How does John Steinbeck portray racism in Of Mice And Men Essay Example for Free

How does John Steinbeck portray racism in Of Mice And Men Essay From the 17th Century, when the first settlers arrived, immigrants dreamed of a better life in America. People went there to escape from discrimination or poverty, and to make a new life for themselves or their families. They dreamed of making their fortunes in the goldfields. For many the dream became a nightmare. The horrors of slavery, of the American Civil War, the growth of towns with slums as bad as those in Europe, and the corruption of the American political system led to many shattered hopes. For the American society as a whole the dream ended with the Wall Street crash of 1929. This was the start of the Great Depression that would affect the whole world during the 1930s. However the dream survived in the hope of individuals. Thousands made their way west to California to escape from their farmlands in the mid-West. George and Lennie dreamt of there little house and a couple of acres. However, between 1929 39 there was a general world destine in trade and prosperity. A great deal of money had been spent on the First World War, and countries found themselves in debt. Lots of American lost their jobs. They joined bands of wandering farmers, looking for work. The farm owners of California found that they could pay very low wages, and expect men to work for long hours, as the demand for work was so great. The men were only needed for short periods at a time, for harvesting and so they had to travel around for work. On October 24, 1929, the stock market crashed. Prices began to decline early in the day, triggering a selling panic in the New York Stock Exchange (NYSE). This caused the loss of jobs of various workers, black or white. It was very hard for the workers to find a job elsewhere in any other farms, just like George and lennie. These kinds of workers were called itinerant workers. The coming months saw no recovery. The racism, which Martin Luther King talks about in his famous I had a dream speech, states that white men think they have got power over black people. That all men are created equally, and no one differs from each other. The black people have to give up their seats if a white person comes on to the bus and there is no space left. Also black people were not allowed to shop in the same place as white people. And black people had to send their children to a different school to the white people. This is an example of segregation and isolation. Crooks demands isolation because he is black and wants to live alone. He is also called names nigger . He is proberly one of the most disliked people in the story because of the colour of hes skin. But still people say crooks the nigger is a really nice fellow at the same time. I think they just call him that because at that time they could say or do anything to a nigger and still get away with it. The white boys did not want to sleep in the same room as a black man. I just totally disagree with this because you should not judge a perosn by the colout of the skin. Also crooks himself does not want to sleep with them because of the way the white boys have treated him. Crooks him self is a stable buck which is a very low classed job even at that time. The white boys call crooks crooks because as a stable buck he waz kicked on the back by a horse and he is now got a crooked back. Also the white lads have made crooks fight on christmas day with smitty just so he can sit down and have a drink with the white boys on christmas day. I think that is not acceptable because crooks is already hurt hes back from the accident with the horse and on top of that he had to have a fight with smitty with that injury when smitty was perfectly fine. All they did do was that they tyied hes hands behind hes back so he could not punch crooks but can only kick him. This first starts when crooks privacy is invaded by lennie. When lennie enters crooks room without no permission from crooks to cum into the room. Crooks is not very happy when lennie enters the room and says you got no right to come in my room. This heres my room. Nobody got no rights in here but me! Crooks says all of this because he is not really happy with lennies presents in the room. As lennie stays longer and longer he starts to find out that lennie is dumb and crooks thinks to him self that he has got the upper hand on lennie. Crooks for the first time has got power over someone and thats a white man. Then lennie gets up and says to crooks why are you not liked on the ranch and crooks replys by saying its just because Im BLACK! Crooks means by this quote that the white men on the ranch do not like him. And also crooks has got nobody to talk to because crooks is the only nigger on the ranch. Then lennie quickly changes the subject and starts talking about the dream him and George have got. But all crooks thinks is hes crazy . He thinks this because he thinks that lennie doesnt know what he is talking about. Crooks taunts lennie thaat George is not going to come back. And crooks also says he might even get hurt. After crooks has said that crooks face lightened up with pleasure in his torture. After crooks has said lennie quickly gets to hes feet and says nothing is going to happen to come George he si going to come back safe. Crooks is really frightened when lennis sayss that and crooks moves further up hes bed and rests hes hands on hes knees. The reason for crooks out burst like that is because all crooks is trying to do is trying to make someone feel like how crooks is feeling by telling lennie when the other boys on the ranch play horse shoe he has to stay in hes room and read a book when he would rather be playing horse shoe with the other workers on the ranch. Crooks is trying say just because i am black they dont let me play horseshoe. Crooks is trying to gain sympthy from lennie but lennie does not really understand what crooks is trying to say to him. So lennie doesnt really f eel sorry for him because he doesnt know what going on. So lennie cant really feel sorry for crooks because he is lost him self in other words. The workers on the ranch describe crooks as a nigger one second and the other second they be saying he is a very nice fella . I think my self that crooks is a very good person and stays quiet throught the book but it is just because of the colour of hes skin he is treated like dirt. Even thought crooks is proberly the most educated person on the farm. Crooks has got a dictionary which is described as battered and ripped and hes also got some tatered magazines. Also crooks has got some reading books, which are described, as dirty . And all of these things go on a special shelf over hes bunk. When crooks read these books he feels proud and really important because at this time not much people could read or write. And on top of all that hes a nigger . When we first meet crooks I thought he waz a nasty man because of hes posture and hes colour of hes skin. But looks can be dece-ving because he turned out to be a very well educated person and also soft hearted. It was very unusal for a black man to read or write in these in these times even so most of the white men could not read or write. I really feel sorry for crooks because he is alll alone and must feel really isolated at times or most of the time. And he has got no company at all and he aint even got no one to talk to at all because hes black. If you ask me I think that is really unacceptable because no one should be left alone for that reason. He aint got no friends to say hello too all because of the colour of hes skin. The white boys always pick him on. And even thought it aint hes fault most of the things are blamed on him. Also when the boss is feeling really mad he takes it all out on crooks and crooks just gets shouted at for no reason at all. Crooks on the hireachy he is right at the bottom and hes got no power at all. Even thought he has been one of the people who has been working there the longest and he has been loyal to boss. Curleys wife, the attention seeker always flirts with other prople on the ranch because her husband is always at the cathouse or out and about. And is never at home to care about her. Curleys wife is one of the most powerful people in the hireachy because she is married to the boses son. She tries to have some comfort with other people. This is because her husband takes no notice of her apart from the sex. She is used for an object of sex. When crooks reailses that his chances of being in the dream looked very slim and he crawled back defeated because he cant say anything to Curleys wife at all because she has got all the power. She can get him hung from a tree so easy, she can jus say that he waz flirting with me and thats it he would get hung. If that was a white person being prosequted they would give him a trial and would be taken to court but just because he is black they would just get him hung without any proof he did it or not. Going back to the initial question, I think that john Steinbeck doesnt throw the thought of racism in our face. He just hints of the idea and makes do the rest of the thinking. This is proved whenthe worker calls him a nigger and also a nice fella. We had do some thinking to find out that the word nigger is used so much that the workers dont even think of what the word means.

Incorporation of the Ottoman Empire into the Capitalist World-Economy, 1750-1839 :: History Economics Ottoman Empire Essays

Incorporation of the Ottoman Empire into the Capitalist World-Economy, 1750-1839 In 1977, Immanuel Wallerstein proposed a research agenda to answer the question: When and by what process did the Ottoman Empire become incorporated into the capitalist world-economy? He also asked whether incorporation was a single event or a series of events for the different regions of the Empire--Rumelia, Anatolia, Syria, and Egypt. He suggested the answer be sought in Ottoman production processes and trade patterns between 1550 and 1850. By 1980, Wallerstein had answered his own question. When the European base of the capitalist world-economy began to develop its boundaries in the sixteenth century, the Ottoman Empire remained outside the system. Between 1750 and 1839, the process of incorporation into the capitalist world-economy was complete and the Ottoman Empire had been peripheralized. Wallerstein did not comment whether incorporation was a single event or a series of events. In this paper, I argue that current scholarship fails to support Wallerstein's version of incorporation of the Ottoman Empire into the capitalist world-economy. I examine Wallerstein's arguments and critique his discussion based on my own interpretation of recent work by Ottoman and Balkan historians pertaining to Rumelia (Southeastern Europe). According to Wallerstein, a world-economy is a single social economy containing multiple state or political structures that operates on the basis of a capitalist mode of production and in which ceaseless accumulation of capital guides the system. Wallerstein recently added the word "ceaseless" (his italics) to his definition in order to distinguish his paradigm of the capitalist world-economy with its origins in the sixteenth century from other paradigms that trace the origins to earlier points in history. The capitalist world-economy comprises a core, a periphery, and a semiperiphery. Nation-states reach the core by successfully exploiting other geographic areas in the periphery. The semiperiphery forms a buffer zone, where geographic areas can move up into the core or down into the periphery. Geographic areas outside the world-economy are relegated to the external arena. They are eventually and inevitably incorporated into the system, however.

Pupils Welfare And Academic Attainment Education Essay

Pastoral attention, or as it is known in an educational scene as Personal, Social, Health and Economic instruction or PSHE, has been under much argument and examination in the last decennary or so. The discourse environing this country of instruction is about how of import it is and if it has a topographic point within or alongside the National Curriculum. There are inquiries about the relevancy PSHE plays within schools and whether it is 2nd to the more academic based topics, and if it is in fact an country that needs to be included who is tasked with the occupation of presenting it? The chief publications I will be utilizing to discourse the inquiry are, Positions on Pastoral Care ; Pastoral Care and Personal Social Education: Entitlement and Provision ; Problems and Practice of Pastoral Care ; How to be a Successful Form Tutor ; The Pastoral and the Academic. Additionally to these I will be doing usage of articles, electronic stuff and an review study by Ofsted into PSHE. Pastoral attention and personal-social instruction can be found to arise before the Education Act was formed in 1944 and some grounds day of the months as far back as the last century. Although it was non until the 1970s, and shortly after critics, that publications about pastoral attention began to emerge in print, so it can safely be said that PSHE and pastoral attention has existed alongside instruction for a piece, ( Best et al, 1995 ) . A diffused construct from the general consensus for a sensible definition of PSHE is ; â€Å" Personal, societal, wellness and economic ( PSHE ) instruction is a planned programme of larning chances and experiences that help kids and immature people grow and develop as persons and as members of households and of societal and economic communities † .[ 1 ] ( PSHE Education, ND ) When it comes to pastoral attention a phrase which is going progressively used is ‘the concealed course of study ‘ , a phrase that defines a side consequence of larning which is non intentionally intended. The expostulation to this is that no portion of the course of study should be ‘hidden ‘ , for merely if it is openly defined can at that place be a plausible and incorporate structured programme of PSHE within schools, ( Marland & A ; Rogers, 2004, p.20 ) . An interesting point raised by Keith Blackburn that can associate to the ‘hidden course of study ‘ is that each member of the teaching staff, non merely the signifier coach, contributes in assorted ways to countries focused on the PSHE lessons, something I will turn to subsequently in this reappraisal ( Blackburn cited in Best et Al, 1980 p.58 ) . Overall, it is clear in some countries that there are values based on PSHE within schools and it is seen as an indispensable facet of ‘whole s chool ‘ ethos, furthering a safe and unafraid environment where kids are able to larn. So, from my initial readings it seems that the function of the signifier coach is to better the overall well-being of the student with the purpose of it holding a positive impact on the remainder of their instruction. With this general background in head we can get down to discourse how the place held by the pastoral carer/form coach is important to pupils ‘ public assistance and academic attainment. The signifier coach can hold many functions within a school, he/she are the first grownup students will run into in the forenoon and he/she have more contact clip with each student in comparing to their capable instructors. As a instructor he/she is at that place to supply support and counsel, every bit good as being a function theoretical account to whom their students can look up to. Dillon and Maguire acknowledge this in their book Becoming a Teacher, and so travel on to state â€Å" merely being there is an of import factor, supplying students with what might be the lone point of security in the instance of those with helter-skelter lives † , ( Dillon & A ; Maguire, 2011, p.371 ) . In turn toing the point made by Blackburn brought up earlier in this treatment, subjects teacher can lend to countries focused on by the chief pastoral carer. Then once more their chief aim is to learn their course of study topic, unlike the signifier coach, they would non follow with a structur ed programme that students will profit from within PSHE lessons. Furthermore, while it is the responsibility of the signifier coach to advance ‘personal development ‘ , Blackburn besides insists the signifier coach has to understand the manner each student sees himself in order to lend to his farther apprehension and penetration † , ( Blackburn, cited in Best et Al, 1980, p.58 ) . This support of a signifier coach can be a great aid during the adolescent phase of a student ‘s life as Watkins ( 1981 ) explains that one of the chief country of the signifier coach ‘s function will be to see is merely that ‘adolescence ‘ . A slippery clip for a student as they are trying to develop their ain individuality and where they fit within the larger community. Watkins puts it as â€Å" striplings are continuously involved in experimenting with their self-presentation and judging the reactions thereto † , ( Watkins, ND, cited in Hamblin, 1981, p.22 ) . During his calling Douglas Hamblin ( 1981 ) had become progressively cognizant of schools where the pastoral system was under-functioning and doing small direct part to the attainment of the ‘whole schools ‘ ethos. He seems to admit that instructors were non the 1s to fault, the job stemmed from uneffective pastoral attention caused by a hapless deficiency of structured programmes from which carers could present utile lessons, ( Hamblin, 1981, p.3 ) . Fortunately, varied lineations of learning standards in these PSHE lessons can be found in many publications, in add-on necessary qualities in being a successful signifier coach can be besides be found. One peculiar publication which discusses both would be How to be a successful Form Tutor, by Marland & A ; Rogers, ( 2004 ) in which they describe that â€Å" a signifier coach is a instructor whose topic is the student herself † , ( Marland & A ; Rogers, 2004, p.19 ) . The suggestion here is that each student ‘s ‘personal development ‘ , addressed by Blackburn before, is different and they should hold their ain single acquisition program to assist them come on. Marland and Rogers so travel on to compose about a theoretical account that focuses on seven countries of personal-social growing drawn upon by Richard Pring ; these include rational and moral virtuousnesss, character traits, societal competences, practical and theoretical cognition and personal values, ( Pring, 1984, cited in Marland & A ; Rogers, 2004 p.22-4 ) .These countries described here can help in the betterment of both the public assistance of students and their overall academic accomplishment ; or as Calvert expresses it, â€Å" issues of emotional intelligence were cardinal to larning and non merely concerned with go toing to the public assistance of the kid † , ( Calvert, 2009, p. 274 ) . In 1980 there was a ‘Great Debate ‘ of instruction looking into the constitution of a more purposeful course of study ; the topic of pastoral attention was mistily addressed but non much was done about the â€Å" luxuriant and frequently complicated systems † that were in topographic point, â€Å" in which academic personal businesss were separated from public assistance and counsel † , ( Best et al, 1980, p. ( xi ) ) . In the publication The Pastoral and the Academic, Powers ( 1996 ) writes that in its early phases pastoral attention had been used as a manner to depict any undertaking that would non suit into the academic side of instruction, ( Power, 1996, p.30 ) . As it was defined chiefly in negative footings, it lacked internal coherency and organizing rules, ( Power, 1996, p.30 ) . So at that place seems to be this great oversight between both pastoral and academic, but some authors feel there is a demand to unite the two in an interlacing relationship so they can feed off each other to better public presentation of students ‘ well-being and faculty members. Hamblin feels that â€Å" the relationship of pastoral attention to achievement can non be stressed excessively strongly ( Hamblin, 1981, p4 ) . There is a big sum of grounds that suggests PSHE has had a strong influence on students in both positive and negative ways. Such an illustration is the Ofsted review study into personal, societal, wellness and economic instruction in schools, which took topographic point between September 2006 and July 2009 in 165 kept up schools in England. In one school visited students responded positively towards PSHE instruction, â€Å" exhibiting first-class behavior within lessons and had developed lively and joint debating accomplishments and were besides willing to listen to the positions of others † , ( Ofsted, 2010 ) . The students besides showed their societal and personal accomplishments in practical ways by moving as function theoretical accounts and wise mans for younger students. The findings suggest that many of the schools with consistent and good quality learning were really much dependent on whether PSHE was taught by non-specialist instructors ( who were frequently coachs ) or by instructors who had had some preparation in PSHE instruction † , ( Ofsted, 2010 ) . This analysis suggests the benefits from holding a strongly structured programme for PSHE lessons can help any type of coach deliver a lesson. There is grounds of negative positions towards pastoral attention picked up by Powers ( 1996 ) , Calvert ( 2009 ) and Hamblin ( 1981 ) . As discussed earlier, Hamblin acknowledges the under operation of pastoral attention, while Calvert explains there are seven ages of pastoral attention which have developed over the last 50 old ages. These are pastoral attention as ‘control ‘ ; as ‘individual demand ‘ ; as ‘group demand ‘ ; the ‘pastoral course of study ‘ ; for ‘implementation of the National Curriculum ‘ ; for ‘learning ‘ and for ‘the wider work force and the Every Child Matters docket ‘ , something Power besides picks up on in less item, ( Calvert, 1996, p 270-274 ) . It seems apparent that the function of the signifier coach, no affair how many significant alterations it goes through, one portion which remains critical and is agreed upon is the development of the students ‘ wellbeing, ( Rees, 2010, cited in Dillon & A ; Maguire, 2011 ) . This sentiment of â€Å" personal development † dealt with by Marland and Rogers ( 2004 ) is something that is besides picked up on by Keith Blackburn in Perspectives on Pastoral Care, depicting â€Å" a new function created for instructors in secondary schools whose main accent was cognizing single students † , ( Blackburn, cited in Best et Al, p.56 ) . Associating many of the Hagiographas is this impression of the academic and the pastoral working together alternatively of against each other. Best and fellow authors indicate in Perspective on Pastoral Care, that as far back as 1980 there is clear deliberation over the thought of segregating the pastoral course of study from academic as a questionable act and something that the ‘great argument in instruction ‘ should hold picked up on but failed to so, ( Best et al, 1980, P ( xi ) ) . Chris Watkins suggests that â€Å" schoolmasters and instructors should guarantee that pastoral attention in schools embodies a healthy balance between challenge and support for students † , ( Best et al, 1995, p.304 ) The division of PSHE course of study devoted to either public assistance of students or their academic accomplishment is nonsensical, as the focal point on supplying for personal growing and accomplishment together is a better model for success, ( Standish et Al. 2006, cited in Dillon and Maguire 2011 ) something for which Watkins ( 1981 ) and Powers ( 1996 ) agree on. Mentioning back to the original inquiry posed, I feel it can be concluded that the signifier coach is genuinely cardinal to helping in the ‘personal development ‘ of students in both well-being and academic attainment, ( Blackburn, cited in Best et Al, 1980, p.58 ) . It seems a common understanding that the responsibility of the signifier coach is to cognize the students as persons and help them in their ‘personal development ‘ of these countries. It is besides apparent that the academic side of instruction is improved by such subjects taught in PSHE as discovered by Ofsted during their reviews, ( Ofsted, 2010 ) . However, it is good and works better if there is a structured programme in topographic point to work to. Unfortunately there is no easy reply to what constitutes an in agreement pastoral course of study. Everyone seems to hold similar thoughts about what should and should non be included ; nevertheless there are excessively many inconsistent thoughts to do a refined construction as yet, ( Calvert, 1996, p.268 ) .

The Periods of Success and Decline in the Dynastic Cycle

After the fall of the Qin Dynasty, the Han dynasty drew from the teachings of Confucius to create the Han Synthesis. This formed the traditional belief in China that history repeats itself and directly contributed to the Dynastic Cycle. This is demonstrated by the use of Confucius teachings, the Dynastic Cycle and the Han Synthesis when addressing the Good Life, Good Society and Good State respectively. Each of these philosophies highlight that Chinese history repeats itself by casting light on this theme of repetition through the three different areas. This makes the state accountable for its actions to its people. Confucius was a Chinese philosopher whose ideas greatly affect China in every aspect of its culture. In The Analects, he†¦show more content†¦Ã¢â‚¬Å" This gave rise to the premise that if the people of an empire are unhappy, they have to right to overthrow the ruler and give the Mandate of Heaven to a new and better ruler. Confucius believed that in order to hav e a good society and good life, there must be a benevolent ruler who will lead the empire to prosperity. History continues to repeat itself in China by an empire rising and prospering and eventually becoming corrupt. Then the people award the Mandate of Heaven to a new ruler who will go through the same cycle of creation and degeneration. This tracks with another Chinese philosophy, Yin and Yang, which states that opposite forces—such as benevolence and despotism—are interconnected in the natural world. All of this combines to emphasize the relevance of historic repetition to the development of China. The most important contribution to the importance of the repetition of history in China is the belief in the opposing powers of Yin and Yang. Yin and Yang is a concept based on Taoist beliefs. The foundation of Confucianism is Taoist teachings. In the context of government, it represents the rise and fall of empires in Chinese history. 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