The Bluest Eye By Toni Morrison Essays - The Bluest Eye,

The Bluest Eye by Toni Morrison Post World War I, many new opportunities were given to the growing and expanding group of African Americans living in the North. Almost 500,00 African Americans moved to the northern states between 1910 and 1920. This was the beginning of a continuing migration northward. More than 1,500,000 blacks went north in the 1930's and 2,500,00 in the 1940's. Life in the North was very hard for African Americans. Race riots, limited housing resulting in slum housing, and restricted job opportunities were only a few of the many hardships that the African American people had to face at this time. Families often had to separate, social agencies were overcrowded with people that all needed help, crime rates increased and many other resulting problems ensued. The Bluest Eye by Toni Morrison takes place during this time period. A main theme in this novel is the "quest for individual identity and the influences of the family and community in that quest" (Trescott). This theme is present throughout t he novel and evident in many of the characters. Pecola Breedlove, Cholly Breedlove, and Pauline Breedlove and are all embodiments of this quest for identity, as well as symbols of the quest of many of the Black northern newcomers of that time. The Breedlove family is a group of people under the same roof, a family by name only. Cholly (the father) is a constantly drunk and abusive man. His abusive manner is apparent towards his wife Pauline physically and towards his daughter Pecola sexually. Pauline is a "mammy" to a white family and continues to favor them over her biological family. Pecola is a little black girl with low self esteem. The world has led her to believe that she is ugly and that the epitome of "beautiful" requires blue eyes. Therefore every night she prays that she will wake up with blue eyes. Brought up as a poor unwanted girl, Pecola Breedlove desires the acceptance and love of society. The image of "Shirley Temple beauty" surrounds her. In her mind, if she was to be beautiful, people would finally love and accept her. The idea that blue eyes are a necessity for beauty has been imprinted on Pecola her whole life. "If [I] looked different, beautiful, maybe Cholly would be different, and Mrs. Breedlove too. Maybe they would say, `Why look at pretty eyed Pecola. We mustn't do bad things in front of those pretty [blue] eyes'" (Morrison 46). Many people have helped imprint this ideal of beauty on her. Mr. Yacowbski as a symbol for the rest of society's norm, treats her as if she were invisible. "He does not see her, because for him there is nothing to see. How can a fifty-two-year-old white immigrant storekeeper... see a little black girl?" (Morrison 48). Her classmates also have an effect on her. They seem to think that because she is not beautiful, she is not worth anything except as the focal point of their mockery. "Black e mo. Black e mo. Yadaddsleepsnekked. Black e mo black e mo ya dadd sleeps nekked. Black e mo..." (Morrison 65). Shouted by her classmates on such a regular basis, this scorn seemed not to penetrate anymore. As if it were not bad enough being ridiculed by children her own age, adults also had to mock her. Geraldine, a colored woman, who refused to tolerate "niggers", happened to walk in while Pecola was in her house. "`Get out,' she said her voice quiet. `You nasty little black bitch. Get out of my house'" (Morrison 92). By having an adult point out to her that she really was a "nasty" little girl, it seems all the more true. Pecola was never able to get away from this kind of ridicule. At home she was put through the same thing, if not worse because her family members were the ones who were supposed to love her. Her mother was not able conceal her obvious affection towards a white girl over her. One day as Pecola was visiting her mother at the home where she is working, Pecola accidentally knocked over a blueberry pie. Obviously burned by the hot pastry, her mother completely ignored Pecola's feelings

Giorgio Armania essays

Giorgio Armania essays Giorgio Armani born July 11th ,1934 in Piacenza, Italy. Starting on the shop floor for La Rincascenta department store he soon became assistant designer for Hitman, Nino Cerrutis mens clothing company, then went freelance design for various companies. In 1975 with Sergio Galeotti , he founded Giorgio Armani S.p.A. and he created his own label of mens and womens ready to wear clothing. Armani know shows his collection in Milan. His designs had an unconventional emphasis on unstructured ease and masculine shapes. Armani explains that his way of thinking when designing come from his three golden rules; eliminate the superfluous, emphasize the comfortable and acknowledge the elegance of the uncomplicated. Its a simple way of thinking but this is the reasons his way of styling is different from the rest. Giorgio Armanis other labels are called Giorgio Armani Borgonuovo21(mens and womens ready to wear),Giorgio Armani Le Collezioni (mens and womens wear), Mani mens(North America) and womens wear, Emporio Armani. Giorgio Armanis licensing agreements include: Armani Jeans, Giorgio Armani junior, Giorgio Armani underwear, Giorgio Armani Swimwear, Emporio Armani Swimwear, Giorgio Armani Neve (skiwear) A/X:Armani Exchange. His accessories include Giorgio Armani ties, socks, glasses, scarves, shoes, bags, and small leather goods. His fragrances are Giorgio Armani for men and women, Gio, Acqua Di Gio for men and women. His awards include Neiman Marcus, Cutty Sark Award, GQ Magazine Mens Style Award, Ambrogino Doro, Leon Doro. His current line shows very young urban look. His mens wear is very sleek but yet casual. ...

Down Freedom's Main Line Essay Example | Topics and Well Written Essays - 750 words

Down Freedom's Main Line - Essay Example This emphasis on love as the solution gave people an alternative to active resistance. FOR also established the International Fellowship Reconciliation in Holland. FOR also made Non-violent actions against segregation by organizing its supporters and mounting nonviolence campaigns. FOR mainly used Mahatma Gandhi's approaches (Williams, 48). Question 2 The actions of the Four Black Freshmen, also known as the Greensboro Four in 1960 organized sit-ins, which were basically nonviolent protests, against racial segregation. The main purpose of the sit-ins was to spark an increased sentiment at a time when US history was critical. The problem that blacks encountered was racial segregation in all places of the US life (education, job market and in social events). The February 1, 1960 (4:30 pm) underscores the extent of racial segregation that blacks underwent. In the incident, four black university students were not served food and beverage at Woolworth's 132 South Elm Street's store, simpl y because they were black. The white race and the police reacted to the sit-ins by being antagonistic. Question 3 The reason for the formation of the Student Non-violent Coordinating Committee (SNCC) which was formed in 1960 was to protest against racial, social injustices and even the Vietnam War. This group coordinated southern African American college students in nonviolent protests and activities against lunch counter-segregation which followed the Four Black Freshmen sit-ins. SNCC also campaigned to de-segregate voter registration in America, particularly, in the Deep South. All in all, it is accurate to state that the SNCC purposed to bring about social change and emancipation, through civil rights activism. According to Williams, the role of Ella Baker in the development of SNCC was that of helping form, and directing the SCLC (Southern Christian Leadership Conference), under whose auspices, the SNCC operated and existed. Baker (together with Rev. James Lawson) also injected SNCC politics and administration with participatory democracy. Thus, Ella Baker's contributions to SNCC are indispensible (Williams, 61). Question 4 The reasons for the Freedom Rides were to challenge the non-enforcement of the US Supreme Court, on the cases, I. Morgan v. Commonwealth of Virginia, 1946 and Boynton v. Virginia, 1960. In both cases, the US Supreme Court had ruled that the segregation of public buses were unconstitutional but the Southern states ignored the rulings as the federal government failed to make measures to ratify the rulings. The Freedom Riders sought to challenge this status quo by organizing and riding interstate buses in the South. Participants of the rides comprised mixed racial groups, as a way of discounting the local customs and laws which had solidified segregated sittings. Both the Congress of Racial Equality (CORE) and the SNCC sponsored the Freedom Rides. The involvement of the Kennedy Administration in the Freedom Rides cannot also be discounted. Particularly, the Kennedy Administration got involved in the Freedom Rides after the 1961 Jim Crow South incident which deeply ashamed the administration. A mob set one of the Freedom Ride buses on fire, outside Anniston, Ala. the Kennedy Admin

Concept Analysis Essay Example | Topics and Well Written Essays - 2250 words

Concept Analysis - Essay Example Health information can engulf even populace with superior literacy expertise. Approximately one third of the grown-up populace in the United States has restricted health literacy. The importance of Health Literacy is seen in recent days witnessing spreading diseases due to unawareness. The foundation for the selected topic is the prevailing global scenario. Many health problems have recently captured numerous lives and health with their dreadful hands across the world in many forms. Diseases like anthrax, swine flu etc have created great hue and cry universally, and studies have proved the reasons for it as inappropriate health literacy. This can influence the capability to block out multifaceted outline which takes away the ability to point out reasons and suppliers. The different services available can be identified only through health literacy. Health literacy will help contribute to health experience and private incidents leading to betterment in health sector. Personal health needs to handle persistent ailments. The consumption of medicines to cure various diseases can be done properly only through the edification on health information. Inhabitants with sufficient health literacy have improved health condition compared to folks with restricted health literacy proficiency. Populace with imperfect Health Literacy has a reduced amount of information regarding the significance of precautionary health procedures; always fail to handle different continual illness by self supervision. They may be unsuccessful in taking proper medication from appropriate facilities and at times even fail to follow remedial instructions given. Partial health literacy has been revealed to be connected with reduced health in a variety of surroundings and circumstances, and is predominantly common among the aged groups, people with least educational backgrounds, populace belonging to reduced socioeconomic conditions, and groups under the disturbance of various persistent

Summary the article The Power to see ourselves by Paul J. Brower

Summary the The Power to see ourselves by Paul J. Brower - Article Example The only thing professional managers can do to new managers is to help them trust in themselves and understand their own situation. Self-concept has an extensive impact on individual perception and abilities. The author has as well equated self-concept with a filter that screens and eliminates things that people do not want to hear or see and pass on those things that are favorable to individual’s public image. Self-concept also offers eccentric flavor to individual behavior. A part from its significance in understanding the general human behavior, self concept is exceptionally vital in explaining manager development, especially in the situation where the behavioral change is objective. Referring to Brower’s observation, professional behavioral change is in most cases used to explain individual change in self-concept. The term self-concept deals with immediate and immerses changes in managers’ behaviors. As stated by Brower, an individual behavioral change is in most cases influenced by one’s past experiences and age. As people grow, they achieve new experiences and learn new things that are incorporated in their perceptive mass. This change alters individual perception on emerging issues and happenings. As a result, Brower observes change in managers’ behavior as a constant process in their career development (Brower,

Recommendation Letter Essay examples -- Letter of Recommendation

As an upright Police officer and upholder of the law, I am of the opinion that above everything else, success demands hard work, grit and persistence to go into its making. It is this quality that I see uppermost in Ron Geis, a remarkable individual who has battled the odds to come as far as he has in life and I am of the conviction that he is marked for further success. From circumstances of adversity, Ron has single-handedly pursued his dreams. An excellent sportsman during his school years, I have been associated with him in taking forward his sporting career since then. However, it was not long before I realized that his interests did not lie in the field of sports and that he wished to pursue a mainstream academic career. Ron educated himself while simultaneously taking up em...

Motivation Essay

INTRODUCTION Motivation is the process of initiating and directing behaviour based on the persistence of effort to satisfy an individual goal or need (Petri, 1991; Robbins et al, 2000 and Robbins et al, 2001). There are two approaches to understanding motivation, each of which has theories expanding to support the nature of motivation. Content theories focuses on what motivates an individual. In contrast to process theories of motivation which focus on how individual behaviour is motivated. This essay will focus on motivation in an educational context and the importance to provide opportunities and motivation for students.The purpose of this essay is to present a theoretical overview of the key differences between content theories and process theories of motivation. Then a programme developed from a theory to be applied to an undergraduate business course at Monash University. The motivational programme will focus on improving the assessment technique used by lecturers and tutors (â €Å"teachers†) that will motivate and improve undergraduate students learning ability. The aim will be to encourage students to gain a better understanding of the core concepts of business.Assessment in universities needs to be reshaped in order to motivate students. CONTENT THEORIES OF MOTIVATION Content theories are also referred to, as need theories. That is, motivational theories that look at what individual needs motivate and direct behaviour to respond to specific goals. Many early theories from the 1950? s, include Maslow’s hierarchy of needs, McGregor’s Theory X and Theory Y and Herzberg’s motivation-hygiene theory, established core concepts which have helped explain motivation especially in an organisational setting.McClelland’s three needs theory is a more contemporary view on the content theory approach to motivation that focuses on three important needs in work situations. Each theory identifies individual needs in order to understand b ehaviour. The main factors that underlie this approach is the need to understand that individuals have different needs, and what can be offered in response to these different needs as well as the importance on the external working environment to give individuals the opportunity to satisfy their needs (Robbins et al, 2000, p558).An example of a content theory of motivation is Douglas McGregor theory of the A? A ±A? A µeconomic manA? A ±A? A ¶. He proposed 2 contrasting views of human nature. McGregor’s Theory X and Theory Y suggested one negative (Theory X) and one positive (Theory Y) view on human beings. He â€Å"concluded that a manager’s view of the nature of human beings is based on a certain grouping of assumptions and that he or she tends to mould his or her behaviour towards employees according to these assumptions† (Robbins et al, 2001, p199).The negative assumptions were labeled â€Å"Theory X†, which held four dominant assumptions of wor kers. Workers dislike work and go to great strengths to avoid it. Based on this it is believed that workers need to be punished with tight control systems in order for them to achieve goals. In addition, workers lack responsibility, thus need formal directions from superiors to perform. Such Theory X workers are predominately motivated by lower-order needs according to Maslow’s hierarchy for example they need security.In contrast, â€Å"Theory Y† assumes higher order needs dominate individuals. Thus, Theory Y workers enjoy responsibility where they can exhibit self-direction and self-control. Therefore, in order to motivate workers, mangers need to provide a working environment that provides challenging jobs and minimal formalisation. Applying this to an educational context, it can be assumed that teachers can either have a Theory X or a Theory Y view of students. That is, teachers can view students as A? A ±A?A ·lazy or un-cooperative† (Theory X) OR as †Å"being clever and work hard† (Theory Y). Teachers that adapt a Theory Y approach, are more likely to be attuned to students’ needs, actively participate with students to increase student skill-development and learning (OECD, 2000). It is important for teachers to become more student-centered. Therefore assessment must â€Å"focus more on student learning outcomes and students’ attitudes about what they are learning and their role in the teaching and learning process† (Carey, Wallace and Carey, 2001).This can be better understood by considering process theories of motivation. Process theories of motivation set out to explain how people choose a course of action they will pursue, not solely on individual needs like content theories. PROCESS THEORIES OF MOTIVATION Despite the fact that content theories of motivation have helped many organisations understand employee motivation, many of their concepts alone do not provide a comprehensive understanding of moti vation. Therefore, the introduction of another approach to understanding motivation was brought about.Process theories of motivation attempt to explain the process of arousing behaviour, sustaining and regulating the pattern of behaviour (Ames and Ames, 1989). Theories include goal setting, reinforcement, equity and expectancy theory. â€Å"These theories attempt to explain why people choose to behave in a certain way and the reasons they react as they do† (Robbins et al, 2000, p558). In contrast to content theories of motivation, which looked at what initiates behaviour to satisfy a need, this approach broadens the perspective of motivation. It looks at the underlying reasoning that influence individuals to behave and respond in a certain way.Therefore, motivating students by either punishing them to perform or encouraging self-direction, the goal setting theory, identifies underlying factors that achieve a given behaviour, which is the key to understanding the process appro ach to motivation. Goal setting theory states that â€Å"specific and difficult goals, with goal feedback, lead to higher performance† (Robbins et al, 2001, p770). That is, work motivation can be increased with goal specific directed behaviour. It also proposes that difficult goals, provided that the individual has accepted them, lead to higher performance than general goals.However, feedback is essential in the achievement of specific and difficult goals â€Å"because feedback helps identify discrepancies between what they have done and what they want to do† (Robbins et al, 2000, p559). In order to gain the performance benefits of specific goals, feedback helps shape the individuals behaviour. Better still, self-generated feedback is a greater motivator as it allows the individual to monitor their progress. Robbins et al (2000) suggested that goal setting theory is best suited to cultures were there is a moderate power distance, low in uncertainty avoidance and high i n quantity of life like Australia and New Zealand.These ensure a reasonable level of independence amongst individuals and those individuals will not be threatened to take on difficult goals. Also the importance of performance is shared by all. In goal setting theory, â€Å"the characteristics of a goal and attitudes towards it are thought to be influenced by incentives, self-perceptions and the manner in which the goals are set† (Brotherton, 1999, p36). Therefore, in an educational context the teacher and student need to work together to determine behavioural strategies that will lead to performance.End-of course evaluations conducted by Monash University A? A ±A? A ·elicit students’ attitudes about instructors and the role that they play in the teaching/learning process† (Carey, Wallace and Carey, 2001). Such instruments assess students’ motivation for learning and allow for continuous course and program improvement. MOTIVATIONAL PROGRAMME Feedback fr om end-of course evaluations â€Å"usually prompts an ongoing adaptation of a course to the emerging learning needs of its students† (Panasuk and Leabaron, 1999).It was found that â€Å"students consistently expressed views that new assessment motivated them to work in different ways† (Sambell and McDowell, 1998). The aim in developing motivational programme for undergraduate students will focus on assessment reform applying the goal setting theory. This proposition will encourage students to target specific goals, in hope that it will result in higher performance. The programme will involve students in their evaluation process in order to motivate them to actively participate in their skill-development and improve learning. Every act of assessment gives a message to students about what they should be learning and how they should go about it† (Sambell and McDowell, 1998). The programme will suggest that goals based evaluation criteria will improve studentsâ€℠¢ motivation in turn achieving a greater level of performance. The programme will focus on behaviour related to undergraduate business students at Monash University. It will include a check mark grading system that will be designed around behavioural objectives. The check-mark systems sets a specific standard for document quality, and instructors give a paper a â€Å"check mark† when it meets the standard† (Sorenson, Savage and Hartman, 1993). Students are required to set their own achievement goals, in terms of grades based on their overall subject result. That way they can evaluate their progress toward their goals on their own with each assignment mark. â€Å"This necessitates defining goals for oneself, using self-directed strategies to accomplish these goals, and assessing progress† (Larsen and Thisted, 1999).The programme will involve behavioural objective questionnaires that will identify what the students want to achieve at Monash. This will include long- term goals (degree completion) as well as short-term goals (average subject result e. g. distinction, right down to improving structure of writing). â€Å"Defining tasks in terms of short-term goals can help students to associate effort with success, but of course long-term goals are also needed if students are to become lifelong â€Å"learners† (OECD, 2000, p. 31). It will also involve social objectives (develop a good rapport with teachers). Using behavioural objectives may help students organize and structure† their learning and â€Å"may produce positive attitudes toward learning† (Sorenson, Savage and Hartman, 1993). Also, they outline behavioural objectives of each student, which are associated with goal difficulty. In addition, a student performance evaluation form is to be handed in with each assignment, outlining specific goals that the essay is to achieve. For example, good use of relevant and current references, each paragraph systematically links one to the other etc.Also the overall mark the student expects on the assignment based on their effort. From this teachers are to use the check mark system and self-evaluation system to grade the work. It is very important to give feedback, especially in relation to student evaluation forms outlining their objectives. Limited feedback such as â€Å"meaning well done or â€Å"meaning re-consider, needs to be more specific. Effective feedback should provide shorthand comments, throughout the paper and on the marking sheet, clearly clarifying any issues. Such feedback is called evaluative feedback. Evaluative feedback helps the individual understand the performance information by comparing it to standards or to the individual’s own past performance† (Larsen and Thisted, 1999). In addition, it is important to direct them where possible to achieve a higher mark, therefore feedback needs to be constructive. â€Å"Constructive feedback is task-specific and focuses attention on the task† (Larsen and Thisted, 1999). By focusing on the task and â€Å"providing target objectives results in the achievement of more objectives† (Sambell and McDowell, 1998).When students use the check-mark system, they can identify what they must do to achieve higher marks. Obviously, the goal difficulty set by students varies among the constraints of his/her ability. In this programme, it is important to provide specific feedback and include student participation in selecting objectives. In light of this, between the behavioural objectives system, grading method and student outcomes, students should actually be motivated to increase performance under these systems. CONCLUSIONThe theoretical issues proposed in motivational theories such as the economic man developed by McGregor and the benefits of setting specific and difficult goals are important. The distinction on how they motivate an individual is a major influence on behaviour. Applying motivational theory to a n educational context we draw our attention toward skill development, satisfaction and achievement. In developing a motivational programme, the focus was on assessment reform focusing on undergraduate business students at Monash University. Teachers and students need to work together in assessing ones performance.It is believed that â€Å"individuals are mutually motivated to learn when they do not have to fear failure, when they perceive what they are learning as being personally meaningful and relevant and when they are in respectful and supportive relationships with teachers† (OECD, 2000, p29). Therefore, by using a goal setting approach to motivate students, student participation in selection of objectives in as â€Å"research on the motivational value of goals, both the check-mark and behavioural/performance objective systems seem to motivate students to improve performance† (Sorenson, Savage and Hartman, 1993).However, with today’s rapid change and emergen ce of new knowledge and theory, universities will have more concepts on which to build and develop on â€Å"motivating the school’s participants so as to obtain the best possible educational results† (Panasuk and Lebaron, 1999). http://www. writing-expert. com/blog/sample-essays/essay-on-motivation. html