Wright said that racism happens in school because of the media which gives negative labels to students and creates stereotypes, and however she also said that some teachers have stereotypes but choose not to bring it in to the class room. This contributes to racial stereotypes that teachers have of black pupils, supporting Gillborn and Youdell’s research that teachers have ‘racialised expectations’ of black pupils which contributes to a ‘cycle of conflict’ between teachers and students. As black pupils attract negative labels, they are more likely to be put in lower streams and sets and in terms of educational triage are seen as the students who either need help to achieve to cross over the C/D borderline or those with ‘no hope’ of achieving which consequently contributes to a self-fulfilling prophecy of failure.
Topic: racism

This negative perception of black pupils and association with gang culture, was highlighted in the LDA report (2004) where one Black Caribbean (B/C) pupil commented that, ‘when it is white boys it is a group, but when it is black boys, it is a gang’ showing how the relationship between B/C students and white teachers is one based on ‘conflict and fear’. The labelling of students inevitably leads to different student responses, with those that conform most likely to be I and C students who are viewed as the ‘ideal pupils’ whilst Sewell and Hall have recognised how black students can create a ‘culture of resistance’ to school and rebel or retreat completely from the
Topic: racism

Another aspect of the school which has been highlighted is the ethnocentric curriculum. Despite attempts to provide a ‘multicultural education’ according to Troyna and Williams, there is evidence of ethnocentrism which means that Asian and blacks students feel frustrated and disillusioned with the school system. Examples of ethnocentrism include History and other textbooks carrying degrading images of non-white people, with black people often viewed as ‘evil’ and white people as ‘good’. Whilst others have commented on how uniform and dress requirements with arrangements for PE and games also potentially undermining the confidence of ethnic minority students for example, Muslim girls expected to wear skirts which goes against their cultural and religious expectations.
Topic: racism

To conclude, despite these concerns about racism within schools, I and C still outperform every other group despite being taught the same curriculum and being subject to the same school rules etc. Also it has to be noted that not all school teachers are racist whilst not all students end up with a self-fulfilling prophecy of failure. Additionally it must be noted that when looking at educational outcomes of students, ethnicity cannot be considered in isolation, social class and gender also need to be taken in account – with research showing that social class has 5 times the impact than any other factor on educational achievement.
Topic: racism

“Desiree’s Baby”, by Kate Chopin, is a short story that deals with love, prejudice and rejection, including some racist traits. The story develops in a period of time characterized by separation of races where whites were rich and superior and blacks were inferior and mostly slaves. Throughout this short story, social status and how human relationships were dominated by power and appearance, become the center of the story. Desiree’s Baby” describes the life of a young woman called Desiree, who was adopted by the Valmonde’s family when she was abandoned in front of their house.
Topic: racism

This young woman marries Armand Aubigny, who had one of the richest and proudest names in Louisiana, and who at the beginning fell in love with Desiree in a way in which he did not care about her origins and gave her his important name. Armand and Desiree had a son, who was having black skin as he was growing; what in the time, was considered a disgrace for the entire family and most important in this case, to Armand.
Topic: racism

Desiree having a child with black skin brings the essential factor to the story were the characteristics of Armand clearly show up. The character of Desiree’s husband, Armand Aubigny, is showed as a violent and insensitive person, with a nature based only on his high social status as the only significance in life. Armand starts to be seen as a violent character when he is first introduced: “Armand Aubigny”, his name itself derives from the word “arm” in English, related to a fighting perception.
Topic: racism

When he falls in love with Desiree, it is described as a love at first sight, surrounded by violent adjectives and comparisons: ” as if struck by a pistol shot…like an avalanche, or like a prairie fire, or like anything that drives headlong over all obstacles. ” These comparisons relate to the character with a violent and really strong behavior, serious, that when he falls in love at first sight does things without thinking twice. As well as when described by his wife DEsiree as ” spirit of Satan seemed suddenly to take hold of him”.
Topic: racism

Armand Aubigny shows his violent features all along the story, also seen when he makes his wife leave their house, “Yes, I want you to go”, which will be more in deep developed among this essay. Armand does not seem to feel or to care, instead, he appears as a really insensitive person; “forgotten how to be gay…Armand’s dark,handsome face had not often been disfigured by frowns since the day he fell in love with her. ” It is not only his behavior but also his physical characteristics are showing a person who is not present, and is not taking care of his things in life.
Topic: racism

Also, mentioned in the story “he absented himself from home…avoided her presence and that of her child, without excuse”; Here there is a husband described who does not give explanations to his wife, and is not present at home during the first years of his own son. And as mentioned before, during the farewell of his wife, is unable to speak a word, even when loosing her wife, he does not give her an answer, the narrator describes Armand’s thoughts as “no longer loved her”; as if he did not care at all about the departure of both his wife and unique son.
Topic: racism

A third and last aspect of the important character of Armand Aubigny, is that all his features led him appear as a person whose goal in life and whose only concern is the social status and appearance in public. Armand has a vital struggle in which he allows himself to be interested and sometimes racist. He is a rich man, who inherited his father’s plantation as well as “one of the oldest and proudest” name “in Louisiana”. A really clear and good example where this concept is seen is when his wife explains how proud Armand is having a baby boy, because a girl would have badly influence his name; “He is the proudest father in the parish”.
Topic: racism

Also since both parents noticed that the baby boy began to have some black skin, Armand “took his wife and son” out of his way, as if they were mere possessions which were destroying his high social status and his famous name: ” Yes, go…Yes, I want you to go. ” Things in Armand life appear as objects, simple things, that can affect his name good or bad. Armand Aubigny appears as a key character in the story, since he is the starting point of the breaking down of the marriage with Desiree, the woman with whom he fell so violent and strongly in love, which showed the different characteristics that refers to Armand among the whole story.
Topic: racism

For `the hurricane` we created a scene in a bar where someone had been murdered. From this scene we thought-tracked the characters in the bar to explore the reactions of people close to the murdered person, and how peoples prejudices taken over their rational thought in the face of grief. From this scene, we also created a CSI ( crime scene investigation) to explore the methods of how police go about ascertaining the identity of the murderer and how the complexity ( and alteration) of evidence can lead police astray as to who the criminal is.
Topic: racism

To start with, to get to grips with the play, we studied the text and then acted out a scene from the play. This was incredibly helpful as it let us interpret the text into an actual scene. We did an exercise where we had to select ten boxes in pairs at random ( big or small). A big box corresponded to a sentence, whereas a small box meant only one word. We picked our boxes, and then we were given a starting sentence, from that we had to create a scene by only using the boxes we picked.
Topic: racism

This helped as it gave us an incite into the way that Harold Pinter structured the language of his plays. It also helped our improvisation skills as we had to react from any given stimuli with certain guidelines. Lastly on the stimulus of `mountain language` we were asked to try to create a new scene for the play, we were allowed to have our scene at any part of the play as long as it tied in with the themes of the play. This helped our organisational skills as we were given a set of themes to adhere of scene around, and a set time limit in which to complete the scene.
Topic: racism

Our groups first idea was the rather clichï¿½ story line of a black man who falls in love with a white woman. The play was to be set in the 1950’s in the deep southern states of america, where racism was predominant. The story line was that of a black man who falls in love with a white woman and is told, in no uncertain terms, that he was to stop pursuing his quest. Against all odds the man would unite with his woman in the face of adversity and they would live happily ever after. That idea was ditched in mere minutes due to the fact that this is one of the most hackneyed storylines that you can use for racism, and we also thought that this idea was far too 2-D for GCSE drama.
Topic: racism

Our final concept drew on the story telling techniques used in the film `Forrest Gump` but elaborated on this dramatic devise in quite some detail. Our first idea for our final concept was the same idea as used in `Forrest Gump`, to tell someone’s life story and to ract out these stories. We didn’t like this idea as we found it a rather bland way to portray the serious issues involved. Our second idea for the final concept played around wih the idea of having dual storylines enacted in one play.
Topic: racism

The idea was that we would act out the life of a man and his turbulent childhood in alternating scenes, to show how aspects from his childhood made him what he is today. We stopped pursuing this idea when we realised the difficulty involved in visually trying to make the audience see regression in the character while still maintaining an air of seriousness to the play. Our (then) final idea in the final concept of our play was to explore the way that people can relate to literature.
Topic: racism

The story was that of a misogynistic man who can only escape his dysfunctional home life by reading about others’ pain. He is leading his family into a bitter spiral of hate, and if he doesn’t do something about it soon he will lose all that he holds dear to him. In the play the man virtually sees his life played out in a book apart from the fact that he is a man who has an underlying hatred for women and the book character is a black man who has a fundamental loathing of white people. As the man reads to the end of the book, he finds that the book character falls into alcoholism and bitter self-pity and starts to think about what would happen if he continued to carry on the way that his life is carrying him.
Topic: racism

There is an awesome scene in this play where the man stands in the middle, between the book world and the real world. The characters from the book world start to recognise him as the character from the book and the characters from the real world just see him as himself. The book characters and real world characters are unaware of the others presence. This tips the man over the edge and he realises that he must change his ways and make amends with everyone that he has done wrong to. Alas this was not to be after a member of our group renounced from the project. This left us with a whole bunch of scenes, and no main character (the group member that had quit was the main character of the book world) that left us in a very bad situation. We only had two weeks left, and no play.
Topic: racism

We used some of the existing scenes and altered them slightly to create our final final idea. This is the story of an abusive husband and father and the way he, unintentionally, moulds his daughters image of men. This play explores the idea of a prejudice against men and the well known injustice of always believing the younger sibling. There is an awesome scene in this play to, where the husband has abused his wife to the point that she dreams of therapy. In this scene there is a key theme running through it; the word crazy.
Topic: racism

Its layout presents itself to be well thought out and again using all the space adequately. Like all the army advertising posters it follows the same basic layout structure as mentioned in poster 1. This poster in particular is from a strange angle that seems to suggest that the soldier from whose point of view you are looking from is spying on people in the image. The image shows a continuous line of men who are unloading large sacks which presumably contain food, these men helped by soldiers have formed a human chain.
Topic: racism

The poster once again is in the same style, the image shows a crowd of violent hooligans in the distance and a man quite close holding a baseball at in an aggressive manor. You as the soldier are approaching the crowd to help stop it. The word needed is used in the slogan, this gives the reader a bit of self assurance that makes them feel as if the army needs them as appose to wanting them. The picture works terrifically with the slogan so that it can be understood at a glance.
Topic: racism

This poster is one of the best I have seen, the combined affect between the image of the man and his aggressive words are powerful and put across the message clearly. This poster can be seen from two completely different people in two completely different ways, if you were an afro – Caribbean man willing to join the army and you came across this poster it would encourage you, because the man in the picture is on your side. If a different man saw the poster, say racists towards blacks, this may put him off joining the army. So overall, the poster works in good ways and it will encourage people of different backgrounds to join.
Topic: racism

This scene is one of if not the most important and for me most interesting scene of all. Mainly because it’s the main turning point in the play, I say this because in this scene, Duncan (the king of Scotland) is murdered; this changes the entire play as a loyal Thane (macbeth) betrays his country. This murder is not done as easily as thought to be however, and it takes a lot of persuasion from L.Macbeth to firstly convince Macbeth it’s the right thing to do.
Topic: racism

Before any of this happens Macbeth meets three witches, they all tell him that he shall become thane of Cawdor also King! He dosn’t take much note of it, until, later in the play he is premoted to ‘Thane of Cawdor’, which is the equivalent to becoming a Lord. This obviously changes Macbeth’s state of mind, and in act 1 scene 7 the first sign of Jealous i displayed.
Topic: racism

Cases of subjugation are really much nowadays within our world’s history. and even in most societies today. Bing rich in history. Australia is a big illustration of subjugation in our universe. Not merely can we happen koala bears and kangaroos in the continent of Australia. but besides the world’s oldest bing civilization of Aboriginal people ( Aboriginal Australia – EmbraceAustralia. com ) . For about 50. 000 old ages. Australia has served as place to these ancient autochthonal people ( Aboriginal Australia – EmbraceAustralia. com ) . Australia’s indigens have been victims to oppression in many ways and for assorted grounds for about 200 old ages.
Topic: racism

It was non until the 1970’s that the Policy of Assimilation ended ( Aboriginal Rights – EmbraceAustralia. com ) . Although Aboriginal rights have greatly evolved into the present. Australia’s indigens still conflict against many biass and Acts of the Apostless of racism even in today’s society. These autochthonal people are frequently labeled by others to be “wide-nosed and dark-skinned” and live their ancient tribal life styles filled with offense. force and imbibing. In add-on. legion people still believe in false Aboriginal stereotypes.
Topic: racism

For illustration. Aborigines are debatable. un-educated people who follow no faith. suffer from hapless iets and are given excessively much public assistance. all of which are non needfully true ( Stereotypes about Aboriginal Australians – Creativespirits. info ) . This issue is a really of import portion of Australian history. As we look deeper into the dislocation of Aboriginal mistreatment. many lending factors can be found. The root of this issue can be traced back to the white colony. With the reaching of the Europeans. Aborigines were instantly faced with many jobs. The Europeans brought along many new diseases and unwellnesss to which the Aboriginals had no unsusceptibility.
Topic: racism

Epidemics created by the variola and even the common cold immediately killed about half of the Aboriginal population. finally. making a barrier between the autochthonal people and the Europeans ( History of Australia – EmbraceAustralia. com ) . This instantly put the Aborigines in an unfortunate place where they were now much weaker. and hence deemed inferior to the colonists. Naturally. white colonists began inquiring the Autochthonal people for their labor in exchange for goods. and claiming Aboriginal land for “economic purposes” ( The Social. Cultural and Historical Context of Aboriginal and Torres Strait Islander Australians ) .
Topic: racism

The Aboriginal population. now well much smaller. had trouble when turn outing ownership and power over their fatherland. European colonists were now stronger and could claim districts easy. This contributed non merely to the enlargement of the European colonists and to the growing of their power. but besides to the issue of subjugation in Australia. Every twenty-four hours. people around the universe of all races. genders. ages and civilizations are faced with the debasement and agony of racism and subjugation. Australia’s Aboriginals and posterities are most surely no alien to these dismaying issues.
Topic: racism

During the Assimilation Policy. more than 100. 000 autochthonal kids were separated from their Aboriginal households and places ( Aboriginal Rights – EmbraceAustralia. com ) . Besides. it is estimated that as a consequence of the white colony more than 600. 000 Aboriginal people had died from the spread of disease. malnutrition and hapless life conditions ( Racism in Australia. John Pilger ) . Other than obvious racial favoritism towards Australia’s indigens. there are other grounds why these people were oppressed. In order for the European settlements in Australia to derive power and turn their economic system. they needed land and labour-good exchanges.
Topic: racism

The European obtained these through the subjugation of Autochthonal people ( The Social. Cultural and Historical Context of Aboriginal and torres Strait Islander Australians ) . The differences between the manner of life of the Whites and the Aborigines are immense. The Europeans frequently thought of the Autochthonal people as barbarians and wished to extinguish their traditional and barbarous ways. In order to make so. they Australian Government issued the Forced Assimilation Policy in 1869. This policy ensured that Aboriginal kids were consistently removed from their households. and placed with white households.
Topic: racism

The thought of this act being that the immature kids would larn and turn up to be modern. white Australians. The Government believed that the integrating of Aboriginals into the ‘superior’ western life style of the white people would be possible ( Aboriginal Rights – EmbraceAustralia. com ) . Many strongly believed in this policy for the “protection of future generations” . non cognizing that they would stop up with the ‘stolen generations’ of all the assimilated autochthonal kids ( Armitage ) . Prejudices. Government Policies and non-existent legal rights are merely a few of the methods of subjugation the Aborigines have faced.
Topic: racism

The really first method of subjugation against the Aboriginals was the remotion of their ownership of land and belongingss. when the white colony foremost began. This lead up to the maltreatment of Aboriginal labor and hapless on the job conditions. The attempt to ‘protect’ and ‘integrate’ indigens into white society with the Assimilation Policy during the mid 1800’s is perchance one of the most terrible methods of subjugation used in this issue. Even throughout the First World War. Aborigines were banned from fall ining the ground forces to contend for their rightful fatherland.
Topic: racism

The Australian Government did non hold many Aboriginal Rights until the 60’s and 70’s. Before 1962. Autochthonal indigens did non hold the right to vote and four old ages subsequently. in 1966. hapless working conditions that applied solemnly to the natives were eventually protested and acknowledged. It was non until 1967 that the Commonwealth Referendum obtained permission to make new Torahs and rights sing autochthonal people. Some even believe. although extremely dubious. that the spread of new diseases by the Europeans was an effort at possible race murder towards the indigens.
Topic: racism

This method is still frequently debated ( Aboriginal Rights – EmbraceAustralia. com ) . Lest we forget. that along with all of these events during the old ages of Aboriginal subjugation the indigens were. and still are. associated with many false and insensitive racialist biass. More late. merely in 2008. an official apology was eventually released by Australia’s so Prime Minister. Kevin Rudd. PM Rudd gave a four minute apology followed by a 20 minute address telling many events and narratives of victims.
Topic: racism

The apology was addressed to all natives and most significantly. the stolen coevalss. To the female parents and male parents. the brothers and sisters. for the interrupting up of households and communities. we say regretful. And for the indignity and debasement therefore inflicted upon a proud people and proud civilization. we say regretful. ” Mr. Rudd finished his address with this shutting statement before having a standing ovation ( New York Times. Johnson ) . Although this apology demonstrates how most of Australia is ready to go on germinating and travel on from all the subjugation. a survey conducted in 2008 found that “Australians in general are welcoming of diverseness. but some 1 in 10 Australians still keep racialist views” .
Topic: racism

The consequences of that survey exemplify how subjugation and racism. although enormously improved. will most likely ever be present in Australia’s society ( Racism in Australia. Shah. Though the journey has non been easy. the proud Aboriginal indigens of Australia now have a narrative to state about their battle against subjugation enduring two centuries. As they reencounter their conflicts against little syphilis epidemics and for land and rights. they will non be retrieving their strivings and agonies. but observing their strength and finding to hold overcome this mogul in Australian history.
Topic: racism

Martin Luther King, Jr. directs his letter to the eight white clergymen who publicly condemned his actions in Birmingham, Alabama. He notes that he rarely pauses to respond to criticism, but he believes that these are men of good will, with sincere concerns, and so he is willing to respond to their statement in ‘patient and reasonable terms.’In beginning his letter by complimenting his critics, King establishes a tone of cordiality and rational dialogue. This is important, as the white authorities have attempted to portray the protesters as extremist lawbreakers.
Topic: racism

King begins his response by addressing his critics’ concerns about the presence of ‘outsiders,’ referring indirectly to the Southern Christian Leadership Conference. He explains that the African American residents of Birmingham invited him, and needed his help organizing a direct-action campaign to fight the racial injustice in the city. This is the beginning of King’s point-by-point rebuttal of the criticisms leveled against him. King responds with complete confidence that he is in the right place at the right time, and that his actions are necessary.
Topic: racism

As a Baptist minister, King has a depth of knowledge of the Bible and history of Christianity, which he uses to his advantage in this letter. He knows that comparing the protesters to the early Christians places his critics in the role of the enemies of freedom. He then reminds his critics that the protesters are American citizens, and therefore they are not outsiders in their own country.According to King, the systemic racism in Birmingham has left the African American community with no alternative to direct action. He points to the city’s segregation, police brutality toward the African American community, their mistreatment in the courts, and the unsolved bombings of African American homes and churches as examples of the conditions that make nonviolent protest necessary at this point in history. While his critics have expressed concern about his behavior, King turns the tables on them and focuses on the systemic racism that white authorities have ignored for far too long. King emphasizes that the protests are a necessary action based on African Americans’ current social and political conditions.
Topic: racism

In the past, the African American community has attempted to negotiate with Birmingham community leaders, but had their hopes dashed. King cites the local merchants’ promise to remove their ‘humiliating racial signs’ that established and supported segregation in downtown stores, in exchange for a moratorium on political demonstrations. Only a few merchants actually took down their signs, and even then, some put them back up after a while. This convinced the African American community that they needed to take direct action through civil disobedience.King goes into detail about the steps that have gone into this decision to protest, and again focuses on the failings of the white authorities. By describing the signs as humiliating, King calls attention to the psychological effects of segregation for African Americans. The merchants’ disingenuous dealings with African American leaders only exacerbates that humiliation.
Topic: racism

King moves on to discuss the fact that he and the other protesters are breaking laws, which the eight white clergymen mentioned among their many criticisms. He specifies, however, that the laws they are breaking are unjust, and that he feels a moral obligation not to follow unjust laws.King presents a solid legal argument in this section, while still focusing on morality in a Christian context. Again, because he is attempting to engage in dialogue with his fellow clergymen, King reminds his readers that religious moral codes should have a higher status than the laws of the land. In this way, King establishes that segregation is immoraland therefore unjustlaw. He also attacks moderates, more directly than he had before, for their cries of patience. Moderates, he claims, believe that, as it took Christianity 2, 000 years to flourish, so will black equality be realized with time. However, Dr. King calls this a ‘tragic misconception of time, ‘ arguing that ‘time itself is neutral’ and needs men of action in order to force change. Conversely, ‘people of ill will’ have used time to their advantage, convincing moderates that patience is the right course in the case of segregation. Dr. King warns that moderates will one day repent having settled with ‘silence’ instead of taking action against injustice. Therefore, Dr. King argues that good men must take action in the current day, and no longer wait (178).