Effective use for family art therapy

Effective use for family art therapyOriginally used in individual sessions, art therapy is taking a more active and integrated fictional character in family therapy, crisis interventions such as violence in the home or alcoholism in the family, with mental health patients (e.g. schizophrenics), and minorren who ar adopted or in foster homes. Families are a complex system comprised of subsytems, alliances, and triangles. In order to get a better understanding of familial patterns and how the family operates, art therapy sessions with the entire family provides an queer opportunity to observe how the family unit functions in a situation less formal and less subject to their established mechanisms of control than is the purely verbal pyschotherapeutic call into question (Kwiatkowska, p. 27).Art therapy is useful for providing an individual the opportunity to step back and evaluate the meaning of his or her subjective art expressions. This promotes a persons ability to symbolize, to think, and to think ab bulge out(predicate) thinking. Visual re applyation offers a means to express multiple layers of meaning in a condensed format. The graphic product is durable, allowing a client to review and react to what has been expressed (Linesch, p. 26). Individuals, family members and the therapist literally have a visual picture of how an individual views themselves, their parting in the family, wishes they have for their family, or anything else they have kept to themselves. other effective use for art therapy is using metaphors to teach parents and children new roles and relationships, thus adding a new dimension to structural family therapy (Linesh, p. 51). For example, if a family is struggling with their adolescent child and the child draws his mother with a big mouth and says that mother is al itinerarys yelling, mother realizes how she is affecting the family with her yelling. According to Kwiatkowska, the focus of therapy often switches because of the way different family members present their views of the problem. The initial reason for seeking treatment is overshadowed by a totally different aspect of the family disurbance brought to their awareness through their art productions (p.139).Drawing pictures, painting, or on the job(p) with clay whitethorn seem easy and fun to do but this work demands a solid backgorund in family therapy and extensive psychoterapeutic experience in attachment to art therapy training (Kwiatkowska, p. 137). Case and Dalley agree that the theory and practice of art therapy has evolved to require that the practioners of art therapy are highly trained and experienced people whose skills stretch forth to develop after their initial training program (p. 146). Like regular therapists, art therapists must create boundaries with their clients and their families. One must be firm with families who resolve the session either with constant bickering or irrelevant flow of words. Eventually such maneuvers should b e explored as one of the patterns of family behavior (Kwiatkowska, p. 31).The basic role of the therapist is to create a non-threatening environment for the family as some members may ascertain anxious about working with art. It is the therapists duty to remind the family that when doing evaluations, it is important to show that they will non be graded or tested on their artistic skill but instead use the media as a way to communicate and self expression (Kwiatkowska, p. 85). It is also important that the room must feel safe enough to express ideas, feelings, thoughts. Having open access to materials can cook avilable man posible avenues of expression (Case and Dalley, p. 99). Case and Dalley believe it is not the job of the therapist to encourage spilling out of emotions but in fact to helper the client feel that her feelings, however difficult to express, will be contained, listened to and understood (p. 102).The therapists role is to remain open to the imagery and all its po tential meaning for the patient and containt the anxiety and feelings that are generated in attempting to understand it. It is possible a clear meaning will not emerge until weeks into therapy where connections can made and understanding takes place (Case and Dalley, p. 65).During assessments or therapy sessions the therapist will give the family some directives. For example, the therapist may request that the family draw a free picture, a picture of your family, an abstract family portrait, a picture started with the help of a scribble, a joing family scribble, then another free picture (Kwiatkowska, p. 86). The therapist should take notice of what materials each member uses and how they are explaining their picture. Proulx explains thatas the art therapist views the work, they keep in mind the interactions that occurred how the material was used to symbolically trifle the relationship and the amount of personal space occupied by the child or parent. Intensity of media application , amount of energy portrayed is it full of life, full of color? Also note in the portrait who is included, who is left out, and which part of the work becomes the parents possession or the childs. Are there obvious projections ontothe child by the parent? Is there engagement, communication, emotional contact, enjoyment and loving? ( p. 72).Although some directives are given, the therapist should not offer help to the children until the parents or siblings have responded (or not responded) to the childs plea for help. Their behavior in this regard is an important source of information about how the parents have met their privation of their adolescent or young adult offspring in their early childhood (Kwiatkowska, p. 85).In a regular session, the therapist can get more information from the family by asking them to explore self-perceptions. To do this, therapist can ask family members to draw themselves as they feel inside and to draw themselves as they speculate they look to their family (Linesch, p. 28). To facilitate adaptive coping, therapist efficiency ask family to choose pictures or draw images that describe possible solutions to the problem. Family members may also be asked to represent themselves and their families as they are now and as they would like to be in the future. This can bring to light individual needs and family problem-solving (Linesch, p. 29).One of the disadvantages of art therapy is that the therapist is more vulnerable to misinterpretation in terms of the objective understanding of content. Care must be taken not to make rapid interpretations which might prevent or even deny the client the satisfaction of discovering and finding out for herself (Case and Dalley, p. 65). Because art therapy involves a lot of interpreation, it is understandable that critiques about this technique are similar to that of psychotherapy. The individuals images can come across as many things but only the individual himself can explain it. The therapist is urged not to point out obvious red signals, instead they should allow the client to come up with their own interpretations. Their own interpretations alone are something to make note of as it may shed some light on the clients thought process.Throughout many examples explored, art therapy was useful in helping family members listen to one another, rebalance hierarchies, and provided a fomite for the individuals to take advantage of increased self-expressive abilities and share their internal experiences as communication between family/system members (Linesch, p. 158).

Hierarchy of Human Needs and Goal Setting Theory

Hierarchy of Human Needs and Goal Setting TheoryIntroductionAs the increasing concern of how to acquire carrying into action excellence through employees, most of the organizations now pay more attentions on the means of motivating employees, such as incentives, rewards. Kreitner (2004) quoted Mitchells definition of want which refers to those mental motiones that buzz off the arousal, direction, and persistence of voluntary actions that atomic number 18 tendency directed. Different motivation theories guide the ways of encouraging muckle to make effort and exploit their powerfulness for the organizations goal and meeting their own ineluctably also, they suggest the factors resulting in air satisfaction and their influence on employee performance (Armstrong, 2006). This essay attempts to explore the motivator and the help of motivation by a critical review of motivation theories moreover, it examines the theories through a questionnaire explore in terms of what people argon do and how they are motivated. Thereby, it leads to a further discussion of the application of motivation hypothesis in practice.Literature ReviewAs Armstrong (2006) states motivating people refers to encourage them to give protrude toward the pass judgment direction, motivation in organizations aims at creating a context and undertaking a motivation process in which exclusives realise and provide the performance according to the managerial expectations. The process of motivation is described as a need-oriented model that goes through quadruplet stages need, goal consideration, action and achievement (Armstrong, 2006). It is suggested that people are aware of the insatiate need consciously or unconsciously and then the desire of satisfying the needs enables the establishment of goal (Latham, 2007). To achieve the goal by taking actions is believed go forth meet the needs. If the goal is obtained successfully, the same actions are likely to be repeated for satisf ying the needs (Latham, 2007). In this way, the process of the motivation is completed.The theory of motivation is dissever into two main categories C content theory and process theory. Content theory interprets the insights of peoples needs and explores the factors that motivate people (Foster, 2005). It emphasizes the intrinsic elements that energize, direct and endure behaviour also, it explains how these elements are valued as internal motivators by various(prenominal)s (Porter, Bigley Steers, 2003). There are four primary content theories of motivation at work, including Maslows hierarchy of need, Alderfers ERG (existence-relatedness-growth) theory, Herzbergs motivator-hygiene model and McClellands intentional needs theory (Porter, Bigley Steers, 2003).Content theory C Maslows Hierarchy of Human NeedsAmong these theories, Maslows hierarchy of human needs is the most famous one connecting peoples needs to motivation. According to this theory, individuals needs are categori zed as deficiency needs and growth needs. Deficiency needs are the basic needs that must be satisfied it contains three levels C physiological, safety and security, belongingness. The physiological needs are at the bottom of Maslows hierarchy theory. That is to say, all other needs are turn out of peoples consideration until the physiological needs are satisfied (Latham, 2007). The implication of physiological needs at work may include lunch break, rest break, enough wage to support daily essentials (NetMBA, 2007). Safety and security needs arise for protecting oneself from threats and harm either physically or emotionally on check over that physiological needs are satisfied. In the context of work, safety and security needs arse be reflected through a safe working environment, hideaway benefit, job security, etc (NetMBA, 2007). Since the two lower needs are satisfied, people are continuously seeking spunkyer needs thus the desire of interaction and intercourse with other peo ple emerges. Belongingness needs covers this extent of peoples needs that receiving and giving love, and belonging to a gathering.Growth needs refer to the advancement and achievement of individuals capableness it includes self- toy with and self-actualization (Foster, 2005). Growth needs are indeterminate but higher than deficiency needs. Maslows theory assumes that higher needs will be the focus of the individuals attention and contract dominant when the lower needs are satisfied (Armstrong, 2006). self-esteem needs classified as internal and external. The desires for achievement, confidence, freedom and independence come from oneself. The external esteem is about the desire of attention, importance, recognition and reputation (Armstrong, 2006). Self-actualization implies the needs to maximum ones potential and advance skills, and the needs to achieve higher goals that one considers one is capable for it (Armstrong, 2006). Self-esteem and self-actualization lie on the top two l ayers of the pyramid of Maslows theory. Although they may be difficult to accomplish, they are the greatest drive for individual behaviour.However, Maslows theory is also questioned by other scholars for two points. Firstly, as Armstrong (2006) points out, the priority of different needs is varied with individual. Maslows hierarchy of needs theory indicates that people follow this hierarchy of needs steadily. Nevertheless, different people may have different need to be satisfied as their priority. There are two researches conducted among a group of managers from different organizations for examining Maslows theory. Lawler and Suttles research found managers predominant needs at the higher level are varied with individual (Koontz and Weihrich, 2006). In another research, Hall and Nougaim found little enjoin to support the theory of hierarchy as managers increasing attention on growth needs is mostly determined by the changes in upward careers alternatively of the satisfaction of lo wer-order needs (Koontz and Weihrich, 2006).Process theory C Goal Setting TheoryAs it has been mentioned, content theories are about what people are motivated. Simply, process theories suggest the means that people are motivated. They concentrate on the process of peoples decision-making and the actions they take in order to attain the expected goals (Huczynski and Buchanan, 2007). Process theory of work motivation has three major theories equity theory, expectancy theory and goal-setting theory.Goal-setting theory states individual motivation and performance can be enhanced through setting a specific goal on condition that the goal is intriguing but committed, and along with a feedback on performance (Griffin and Moorhead, 2009). From the management perspective, goal is use as an effective means to manage motivation and to control organization performing in relation to the expected result (Griffin and Moorhead, 2009). It also helps organizations to interpret and imagine employees work behaviour as the theory assumes behaviour is the outlet of sensible goals and purpose(Koontz and Weihrich, 2006). Goal-settig theory contains four major hypnotisms challenging goals, specific goals, participation and knowledge of results (Huczynski and Buchanan, 2007). The four major propositions are regarded as the fundamental elements of goal-setting theory that mostly contribute to higher level performance (Arnold and Silvester, 2005).Challenging goals are more likely to cause desirable performance. Once people commit the goal and believe it is achievable, they become goal-oriented and they take actions for goal achievement (Arnold and Silvester, 2005). Difficult goals require more effective outcome of behaviour than easy ones. Further, specific goals administer to higher level performance than general ones for reasons of providing precise plan that people work upon. Participation in goal-setting theory is an important part as it is a proper way to get agreement on settin g higher goals (Arnold and Silvester, 2005). In this way, people are free to make effort to accomplish the goals. Knowledge of results or feedback is playing the role of informing people of the results and maintaining motivation for higher goals (Armstrong, 2006).Theoretically, goal-setting is an effective method for organizations to managing work motivation and achieving high goals. However, it is doubted of its effectiveness out of laboratory setting (Arnold and Silvester, 2005). capital of Texas and Bobko point out goal-setting is likely to focus on quantity of work rather than tincture of it as quantity is more measurable and clearer than quality when setting goals (Arnold and Silvester, 2005). Moreover, there may be conflicts among different goals in the real work context. To decide which goal is prior means to ignore or reserve the other goals. Thereby, the application of goal-setting is weakened (Arnold and Silvester, 2005). Besides, goal-setting theory is limited to indivi dual work and performance. In practice, group goals and performance, curiously a companys goals and performance account for more importance (Arnold and Silvester, 2005). Crown and Rose found setting group goals can enhance the performance of the group and the group goals are consisted of individual goals concord by individuals (Arnold and Silvester, 2005). Therefore, goal-setting theory is suggested to be utilise to group or organizations as whole rather than stick on individual levels.Research Data AnalysisThe research aims to find out what people are motivated in the workplace and in which way they are motivated on the basis of Maslows hierarchy of needs theory and goal-setting theory. The data is collected through questionnaire from ten respondents.The first part of questionnaire is developed for exploring the motivators according to Maslows theory. The core proposition of Maslows theory is that peoples needs have five stages from low to high forming the hierarchy. Five specif ic items indicate the five levels of needs reasonable wage, job security, employee relationships, achievement and recognition, probability of upward career (see appendix 1, Question 2). The research data presents that respondents give priority on different items. Reasonable wage implies the physiological needs which are the basic needs that must be satisfied. There are sixty percent of respondents ranking it as their priority twenty percent rank job security (which represents safe and security needs) as their primary needs. Interestingly, twenty percent of respondents rank the theoretically top needs opportunity of upward career (which represents self-actualization needs) as their prime needs.For a further investigation on this question, a cross-tabulation is used in order to find out the relationship between the priority of needs and the role in a group. The data shows who play the role of doer and shaper in a group consider physiological needs are primary who take the leader posi tions in a group attach more importance on higher needs, e.g. self-esteem and self-actualization needs. Moreover, the responses on Question 4 (see appendix 1) show there are certain percentage of respondents are willing to work under unfavourable conditions when they believe there is something valuable to them. From this point, it can hardly support Maslows theory that people have higher needs when their lower needs are satisfied. Reviewing Armstrongs doubt on Maslows hierarchy of needs, he points out that the priority of different needs is varied with individual. Therefore, peoples needs do not follow Maslows hierarchy strictly. Also, the data reveals that physiological needs, safe and security needs, and self-actualization needs are the top motivators among the respondents.The second part of questionnaire attempts to understand how people are motivated to deliver high-level performance. The questions are designed base on the theory of goal-setting. cardinal percent of responses s how goals are able to improve the performance (see Appendix 1, Question 5). The other responses upon the points that specific goals, participation and knowledge of results lead to enhancement of performance positively support the theory of goal-setting (see Appendix 1, Question 7, 89). That is to say, most of respondent believe challenging goals and specific goals helps them to deliver an enhanced performance, and participation in goal-setting endows them the willingness to work toward the goals finally feedback is regarded as a vital means to know how wellhead they have been, also a form of motivator. Question 6 (see appendix 1) exposes the potential issue of application of goal-setting theory. It cannot be denied the possibility that people would accept higher goals if their lower needs are at risk of satisfaction. When such situation occurs, people acceptance of higher goal is reluctant. This may fails to produce an expected performance as the goal probably is exorbitant or the person is less motivated.Austin and Bobko argue that goal-setting theory concentrate on quantity rather than quality (Armstrong, 2006). The responses collected from ten respondents also point to this limitation. This issue can be perceived in different contexts. For instance, quantity can be understood as the number of product produced by individual workers or groups. In this situation, the goals set for individual or group have limited effectiveness on product quality. Yet, when quantity stands for the amount of money, for example sales amount, goal-setting theory is still effective on work motivation relating to the organization performance.An Evaluation of need Theory in PracticeIn the literature review part, the proposition of Maslows hierarchy of needs be the content theory of motivation has been explained. Also the limitation of this theory is discussed. Through the research, the weaknesses of Maslows theory are further exposed especially the concept of hierarchy of needs is strict. Nonetheless, Maslows theory of needs helps organizations to have the idea of the basic nature of human motives (Porter, Bigley and Steers, 2003). Knowing the needs theory, Managers are able to manage work motivation by creating a work environment that aims to satisfy employees needs (Clegg, Kornberger Pitsis, 2005).Goal-setting theory is introduced to organization management as known as Management by Objectives (Clegg, Kornberger Pitsis, 2005. It is broadly applied in the organizations for its strengths of guiding and directing individuals to work toward the goal and of providing indicators for performance evaluation (Clegg, Kornberger Pitsis, 2005). Goal setting is a process of advancing, negotiating and set objectives that challenge the individuals as well as the organizations. Therefore, as Crown and Rose state, setting group goals is more important than individual goals (Arnold and Silvester, 2005). The group goals are consisted of several individual goals that are a greed by individuals (Arnold and Silvester, 2005). Therefore, the process of achieving group goals actually is the process of attaining group members individual goals. Thus, individual performance and group performance can be advanced through goal achievement.ConclusionMotivation is described as a process that needs-oriented pass through four stages need, goal setting, action and achievement. Content theory helps to recognise the elements that are able to motivate people. Maslows hierarchy of needs theory recognized five levels of peoples needs. By knowing the needs, organizations are able to motivate employee to deliver high level performance through satisfying their needs. Process theory is regarding to the methods of motivation. Goal-setting is an effective way in modern organization management. It identifies the relationship between goal and performance. It advocates that challenging and specific goal, participation and feedback can result in high level performance. Although go al-setting theory is argued that it focuses on individual goal and performance, it also can be use in groups or organization. Further, setting group goals can improve the whole performance rather than individual. Therefore, it is sophisticate and effective way for work motivation in modern organizations.REFERENCEArmstrong, M., (2006), A Handbook of Human Resource Management Practice, 10th ed, Kogan Page LimitedArnold, J. and Silvester, J., (2005), Work Psychology Understanding Human behavior in the Workplace, 4th ed, PearsonClegg, S., Kornberger, M., and Pitsis, T., (2005), Managing and Organizations An Introduction to theory and Practice, SAGEFoster, N., (2005), Maximum Performance A Practical Guide to Leading and Managing People at Work, Edward Elgar PublishingGriffin, R. W. and Moorhead, G., (2009), organizational Behaviour Managing People and Organizations, 9th ed, Cengage LearningHuczynski, A. and Buchanan, D. A., (2007), Organization Behaviour An Introduction Text, 6th ed. PearsonKreitner, R. and Kinicki, A., (2004), Organizational Behavior, 6th ed, McGraw-HillKoontz, H. and Weihrich, H., (2006), Essentials of Management, 7th ed, Tata McGraw-HillLatham, G. P., (2007), Work Motivation History, Theory, Research and Practice, SAGE Publication, Inc.Porter, L. W., Bigley, G. A. and Steers, R. M., (2003) Motivation and Work Behaviour, 7th ed, McGraw-HillNetMBA, (2007), Maslows Hierarchy of Needs, NetMBA.com, Last accessed on 1st November at URL http//www.netmba.com/mgmt/ob/motivation/maslow/

Pollution and Environment Essay - Man Has No Responsibility to the Envi

Man Has No Responsibility to the Environment Since the 1960s, questions concerning environmental ethics have loomed large in the public awargonness. At the heart of all of these questions is bingle single issue that has caused confusion among many people involved in this controversy. There has been much debate on this issue, but little has been fruitful, and this can in part be blamed on the fact that the debate is of a particularly low quality. Much of it has been of the name-calling, conclusion-with-no-justification-spewing variety. The central problem with the environmental debate is that the debaters booked in attempting to provide solutions to these issues do not agree on the humanitys place in the natural order. Rather than dealing with this core issue, however, the debaters debate only on incidental issues which proceed directly from the central problem. This central question is How shall we concern to, or deal with, the environment? Environmentalists frequently answer tha t we should, in some sense, die hard in harmony with nature, or respect the rights of natural beings, such as trees, birds, mountains, and rivers. In this essay, I present an opposing tie-up I propose that thither are no moral obligations which direct how humans should deal with the environment, because the concept human is an arbitrary class with no real meaning. The problem with this environmentalist viewpoint is that the presupposition that there is some radical difference between humans and different animals is inherent in the position. Environmentalists suppose that there is something that puts us in a allow position compared to the rest of nature. In fact, there is not. Humans have the same drives as other animals. In this respect, a... ...definition of humanity have to do with how humanity should relate to the environment? The answer is that there is no particular set of rules that humanity should follow in relating to the environment. Certainly, there are some things that would be good for humanity, and other things that would be bad, depending upon how you define these concepts of good, bad, and humanity. And certainly, some things would be better for the ecosystem than others, depending upon how you define the good of the ecosystem. But it is impossible to argue that humanity should be responsible for shepherding the ecosystem, or for staying in a certain place in the ecosystem, because there is no natural and proper place for humanity -- humanity is an illusion, an arbitrary group of animals. There are no moral considerations that apply to humanity as a whole.

The Comparison and Contrast of I Wandered Lonely as a Cloud & The Prese

I Wandered Lonely as a Cloud and The Preservation of Flowers two notable poems, two really different styles of writing. This essay will look at their contrasts and similarities, from relevant form-only(prenominal) aspects, to the deeper meanings hidden between the lines. We will look at both writers use of rhyme scheme, sound patterning, word choice, figurative language and punctuation. The essay will also touch a little on the backgrounds of the writers themselves, and their inspiration, with the intention of gaining a greater instinct of both texts. The structure and form of both poems is evidently dissimilar. Wordsworths poem follows a clear rhyme scheme ABABCC and contains four stanzas of six lines from each one. In each stanza, the first line rhymes with the third, the second with the fourth and the stanza concludes with a rhyming couplet. Birds sixteen line- narrative verse does not follow any formal rhyme scheme. She describes full rhyme as being too stridentE1 for her p ersonal taste. Choosing instead to use consonance and near rhymes. Despite this seemingly unlawful style with which the poem is written, it does follow an iambic pentameter, with e truly line containing five stressed syllables, except line 13 which contains six. Cer-tain cus-to-mers, he slips an ex-tra rose13. This is a very clever play on words, using the term unnecessary rose to mirror the extra syllable in the line. This patently demonstrates Birds astute consciousness of structure and form. She explains Theres a poetry joke in there too - each line has five stresses, but the extra rose line has six stresses. An extra rose, an extra stress.E2. This again presents another parallel to Wordsworths lyric, where the meter is not u... ... he has a point. Contrary to this statement however, there remains the reality that without dissection and close analysis, the aline meanings encoded within these two texts, might remain perpetually esoteric.Bibliography.T Furniss & M Bath. 1996. Reading Poetry an introduction. Harlow Pearson Education Limited..Preface to Lyrical Ballads, in Wordsworth (1968) Lyrical ballads, pp. 241-72, 246. Organic sensibility refers to the responsiveness of the senses.See The Tables Turned, in Wordsworth (1968) The Lyrical Ballads, pp. 105-6..Internet 1 http//www.enotes.com/william-wordsworth/q-and-a/what-elements-nature-daffodils-poem-144087.Internet 2 http//www.wordsworth.org.uk/poetry/index.asp?pageid=101.Internet 3 http//rpo.library.utoronto.ca/poem/2337.html.Internet4 http//academic.brooklyn.cuny.edu/english/melani/cs6/rom.html

Lies My Teacher Told Me by James W. Loewen Essay -- Papers History Com

Lies My Teacher Told Me by James W. LoewenHigh trail history textbooks are seen, by students, as presenting the last word on American History. Rarely, if ever, do they question what their text tells them about our collective past. According to James W. Loewens Lies My Teacher Told Me, they should be. Loewen has spent considerable time and effort reviewing history texts that were written for high school students. In Lies, he has reviewed twenty texts and has compared them to the actual history. Sadly, not one text measures up to the authors expectation of teaching students to think of. What is worse, though, is that students come away from their classes without having developed the ability to think coherently about social life(Lies p.4). Loewen blames this on the way that todays texts are written. This paper will compare one text, The American vaunting, to Lies.One of the biggest problems with todays texts is the work on of heroification. This process turns real people, f rom our past, into pious, perfect creatures without conflicts, pain, creditability, or human interest(Lies p.9). Several examples, including the lions from our history, in Pageant include Christopher Columbus, Thomas Jefferson, Abraham Lincoln, and Woodrow Wilson. Others are defamed, like Stephen A. Douglas, and John Brown.In Pageant Christopher Columbus is one of the first people named as relevant to our history. He is built up as a hero, with words such as a man of vision, energy, resourcefulness, and courage used to describe him (Pageant p.4). We are told that he knows the world is round, but that nobody will believe him. Finally he convinces Spains monarchs to fund him, and is minded(p) three tiny but seaworthy ships manned... ...ils to explain why this song was so popular. In this case not giving all of the facts about a historical figure is to that persons detriment.The lengths that many textbook writers go to keep our history on a positive note, and to make heroes o ut of many of our historical figures comes at a high cost, according to Loewen. These costs include incorrect history, and boring history. The end results are students who hate history class, and who come out of those classes not weaponed to think about our past in a rational or coherent way. BibliographyWorks CitedThomas A. Bailey and David M. Kennedy. The American Pageant, A History of the Republic. Eighth edition. D.C. heathland and Company Lexington, Massachusetts, 1987.James W. Loewen. Lies My Teacher Told Me, Everything Your American History Teacher Got Wrong. The New Press New York, 1995.

negroes with guns :: essays research papers

-in June of 1961, the NAACP chapter of Monroe, North Carolina decided to picket the towns swimming pussy that was forbidden to Negroes although they formed one quarter of the population-the blacks started the picket line and the picket line closed the pool. When the pool closed the racists decided to handle the topic in traditional southern style, they turned to violence-the pool remained closed hardly we continued the line and crowds of many hundreds would come to watch us and shout insults at the pickets-on June 23, Williams was driving when a heavy car came up from behind him and tried to force his car off the embankment and over a pearl with a 75 ft. drop off. The bumpers of the two cars were stuck and the cars had to pass right by a highway patrol station, which was a 35 mile and hour zone, but the car was pushing his at 70 miles per hour. Williams started blowing his horn hoping to attract the attention of the patrolmen, but when they saw they just lifted their hands and laughed. He was finally commensurate to rock loose from the other cars bumper and make a sharp turn into a ditch. He went to the police about it, but they would non do anything because he was black. The police in Monroe never did anything to help blacks-the picket lines continued and the whites were getting mad. One day a white person pink-slipped a pistol and started screaming, kill the niggers. The black people then showed the whites that they too were armed and then all of the sudden the police decided to help because they recognise the whites were outnumbered and outarmed-the southeastern regional headquarters of the Ku Klux Klan was also in Monroe-Williams had been in the Marine Corps and when he got out he knew he wanted to join the NAACP, so he did-The Monroe branch of the NAACP got the reputation of being the most militant branch of the NAACP-The swimming pool they were fighting over had been built with federal funds, but insofar negroes could not use it-First the black s had asked city official to build a pool in the negro community. the city officials said they couldnt comply with this request because it would be too expensive. Then they asked if two days out of each week the blacks could use the pool.

My Turn at Bat :: English Literature

My Turn at convulseBook ReviewMy Turn at Bat The Story of My Life, written in 1969, could be thename of any number of hitters that have played the game of baseball.It could even be a metaphor for something that doesnt even relate tothe game of baseball. But thats not the case here, this book is more or less, arguably the greatest hitter to ever play the game. This bookis about the only player to ever hit .400. The only man to be inductedinto seven different hall of fames. This book tells the story of TedWilliams through his eyes, the way he lived on and off the field. Theauthor John Underwood does a good job in terms of letting the readerget a beginning(a) person point of view when it comes to the life of thisBoston Red Sox legend.The book first starts out with Ted Williams stating that, Im gladits over, he then goes on to explain what he means by this. Williamssays that he is so grateful for what baseball has done for him as aperson besides he was glad to be out of the game as a player. He tells thereader through out the book that if he could go moxie to when he was 18or 19 years of age he wouldnt do it because knowing now what was instore for him. He says that he had to deal with so much physical pain,the weight of the world being on his shoulders, and last scarcely certainlynot least the Boston reporters. At that point in his life, TedWilliams had finished playing Major League Baseball for the Boston RedSox and moved on to managing the Washington Senators, a move that hewasnt all that comfortable with, but was willing to try. This book isa constant one-way conversation with the reader. It seems that is justthe way Williams wanted it to be, just so he could tell the storywithout any interruptions.Williamss talks about how he always wanted to be the greatest hitterof all condemnation through out the book. He says that a man needs to have agoal for a day, a lifetime and his was to hear people say, there goesTed Williams the greatest hitter of all time. W illiams also talksabout how his 22 years of playing the game were the best years of hislife but they were also some of the unhappiest. Through out his timeas a professional ball player, he felt that people didnt like him,