Monday, December 23, 2019

How Far Can Mothers Go For Their Daughters - 600 Words

How Far Can Mothers Go For Their Daughters? â€Å"Girl† by Jamaica Kincaid is a story about a mother giving advice to her daughter on how to survive and succeed in the society they were living in. The setting of â€Å"Girl† affects the relationship of the characters by dictating a way of life, and reinforcing the gender roles in society. The story portrays a mother’s urgent repetitive voice to save her daughter from sexuality by teaching her how to become a good woman in society. Jamaica Kincaid uses the strong character of the mother to advise her daughter in order to show how society influences the way people live and raise their children. For example, in Antigua at such a young age the girl needed to learn†¦show more content†¦The mother reinforces the feminine gender role by showing her daughter what behaviors and things were appropriate for her. She used repetitive voice to encourage her daughter to learn how to become a lady, a housewife, and how to deal with relationships, and how to grow food, because this is how the mother managed to survive under her living circumstances. Jamaica Kincaid, demonstrates this idea when the mother said, â€Å"On Sunday walk like a lady..., this is how to sew on a button.., this is how to grow okra.., this is how to make a bread...†( Shreve Niguyen, 2006, p. 183-184). Back in society girls at a young age needed to learn how to conduct themselves as ladies and the basic duties of a housewife. These components were necessary in order to be seen as a respectful woman in society. This idea shows us that Jamaica Kincaid uses the character of his story â€Å"Girl† to demonstrate the influence that time and place have on gender roles in society. The mother’s advice at the end might not be enough to rescue her daughter from sexuality due to the living circumstances and dangers that she might encounter in her life. This is reflected when Jamaica Kincaid at the end of the story shows us that the daughter was not taking he r mother’s advice seriously when she said, â€Å"But what if the baker won’t let me feel the bread? And the motherShow MoreRelatedShopping Joyce Carol Oates1363 Words   |  6 Pagesrelationship between a mother and daughter may not be perfect at all times. There are many things that can make the job of being a mother tough and one of them is being a single mother. In the short story, â€Å"Shopping† by Joyce Carol Oates there is no exception to modern day hardships that come along the road of motherhood. The turbulence in Nola and Mrs. Dietrich relationship is shown during their shopping trip to the mall where Nola hardly speaks to her mother. Mrs. Dietrich refuses to let go of the childRead MoreEssay on Achievement Results778 Words   |  4 Pagesgoals outside of Yale will help in the process of options outside of one standard and one goal. The client is very intelligent, but compares the intelligence level of himself to the graduation place of his parents . The client seemed to really want to go to where his parents graduate from. Does the client feel some support from his parents and does he really feel like he has options? After having the client assess his future goals, his support, and schools outside of Yale, it is important to evaluateRead MoreRace, Gender, and Ethnic Groups Essay1508 Words   |  7 Pagesmigration issues. The way the characters behaved and how the other characters behaved towards them portrays the theme and the issues involved. Certain symbolisms were also used to show how these issues existed in the lives of the characters. Gender issue is portrayed through Indian beliefs as well as Western beliefs. The traditional notion that girls should not be involved in sports existed in both the Indian family as well as the England family. This can be seen in both Jesminder’s family as well asRead MoreImpact Of Feminism On Individuals Within Society1587 Words   |  7 Pagesinterview was with Roberta, a 74-year-old woman who has been married for almost 55 years and has always defined herself first-and-foremost as a mother. She held a few odd jobs before and after she had kids in the home, but worked as a retail salesperson, a bank teller, and a school secretary. The second interviewee was Amy, a 45-year-old woman who is a mother of three and a secondary mathematics teacher. Finally, Callie, a 15-year-old woman who is primarily a student was interviewed. The first changeRead More Compare two short stories where the characters face difficult1485 Words   |  6 PagesDoris Lessing and ‘Your shoes’ by Michele Roberts. They both deal with the issue of daughters leaving home and how it affects the whole family. In ‘Flight’, the granddad is affected most severely but in ‘Your Shoes’, it is the mother. ‘Your Shoes’ is written in a first person narrative from the mother’s perspective. ‘Flight’ is written in the third person. The main theme of the stories is growing up and letting go/ moving on. In ‘Fight’ the granddad is overprotective of the granddaughter andRead MoreRebellion Against Oppression1599 Words   |  7 PagesHow Does Oppression Within â€Å"Like Water for Chocolate† and â€Å"The House of Bernarda Alba† Lead To Unnatural Consequences? In both ‘Like Water for Chocolate’ and ‘The House of Bernarda Alba’ rebellion against oppression is a strong theme, with both Tita and Adela struggling to break free of their mother’s authoritarianism. However, it is important to realise that with both characters, the authors are using them to symbolise their own journeys. Federico Garcia Lorca uses Adela’s strong willed fightRead MoreFather Parental Rights And The Child s Social Development1646 Words   |  7 Pagesmarried couple with at least two children, who possess sufficient freedom and are provided with everything they need daily. However, what happens when fathers leave? Are fathers responsible for taking care of their children after the law separates them? How do father parental rights and obligations impact the quality of the child’s social development? All these questions lack clear answers, but one thing is evident: fathers invariably impact the child’s worldviews and attitudes toward social environmentRead MoreAnalysis Of The Movie Osage County 1541 Words   |  7 PagesCounty tells a story about the women of Weston and how their lives flipped outside down with a family crisis. In Lieu of an untimely death it brings all of them together under one roof, where they are forced to face some unwanted truths. The film depicts the effects of prescription pill abuse on a family unit and the ways that each individual character copes contributes to the family system. Characters and Family Roles Violet Weston is the mother of the Weston girls. Violet plays the role of the addictRead MoreA Gift for My Mother627 Words   |  3 PagesA Gift for My Mother â€Å"A Gift for My Mother† is written by Viv McDade in 2011. It is about a family, which consists of the parents and their daughter, Lucy, who live in South Africa. The family has to work hard to earn money to survive. Lucy tries to help them by selling flowers to people. Lucy is the first-person narrator. The year the story takes place; the narrator turned ten years old. We read the short story from her viewpoint, for example on page 8, on the first line: â€Å"In the year I turnedRead MoreDouble Standard For A Daughter And Son889 Words   |  4 Pagesme about how I am a girl and I have to dress this way. I then told my mother’s and my brothers’ that they were victims of social media because they wanted me to dress the way that the girls around my age dress. The prime explain of double standard is the way a daughter and son are treated. The double standard for a daughter and son exist because, they have to maintain an image, their family beliefs and culture. For one thing, a son has a different image to maintain compare to the daughter. Sons are

Sunday, December 15, 2019

The Desegregation of Public Schools Free Essays

A landmark court case that occurred in the early 1950†³s resulted in the desegregation of public schools. This historic Supreme Court case was known as Brown vs. Board of Education. We will write a custom essay sample on The Desegregation of Public Schools or any similar topic only for you Order Now The place was Topeka, Kansas, 1951. A little girl named Linda Brown and her father, Oliver Brown, attempted to enroll Linda in a neighborhood elementary school that accepted whites only. The request was denied, by the White elementary school. The little girl only lived a few blocks from the White elementary school, which would have been a good fit for her. Instead, she ended up traveling about a mile each day to attend the nearest Black school. Mr. Brown decided to request the help of the National Association for the Advancement of Colored People (NAACP). The NAACP was glad to help in the fight. Mr. Brown and the NAACP moved forward and challenged the segregation law. In 1892, the Plessy vs. Ferguson decision had set a precedent for the issue of â€Å"separate but equal,† which had been applied to school in the Southern states since then. Parents in other states were also pursuing the challenge to the â€Å"separate but equal† doctrine in South Carolina, Virginia, and Delaware. Mr. Brown†s case was heard by the U. S. District Court for the District of Kansas. The request by Mr. Brown was to prohibit segregation of the public schools in Topeka. The NAACP argued to the court that separating Black children from White children was sending a wrong type of message to the Black children. The message being sent was that Black children were somehow inferior to Whites and that there was no way that the education being provided could be equal. On the other hand, the Board of Education argued that segregation was a fact of life in the states where these children attended school, and that segregated schools helped prepare the children for the reality of what their adult lives would be like (Robinson 2005). The Board of education went on to cite different successful educated American, none of whom attended integrated schools, such as Frederick Douglass, George Washington Carver, and Booker T. Washington. In handing down their decision, the judges in this case wrote that â€Å"colored children†¦ † suffered a â€Å"detrimental effect† from segregation of the schools (Robinson 2005). However, they believed that the legal precedent set by the Plessy vs. Ferguson case prevented them from issuing the requested injunction and the result was that they ruled in favor of the Topeka Board of Education. Mr. Brown and the NAACP appealed the case and it went to the United States Supreme Court in the latter part of 1951. The case was combined with the Delaware, Virginia, and South Carolina cases. The Supreme Court handled this case very delicately and deliberated for quite sometime. The case was first heard by the Supreme Court, but a decision was not made at that time. Various interpretations of the Fourteenth Amendment were discussed and whether the Plessy vs. Ferguson case had violated it. The case was heard again by the Supreme Court in December of 1953. Thurgood Marshall, who was the first African American Supreme Court Justice, gladly argued for Brown and the NAACP. Finally, a decision was made. On May 17, 1954, the U. S. Supreme Court issued the following decision: â€Å"†¦ Does segregation of children in public schools solely on the basis of race, even though the physical facilities may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does†¦ We conclude that in the field of public education the doctrine of â€Å"separate but equal† has no place†¦ (Brown vs. Board 1954). The Supreme Court tasked the nation with implementing this historic decision with deliberate speed. Recognizing the value of education, the court ruled unanimously in favor of equity. The Supreme Court declared that education is perhaps the most important function of state and local governments. It prepares our children for later professional training and in helping him to adjust normally to his environment. The court also declared that it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. But the vagueness of the phrase combined with continued bigotry slowed the process, in some cases to a standstill. With the segregation of public schools declared unconstitutional, segregationists across the South sprang into action to prevent the implementation of public school integration. Some states began to pass state laws to uphold segregation, which then had to be challenged in court by the federal government, one by one, delaying black children from attending White schools. Councils began to be developed, by segregationists, to fight against desegregation. One of the most dramatic occurred in Little Rock, Arkansas, in 1957, when White mobs screamed threats at nine Black high school students and blocked them, as they tried to go into their new school for the first time. The Black students were unsuccessful, unfortunately. The president at the time was President Eisenhower, of whom ended up calling in the National Guard to protect them so they could enter the school. President Eisenhower had to call in the National Guard to escort black children to an Arkansas school that refused to integrate. Other communities used different tactics to resist. In Virginia, schools closed rather than desegregate. Elsewhere, some white families migrated to suburbs. Some black parents kept their children in the same black schools to avoid conflict. Families who chose white schools under freedom of choice plans, allowing black children attend any school in a district, received threats. In at least one instance, a cross was burned outside the home of a family. Across the nation, the 1954 Supreme Court decision brought forth dreams of heightened hope and yet resistance, as well. According to Benjamin Mays, the backbone of segregation had been broken. Martin Luther King expressed that the decision was a joyous day-break after a long desolate midnight (Moss 2004, 63). In conclusion, school desegregation was not an issue that was resolved overnight; rather, it was the persistence of those against segregation and the realization of the unequality that it was enduring upon our children that pushed the historic decision that will never be forgotten. Fifty years after the decision was made, it stands to reason that generations of U. S. students have benefited from its relief. The ruling spawned other protectionist laws, Title IX, for example, which specifically extends Brown’s principles to gender, that prohibit noncompliant institutions from receiving federal funds, and it cleared the educational paths of millions of minority students. Yet today, people’s impressions of the impact of the decision vary as widely as their personal experiences. Baby boomers recall a time of expanded opportunity and change, while younger generations, nowadays, feel that the current classroom compositions are what they are, with the law behind them, the issue simply fills the pages in their history books. Although the Brown case directly addressed racial discrimination in public schools, the case has had great significance for women, as well. The Brown vs. Board of education decision was the legal decision necessary to stop segregation in its tracks. By the time the decision was handed down by the Supreme Court, Linda Brown had already moved on to attend middle school. How to cite The Desegregation of Public Schools, Papers

Saturday, December 7, 2019

Romeo and Juliet Love Essay Example For Students

Romeo and Juliet Love Essay Romeo and Juliet is a love tragedy based in a patriarchal society where male dominance and rape is highly over rated. Romeo and Juliet engage in a forbidden relationship over the high tension and feud between their bickering families which Shakespeare exacerbates throughout the play. Despite the family feud, the pair decide to let their perpetual love conquer all. Shakespeare immediately alerts the audience of the catastrophic storyline with his use of oxymorons which he includes in the prologue, where universal imagery is found; Two Star-crossed lovers This hints the young couple feeling trapped and desperate to be free to love one another. The stars in this quote signifies their love, the tension and the feud being darkness surrounding them, but as stars twinkle in the black night this proves their love is enduring in spite of the situation. Romeo and juliet love essay. In Act 1, scene 1 straight away we are immersed in the fight scenes accompanied by the violent action which would have entertained the groundings. Push Montagues men from the wall, and thrust his maids to the wall I will cut off their heads, their maidenheads This refers to the serving men taking the Montague maids virginities. The quote also shows violence and power. Put up your swords, you know not what you do Do you bite your thumb at us sir? Some other quotes showing how much the two families despise one another which meant even risking their own lives just to show how courageous one was. We also know that the two families liked winding each other up which would stir up more fights therefore entertainment for the audience. When Romeo and Juliet meet, Shakespeare uses a strand of extended religious imagery and thoughts to emphasize the quality of their love. The speech, although split between them is in sonnet form, a form of love poetry common in Shakespeares time, this includes petrachan sounds that sonnets base on. He also shows love, sexual awareness and activity through use of language as the female parts in Shakespeares time would have been portrayed by only men. Shakespeare makes the language both romantic and sexual. He also juxtaposes the scene. Religious lexical sets- Shrine Pilgrims Palmers Saints Faith Prayers Tresspass Shakespeare uses the idea of hands as a symbol of love, again it is a Religious imagery as hands are used as a sign of prayer. Good pilgrim, you do wrong your hand too much, which is mannerly devotion shows in this; for saints have hands that pilgrims hands do touch, and palm to palm is holy palmers kiss Have saints lips, and holy palmers too? Ay pilgrims lips that they must use for prayer O then dear saint, let lips do what hands do. They pray; grant thou, lest faith turn to despair Saints do not move, though grant for prayers sake In Act 2, scene 3 when Romeo stands outside of Juliets balcony he talks about Juliet in universal imagery, this verse has five iambs which underpin natural speech. Arise fair sun, and kill the envious moon, who is already sick and pale with grief that thou, her maid, art far more fair than she The brightness of her cheek would shame those stars, as daylight doth a lamp; her eyes in heaven would through the airy region stream so bright that birds would sing and think it were not night Romeo compares Juliet as if she was the sun, stars and heavens which again Shakespeare uses imagery to tell the audience how much Romeo is in love with her as the characters were played by men. Juliet then talks to herself in soft, heavenly imagery showing innocence and love. The balcony scene, Act 3, scene 2 is an echo of the universal imagery in the prologue. Juliets eyes likened to the stars by Romeo: Moon Stars Sea As glorious to this night, being oer my head, as a winged messenger of heaven unto the white-upturned wondring eyes of mortals that fall back to gaze on him, when he bestrides the lazy puffing clouds, and sails upon the bosom of the air Juliets parents have arranged a marriage for Juliet and County Paris. Arranged marriages in Shakespeares time were a familiar feature in dynamic powerful families. Her parents think that it is because of her cousin, Tybalts death that she is upset. Arranged marriages were a view of societys view of love. Marry, that marry is the very theme I came to talk of. Tell me, daughter, Juliet, How stands your dispositions to be married? Juliet is distraught by the idea of the arranged marriage. Ere he that he should be husband comes to woo. I pray to tell my lord and father, madam, I will not marry yet, and when I do I swear It shall be Romeo, whom you know I hate, Rather than Paris. These are news indeed! O bid me leap than marry Paris Juliet tells Lady Capulet, her mother how much she doesnt want to marry Paris and uses Romeo as an example to show her how much she loathes him as he murdered Tybalt. The audience know this is not true and that Juliet is trying to make her parents understand how much she despises the idea of marrying Paris. Parental Conflict between Juliet and her father EssayDove-feathered raven, wolvish-ravening lamb! Beautiful tyrant, fiend angelical! Then, dreadful trumpet, sound the general doom Juliet nemonstrates with the nurse as she begins to wish shame on Romeo: Blistered by thy tongue For such a wish! he was not born to shame: Upon his brow shame is ashamed to sit; For tis a throne where honour may be crowned Sole monarch of the unniversal earth. O what a beast was I chide at him! At the beginning of Act 3, scene 2 we see Juliet alone awaiting her newly wedded husband with great eagerness. She likens her love and longing Romeo to the night. Cut him up into little stars And he will make the face of heaven so fine That all the world will be in love with night, And pay no worship to the garish sun. The use of univeral imagery is used again to show us how She likens her love and longing Romeo to the night. Although Tybalt is dead, Juliet still remains faithful to her husband by standing by his side and defending him even though he murdered her cousin. This shows how strong her love is for Romeo. Shall I speak ill of him that is my husband? Ah, poor my lord, what a tongue shall smooth thy name, When I, why three-hours wife, have mangled it? But wherefore, villain, didst thou kill my cousin? That villain cousin would have killed my husband. Back, foolish tears, back to your native spring, Your tributary drops belong to woe, Which you mistaking offer up to offer In Act 4, scene 3 we see Juliet and Paris in Friar Lawrences cell talking about the wedding. Paris doesnt know about Juliets affair with Romeo. Juliet goes along with the wedding. That may be, sir, when I may be a wife Juliets responses are full of double meaning that only the audience know what Juliet is talking about. After Paris leaves, Juliet seeks help from Friar Lawrence who gives her the potion to make it look like shes dead. O bid me leap, rather than marry Paris, From off the battlements of any tower, Or walk in thievish ways, or bid me lurk, Where serpents are; chain me with roaring bears, Or hide me nightly in a charnel-house, Oercovered quite with dead mens rattling bones, With reeky shanks and yellow chapless skulls; Or bid me go onto a new-made grave Shakespeare adds dreadful imagery to Juliets speech, this is a distortion of natural imagery which Juliet would rather do than marry Paris. The dreadful imagery echoes the end result when she takes the potion. Act 4, scene 3 when Juliet is saying her goodbyes before she takes the potion we see Juliet frightened as she thinks about what will happen if this plan was to go wrong. As in a vault, an ancient receptacle, Where for this many hundred years the bones Of all my buried ancestors are packed, Where bloody Tybalt, yet but green in earth Juliet uses violent imagery which underpins her desperation to be with Romeo and an un-natural death. Act 5, scene 3 we are opened to the scene where Paris is grieving Juliets death. As Juliet has taken the potion everyone thinks shes dead and was put in the vault with her ancestors. When Romeo enters in search of Juliet Paris stops Romeo and they both fight for Juliets love. Romeo murders Paris, when Romeo finally sees Juliet in her vault he takes the imagery a step further by using opposite imagery which he echoes with sorrow. A dateless engrossing Death! Come, bitter conduct, come unsavoury guide! The dashing rocks thy seasick weary bark! Heres to my love! O true apothecary! Thy drugs are quick. Thus with a kiss I die When Juliet wakes up from her sleep she finds Romeo dead and stabs herself with Romeos dagger. Juliets direct speech is shorter than Romeos as Juliet feels guilty and is in grief, both emotionally and physically. Poison I see hath been his timeless end. O churl, I drunk all and left no friendly drop To help me after? I will kiss thy lips As Friar Lawrence tells Juliet the watch is coming she stabs herself before they ask her why shes still alive and whats been going on, Juliet does this to save herself and to be with her husband, Romeo. Yeah, noise? Then Ill be brief. O happy dagger, This is thy sheath; there rust and let me die. Love triumphs in the end because the two families are united. So although Romeo and Juliet have to die, love wins in the end-in an odd way. The Capulets and Montagues learn to re-unite because of the tragic death that the feud brought. Both County Paris and Romeo die because of Juliet and she kills herself because Romeo is dead. Go hence to have more talk of these sad things, Some shall be pardoned, and some punished: For never was a story of more woe Than this of Juliet and her Romeo