American Civil War Essays - William Tecumseh Sherman, United States

American Civil War The motivation behind this paper is to represent the occasions encompassing the finish of the American Civil War. This war was a war of epic extent. At no other time have so numerous Americans kicked the bucket in fight. The American Civil War was genuinely disastrous in wording of human life. This record will talk principally around those included on the combat zone in the end days of the contention. Additionally, reference will be made to the main men behind the Union and Confederate powers. The war was starting to end by January of 1865. By at that point, (Federal was another name given to the Union Army) armed forces were spread all through the Confederacy and the Confederate Army had contracted very in size. In the year prior to, the North had lost a huge measure of lives, however had all that anyone could need to lose in examination toward the South. General Grant got known as the Butcher (Webster 101) and many needed to see him expelled. Be that as it may, Lincoln stood firm with his General, and the war proceeded. This paper will follow the happenings and occasions between the winter of 1864-65 and the acquiescence of the confederate States of America. All of this will unquestionably represent that April 9, 1865 was in fact the finish of a catastrophe. In September of 1864, General William T. Sherman and his military cleared the city of Atlanta of its non military personnel populace at that point rested quickly. It was from that point that General Sherman and his military started its popular walk to the ocean. The walk secured a separation of 400 miles and was 60 miles wide. For 32 days no updates on him arrived at the North. He had cut himself off from his base of provisions, and his men lived on what ever they could discover off the land through which they passed. On their course, the military annihilated everything without exception they couldn't utilize however was assumed usable to the adversary. Taking into account this decimation, it is justifiable why Sherman cited war is hellfire (Sherman 200). At long last, on December 20, Sherman's men arrived at the city of Savannah. At that point Sherman broadcast President Lincoln: I ask to introduce you as a Christmas present the city of Savannah, with 150 overwhelming firearms and a lot of ammo, and furthermore around 25,000 bundles of cotton (Sherman 200). Award had concluded that the best way to win and finish the war is assault with numbers. He realized the Federal powers held in excess of an unobtrusive bit of leeway in wording of men and supplies. This as a primary concern, Grant guided Sherman to pivot and begin making a beeline for Virginia. He quickly began making arrangements to help Sherman on the excursion. General John M. Schofield and his men were to separate from the Army of the Cumberland, which had simply embarrassingly crushed the Confederates at Nashville, and continue toward North Carolina. His last goal was to be Goldsboro, which was generally a large portion of the separation among Savannah and Richmond. This is the place he and his 20,000 soldiers would meet Sherman and his 50,000 soldiers. Sherman started the move north in mid-January of 1865. General P.G.T. Beauregard would gracefully the main any expectation of Confederate obstruction. He was figuring out and armed force with each asset he could lay his hand on, however, best case scenario would just have the option to assemble around 30,000 men. This by clear arithmetic would be no test to the consolidated powers of Schofield what's more, Sherman, not to mention Sherman. Sherman's arrangement was to walk through South Carolina at the same time confounding the foe. His men would walk in two positions: One would make a trip northwest to give the impression of a press against Augusta and the other would walk upper east toward Charleston. In any case, the one valid goal would be Columbia. Sherman's power showed up in Columbia on February 16. The city was caught fire and incredible debate was to emerge. The Confederates guaranteed that Sherman's men set the flames purposely, efficiently, and abominably. Be that as it may, Sherman guaranteed that the flames were consuming when they showed up. The flames had been set to cotton parcels by Confederate Calvary to keep the Federal Army from getting them and the high breezes rapidly spread the fire. The debate would be fleeting as no verification could ever be introduced. So with Columbia, Charleston, and Augusta all fallen, Sherman would proceed with his drive north toward Goldsboro. In transit, his advancement would be slowed down not by the Confederate armed force yet by out of control slaves. The slaves were appending themselves to the Union segments and when the

War of 1812 free essay sample

America confronted numerous progressions after the war of 1812 in numerous angles. Most changes were amazingly positive and along these lines the time after the war was named the, â€Å"Era of Good Feelings. † Many themes could bolster this case; anyway the rise of patriotism and sectionalism decided the extraordinary exactness of this name. Patriotism conveyed a feeling of pride and a freshly discovered love for the peoples’ free nation of America, for example, the fourth of July, and the challenging the Russian â€Å"Holy Alliance. Sectionalism, then again, delivered increasingly positive advances for the north while the south gotten little consideration. Joining occasions, for example, the frenzy of 1819, bondage debates, and poor tax collection made this a negative result. It is critical for individuals to have pride in their nation. On account of the American’s freshly discovered love for their territory, a feeling of vainglory developed among the masses. T he fourth of July, another national occasion commending the autonomy of America, is a solid case of the new, nationalistic perspectives of Americans. We will compose a custom paper test on War of 1812 or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Various festivals were hung on this day, as appeared in John Krimmel’s painting of Center Square, Philadelphia in 1819 (Doc. C). It shows the celebrations that happened on this scandalous day. Alongside the celebratory piece of patriotism, what additionally comes is protecting your national traditions. In a journal section of John Quincy Adams on November 7, 1823 he expounded on sending a pastor to challenge the intervention of the Holy Alliance of Russia; and simultaneously decay the intensity of Great Britain (Doc H. ). Another occasion that added to patriotism was the Monroe Doctrine of 1823. The US continued to announce the states forbidden to Britain. It was additionally a continuation of the lack of bias and independent arrangements set by Washington. As a result of these activities, US perceived the British settlements in the states, however will ensure the states, and new nations will be created in North and South America. Finally, no British colonization in America will be allowed, as long as America doesn't meddle with European undertakings. Patriotism arose during this period, and it was incredibly powerful, anyway sectionalism negatively affected the American life. A Congress letter by John Randolph in 1816 talked about how Congress ought to direct trade and not demand charges. The charges supported makers, and they got affluent, while the southern ranchers were very poor in view of these obligations (Doc A. ). Alongside outrageous burdening, came incredible extension west in view of the populace development. This would appear to be something to be thankful for, however just to certain pieces of the US; especially the North. The â€Å"National Road† was the principal improved street to be supported by the government. Along these lines, the north gotten streets, waterways, and government help. The East gotten defensive taxes, and the South gotten near nothing. Servitude was as yet noticeable in the south, and no administration help was given. In a letter from Anna Hayes Johnson in Charleston, South Carolina, to her cousin in Raleigh, North Carolina, she examines the servitude debate in the North and South. Bondage was briefly managed by the Missouri Compromise in 1820; yet it was not until later that a lasting abolishment was made (Doc G. ). Another case of Sectionalism was the Panic of 1819. What caused this was the collapse in crop costs; particularly cotton as Britain requested drops and less expensive assets. Additionally, over hypothesis of the land made the western ranchers incapable to pay advances from the US banks. The Bank of the US had out of nowhere fixed their credits; which consolidated harder advance prerequisites, and necessities for specie from state banks. In conclusion, strategically, sectionalism was exceptionally self-evident. In maps of well known votes and appointive votes from 1820 and 1824, unmistakably by 1824, unique states had started to decide in favor of various presidents (Doc I. ). In the long run, the US was separated into various ideological groups; and in this manner, political developed and changed the US for eternity. In rundown, sectionalism had risen and what appeared partitioned the nation until the end of time. Numerous unreasonable assessments and requests from the bank made this time troublesome, yet in addition helped the political part of our country Regardless, there is no uncertainty that the rise of patriotism and sectionalism in the states helped mark this time as the â€Å"Era of Good Feelings. † Between the fourth of July festivities, fighting the Holy Alliance; and the Panic of 1819, the precision of this name is careful. The patriotism responses influenced everybody in a positive manner, however the sectionalist responses were generally separated between the north and south. The archives among this assessment can bolster these cases and show the exceptional changes that occurred during this timespan.

A talk by Simon M. Potter, EVP, Federal Reserve Bank of New York COLUMBIA UNIVERSITY - SIPA Admissions Blog

A talk by Simon M. Potter, EVP, Federal Reserve Bank of New York COLUMBIA UNIVERSITY - SIPA Admissions Blog I just wanted to take a moment out of the application reading madness to tell you about a special event next week. Simon M. Potter,  Executive Vice President and Head of the Markets Group at  Federal Reserve Bank of New York, will discuss  Money Markets After Liftoff:  Assessment to Date and the Road Ahead, as part of the SIPA Initiative on Central Banking. The talk is on Monday, February 22, 2016, from 1:00 2:00 p.m., at  International Affairs Building, Room 1512. SIPA Dean  Merit E. Janow will give the welcome, and itll be moderated by  Patricia Mosser, Senior Research Scholar and Director, SIPA Initiative on Central Banking. Heres some background on Fed bigwig Potter: Simon M. Potter is an executive vice president of the Federal Reserve Bank of New York, head of the Markets Group, and manager of the System Open Market Account for the Federal Open Market Committee (FOMC).   Mr. Potter oversees the implementation of domestic open market and foreign exchange trading operations consistent with FOMC directives, the execution of fiscal agent support for the U.S. Treasury, and the provision of account services to Foreign and International Monetary Authorities. Before leading the Markets Group, Mr. Potter served as director of economic research and co-head of the Research and Statistics Group at the New York Fed. Mr. Potter was named executive vice president in January 2010 and served as a senior vice president in the domestic research function prior to that. He joined the Bank in June 1998 as an economist and was named an officer of the New York Fed in January 2004. Prior to joining the Bank, Mr. Potter was an assistant professor of economics at UCLA. He has also taught at Johns Hopkins University, New York University, and Princeton University. His main research area is applied time series analysis using Bayesian methods. He has written extensively on nonlinear dynamics over the business cycles, among other topics. Mr. Potter holds a bachelor’s degree and a master’s degree from Oxford University and a doctorate from the University of Wisconsin. Register here  to attend the event, or check out the live  stream  here.

Analysis Of The Book Not All Men Are Sly Foxes

A Light in the Dark Until recently, children’s books often heralded mothers as the domineering force behind child-rearing. Fathers in the meantime are often looked upon less as an equal partner and relegated in a supporting role. In the essay â€Å"Not All Men are Sly Foxes† published in 1992 in Newsweek magazine, Armin Brott shares his compelling encounters with children’s books by showing the scorn inherently ascribed to fathers in children s books. In recent years, women have pushed for publishers to portray roles women have â€Å"..in shaping our country’s history and culture.† (Brott 345) While doing so men have taken a stagnant image thrusted from those progressive efforts. In an attempt to sway a wavering audience indifferent to the status quo the author blends all three rhetorical appeals emotional,ethical, and logical to revitalize the need to evaluate what children read. Ethos is the Greek word for character, it describes how valid and trustworthy an author conveys his message through the ethical appeal. This appeal is a measure tied to an author’s credibility and the impression readers formed while evaluating their literary work. First, Brott himself is a renowned author, radio host, blogger, and news columnist having written over eight bestseller books and guides through all the stages of fatherhood. Second, he has also been a guest on dozens of television and radio shows such as CBS Overnight ,Today, and Politically Incorrect. Final and foremost, Brott

A Research Study On Early Childhood Education - 1353 Words

In early childhood education, young children are starting to learn and understand the concept of gender. Preschool is the age when they start to develop and shape their views regarding gender roles. The population of children who are enrolled in early learning programs are being influenced by their parents, teachers, and classmates, as well as the learning environment they learn, play, and grow in. I analyzed two different research studies, one quantitative and one qualitative, to compare and contrast both research methods. Qualitative research refers to an analysis method that collects descriptive (non-numerical) data, such as words, images, and objects, whereas quantitative research is used to test a hypothesis and look at the cause and effect of a prediction. Quantitative research collects numerical data or statistics from questionnaires and surveys, which are used to quantify attitudes, opinions, behaviors, and variables in an attempt to generalize the results. The first study I examined was conducted by Kanka, Wagner, Schober, and Spiel (2011) and analyzed the gender-stereotyped attitudes and behaviors of kindergarten children and their parents. The second study, by Halim, Ruble, Tamis-LeMonda, and Shrout (2013), examined the effects of children’s gender attitudes and intergroup bias or stereotypes. Both of these studies relate to my capstone project because the research attempts to understand how children’s and families’ attitudes toward gender stereotypes affect homeShow MoreRelatedThe Research Study Of Early Childhood Education873 Words   |  4 Pagesrelated to the researcher’s study of Early Childhood Education. The chosen topic considered the achievement gap among students with learning disabilities in the context of the Common Core State Standards. As guided by the research questions, the researcher will present key literature, which supports the findings of the thesis. Accordingly, the researcher wil l identify the best concepts that contribute to the understanding of the issue involving early childhood education. In closing, the researcherRead MoreStatus of Qualitative Research in Early Childhood Education and Development (Eced)1733 Words   |  7 Pagesresources into their early intervention programs, hence, during the last decade international aid agencies, and some education systems, have promoted the creation and expansion of ECED programs in developing nations too. With the innovations in ECED, there has been conducted a large number of researches to form an objective theoretical foundation (Penn, 2004) to support this advancement. Following passage presents the literature review on the status of qualitative research in the field of ECEDRead MoreEssay On Investing In Our Children1107 Words   |  5 PagesCurrie, J. (1999). Investing in Our Children: What We Know and Don’t Know about the Costs and Benefits of Early Childhood Interventions. Journal of Health Politics, Policy, and Law, 24(6), 1406-1409. doi:10.1215/03616878-24-6-1406 The above reference focus on the aspect of Investing in children Through research there are increasing evidences during the first years after birth, there is a particularly important in child development that present opportunities for enrichment, but also vulnerabilitiesRead MoreToward A Model Of Early Childhood Education : Foregrounding, Developing And Connecting Knowledge Through Play Based Learning1036 Words   |  5 Pagesmodel of early childhood environmental education: foregrounding, developing and connecting knowledge through Play Based Learning† by Amy Mackezie and Susan Edwards (2013). Researchers want to introduce an innovative learning model in the field of education to help teachers and educator incorporate environmental education while playing in preschool (Cutter Edwards, 2013). This article engages pedagogical accents allied with environmental education as well as early year’s childhood education (CreswellRead MoreThe Early Childhood Development Of Austr alia1269 Words   |  6 Pagesrecent years the early childhood sector in Australia has undergone a number of legislative and organizational changes, which have impacted on the overall structure of service provision in Australia. Initiatives introduced by the federal government have changed the face of childcare from simple ‘child minding’ services, to full early childhood educational facilities, offering comprehensive age specific ‘high quality’ educational curriculum, which cover all ages and stages of early childhood developmentRead MoreBenefits Of Low Salaries For Early Childhood Education1197 Words   |  5 PagesIn the ever-growing society, the necessity of early childhood education has increased as research indicated all the beneficiary effects on the child’s developmental learning capacity in their early years. However, low salaries negatively affect many early childhood educators who dedicated time and effort to continue higher education a nd trainings to ensure the best practices for the children. With the efforts to raise salaries for early childhood teachers, many professionals and educators in theRead MoreThe Benefits of Early Childhood Education1201 Words   |  5 PagesBenefits of Early Childhood Education The writer of Proverbs 22:6 wrote: â€Å"Train a child in the way he should go, and when he is old he will not turn from it†. Early Education has benefits that can follow well into adult hood. Early childhood education is the organized practice of educating those who are in early childhood. According to the NAEYC (National Association for the Education of Young Children), early childhood spans the human life from birth to age eight (Early Childhood Education,  para.Read MoreThis Chapter Will Provide The Theoretical Framework For1281 Words   |  6 Pagessummary at the end of the chapter will propose the need for the study and possible research questions to guide the study. Theoretical Framework This study is grounded in several universal theories. The scope and backdrop of the research study is based on Bronfenbrenner’s Ecological Systems theory, Epstein’s Home, School, and Community Topology and National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation. Bronfenbrenner’s Ecological SystemsRead MoreEffective Devices And Its Positive Effect On Children1725 Words   |  7 Pages A research that investigated the idea of employing appropriate devices and its positive effect on children, children at an early age can use computer programming and computerized exercises in a method in accord with educationally appropriate implementation (Bern, Horn 2010). The main purpose of this research was to employ the technology of TUI (Tangible User Interface) to principally re-visualize the method children use for computer programming, the improvement included the curriculum and theRead MoreThe State Of Georgia Have Quality Early Childhood Education1447 Words   |  6 Pages†¢ Purpose The purpose of this policy is to ensure that all children in the state of Georgia have quality Early Childhood Programs that are accessible, affordable, comprehensive, and sustainable. Crafting strategic and thoughtful policy in the forefront will ensure the academic achievement, social development and future success of the state’s youth. †¢ Scope This policy will aim to address the social, academic and general health needs of all children from birth to the age of 8 years in the state of

Case Study Of Severe Behavioural Problems Education Essay Free Essays

string(61) " is more frequently on of the younger kids in the household\." Child X is in the Year One category of a Primary School which is close to her place. Child X is one of eight kids, some live with their aunty and the remainder live in the same house with their female parent and male parent. The kid ‘s male parent is a dual leg amputee, his first leg was removed before Child X was born and since Child X was born he has had the other leg removed, every bit good as a pollex. We will write a custom essay sample on Case Study Of Severe Behavioural Problems Education Essay or any similar topic only for you Order Now The female parent is out most eventides socializing with friends and leaves the kids at place with the male parent. They moved onto a local council estate merely as Child X was born, they moved from another council estate in the country. There is small everyday in the house, packed tiffins non being made, tubing of chip given to the kid for their dinner etc. Home reading books are non given to take place as they are non brought back or are brought back damaged. Social Services are to a great extent involved with the household every bit good as the staff at school. There is a batch of inquiry over the hygiene of the kids, frequent caput lice, same leotardss etc for the whole hebdomad. Attendance and promptness of the kid are above norm with Child X being in school or on clip 18 out of 20 five yearss which is above the norm for the category. There is no fright in Child X, effects do non work, the instructor confirmed this ; detailing effects that have been tried in the yesteryear. Child X has numeracy aid every twenty-four hours where a group of six kids are taken out to a little schoolroom and are given excess support with their work. This besides happens on a Monday where they are taken for societal skills/ raising. There is no parental engagement with the kid ‘s school work, when the reading book was allowed place it was non read and besides prep, when given, is non brought back, there should be no inquiry as to stationary non being available as the kids are provided with pencils, gum elastics and coloring crayons. Steer, 2009, â€Å" Evidence suggests that parental engagement in the early old ages helps a kid develop secure fond regards, assisting them to set up personal and learning accomplishments. Parents demoing involvement in their kid ‘s instruction by speaking to them on a regular basis about thei r advancement appear to hold a considerable consequence their result. † ( Steer, 2009, pg 54 ) As this does non go on with Child X there is a clear apprehension as to why Child Ten is demoing limited to minimum patterned advance during school. It is besides apparent that this has besides affected the attachment bond with the kid, with no accomplishments being transferred from the parents to Child X. Observations in the schoolroom aid to understand the kid more as it is possible for the perceiver to see what the triggers are with the kid. Assorted observations were done on the kid at assorted times ; the observations are included in the appendix. The first of the observations was of Child X during a rug activity ( Appendices A ) with the category, 28 kids and four grownups. The kid was observed during the lesson speaking out of bend, non seting their manus up, even though there is a posting reminding the kids to set their manus up. Rogers and McPherson, 2008, pg 12, suggests that a posting be used, â€Å" A ocular posting cue can help kids ‘s short term memory here. The posting is displayed on the board, able to be seen by all kids. It illustrates how kids have their manus up ( without naming out or clicky fingers. ) † Although this method does work with the other kids in the category, it does non work with Child X ; the posting was seeable to the kid during the lesson. During the lesson the kid was besides swaying backwards and forwards on the rug which was interrupting the kids that wanted to larn. The 2nd observation was whilst the kid was playing with a little sum of kids ( Appendices B ) during this clip the kid was observed non fall ining in conversation with the other kids, even though this was to the full expected and encouraged from myself. Under the Independent reappraisal of the primary course of study Rose, 2009, pg 77, suggests that kids are to be taught a scope of societal and emotional accomplishments this is because these accomplishments are used a great trade in the instruction of the kids and their development. Besides during the observation the kid snatched from another kid and was really aggressive when making so this could be to make with competition and attending seeking at place, â€Å" A common description of such nuisance or attention- seeking behavior is: They fidget, tap swayers, pencils or pess, whistling or sing showily, swing on chair tipped perilously rearward, roam around the room, crawl about under desks, bit others ‘ books and pencils. â⠂¬  ( Cooper, 1999, pg 165. ) Child X displayed a batch of these behaviors during this clip ; this could be to make with the sum of kids in the house and the competition. During the observation of the kid during play clip during their dinner hr ( Appendices C ) Child C was observed to be looking dark and disquieted whilst coloring in with her friend when another kid come over to the tabular array to color in. Duffy, 2003, pg 15 describes how a kid is seen to be saturnine, disengaged and bemused this is because a kid ‘s choler has been curbed. Child X was besides observed to preferring to stay entirely, on the quietest tabular array, the kid besides stated that they prefer to and make play on their ain at place. Harmonizing to Schaefer and O’Connor1994, pg 396, â€Å" The lone wolf kid is more frequently on of the younger kids in the household. You read "Case Study Of Severe Behavioural Problems Education Essay" in category "Essay examples" This kid is born into a household system with no topographic point to suit. This kid cowers from the behavior of the troubled kid and withdraws into a universe of phantasy, books and animate beings. â €  This is appropriate as Child X is amongst seven other kids and is amongst the youngest of the kids with two other kids being younger. There is once more an apprehension that this could be because Child X has to attending seek and be amongst a batch of competition at place so now shadows from others in order to no hold to make so. However this is non good for her instruction, â€Å" Classmate support, friendly socializing with schoolmates is believed to act upon pupils ‘ satisfaction with school because it may foster the demand for relatedness. In add-on to beef uping the bonding between pupils, positive pupil interaction may foster pupils ‘ demand for competency and liberty through a shared focal point on larning activities. † Danielsen, 2009, pg 305 if Child X defers from socializing with other kids so the satisfaction with school is degraded and the acquisition is so decreased. During the observation of the kid before traveling place ( Appendices D ) the most imperative behavior that was observed was the ceaseless reverie before traveling place, this was besides observed at other times, this affects their acquisition, â€Å" Similarly, a kid ‘s reverie, passiveness and under- public presentation in the schoolroom could be dissocialise behaviour, or the consequence of limited intelligence and failure to grok due to traumatic, nervous tract disorganization. † ( Hughes and Archer, 2003, pg 137 ) The woolgathering demands to be looked at in order to derive some schemes to control this and heighten Child X ‘s acquisition in the schoolroom and encouragement intelligence. Child X was observed during their mathematics lesson which was in a little schoolroom with six other kids ( Appendices E ) during this lesson the kids are given a biscuit if they have non eaten, Child X misled the instructor by stating that they had non eaten even though they had. Lewis and Saarni, 1993, pg 93 describe the behavior of the kids when they lie about nutrient, â€Å" Children are non stupid nor are they foolish. After merely one or two interactions like this, the kid discovers that if she admits to eating the cooky she will be punished. She lies to avoid the penalty. † Child X lied to avoid the penalty of eating a biscuit when she had already eaten. The childhood experiences have affected Child X ‘s societal and emotional development in a terrible manner, which is imperative to their acquisition and development, â€Å" Childhood is a important phase in physical, rational and psychosocial development, so kids with mental wellness jobs can fight with their instruction, societal accomplishments, general wellness and friendly relationships. † ( Honeyman, 2007, pg 39 ) Child X is amongst a larger than mean household and this could impact her societal and emotional accomplishments for a assortment of grounds, as described by Lask and Lask, 1982, pg17, â€Å" The most likely accounts are than in big households the parents have less clip to pass with each kid and so may supply less stimulation and instruction. Further, big households tend to be more disorganised, and so both verbal interchange and subject could be inconsistent and baffled. Finally, strife and inharmoniousness in big households are more likely. † As Child X is portion of a large household there is less clip for the parents to pass clip with her, which is decreasing the opportunity for societal interaction between parents and kid. This is besides impacting the kid ‘s behavior as subject is more than probably kept to a minimal due to chaos in the house as there is a deficiency of modus operandi. Jardine, 2008, [ Online ] explains that a kid who is raised in a larger househol ds benefits with their societal and emotional accomplishments this is because they learn new accomplishments, â€Å" Children from larger households get into fewer battles, and are better at doing and maintaining friends. Through holding siblings, kids learn empathy, squad playing, satisfaction postponement, time-management and how to decide differences. † As Child X is in a bigger household so she should hold learnt emotional and societal accomplishments that will profit her in her educational scene and in her approaching life. Chid X has besides grown up with her male parent being a dual leg amputee, this certainly will hold effected her emotional development in a positive manner, Rogers believes that holding a parent who is disabled strengthens a kid ‘s emotions, â€Å" Some kids with a handicapped parent were asked what strengths they got from holding a handicapped parent and the responses included doggedness and inventiveness. † ( Rogers, 2005, pg 71 ) Child X will hold built the emotional accomplishments to be able to persist in things she does as she will hold seen her male parent do so with his disablement. However it is unknown for Child X to demo the accomplishments of inventiveness in the schoolroom where there has been a batch of chance to make so. However Byng-Hall considers that kids who live with a handicapped parent may bottle up a batch of choler and may show it at any clip, â€Å" A kid might get down to show the feelings of the handicapped parent or those of the parent who mi ght now experience trapped by their handicapped spouse. A kid may give blowhole to the choler, defeat, and depression which are his or her household ‘s every bit good as his or her ain. † ( Byng- Hall, 1998, pg 266 Having observed and worked with Child X for many months I believe that Byng- Hall is right with the emotions of the kid being angry and defeated, this is due to many possibilities of lost chances due to the male parent being in a wheelchair and the evident deficiency of the female parent in the eventide. These feelings are halting Child Ten from developing both emotional and in her instruction. Not merely have Child X ‘s earlier and current experiences effected her emotional and societal development they besides are impacting her acquisition whilst in the schoolroom. The first 1 is the nutrition of the kid, no breakfast is given usually and when it is ; it usually consists of a package or tubing of chip non part controlled. This is impacting Child X ‘s acquisition in the schoolroom as deemed by Gurian, Henley and Trueman, 2001, pg 86 â€Å" If a five twelvemonth old is under emotional emphasis, she has great trouble commanding herself or larning. If she is under emotional emphasis, the same is true. † As Child X has no breakfast some yearss this could be a factor into the deficiency of acquisition and in-put from the kid. However Child X does sometimes hold a breakfast of chip or Sweets which is under some contention with some practicians believing that kids holding fast nutrient for their breakfast additions their consequences when making scrutinies, cou ld this hike their acquisition in the schoolroom every bit good, â€Å" When given a pre-exam, fast-food tiffin, which contained eight per cent more Calories than usual, the kids ‘s classs were, on norm, seven per cent higher for maths and history, and four per cent for English. † ( Hoe, 2005, [ online ] ) There is a figure of statistics that show that devouring fast nutrient does assist to better a kid ‘s scrutiny consequences, nevertheless this would non be approved by the regulating organic structures for kids to eat fast nutrient everyday to better consequences. This is because there is much research into the apprehension that eating fast nutrient and nutrients which contain high Numberss of additives are factors towards a kid ‘s behavior, â€Å" Diets high in processed nutrients are doing bad behavior and larning troubles in kids, scientists have warned. They claim debris nutrient stops the encephalon from working decently, taking to underachievement a nd a host of upsets. † Hope, 2005, [ online ] During some of the observations Child X was seen to be twenty-four hours woolgathering during the rug work and on occasion during independent work and at place clip Brandell describes how certain types of kids can on occasion ‘go into ‘ a reverie and non pay attending to what is go oning, â€Å" For illustration misss tend to hold more jobs with attendings and may prosecute in reverie, may hold trouble treating information and following waies, or may be diffident and withdrawn. Girls with hyperactivity can by and large be hyper talkative. † ( Brandell, 2010, pg 303 ) Brandell looks at the procedure of woolgathering as a symptom of a kid with ADD or ADHD, and that the kid will be slow at treating the information. However Fries, 2009, [ Online ] believes that kids who do reveries are in fact intelligent and imaginative, â€Å" For the most portion, kids are natural, fecund, and happy woolgatherers, and the procedure plays an of import function in their development l ives. Too frequently, nevertheless, parents and instructors are speedy to label reverie as a symptom of an Attention Deficit Disorder or the mark of a shirker in the devising. A new survey finds that â€Å" positive-constructive † reverie, even when heavy in form, is non related to psychological upsets as some have antecedently thought, but instead is a normal activity that reflects the woolgatherer ‘s inventive inclinations and enjoyment of woolgathering. † When detecting Child X woolgathering she seemed to be in a happy reverie instead than a chilling or withdrawing dream. However as with Brandell Child X displays jobs with attending, finds it hard to follow instructions and can look to be withdrawn when around other kids. French friess on the other manus has looked at this on a more neuro-scientifical manner instead than diagnostically. There is there neuroscience theory of a kid ‘s behavior and so there is besides the fond regard theory which does impact the manner a kid behavior and learns in the schoolroom. â€Å" Harmonizing to fond regard theory our first relationship with our carers acts as a womb-to-tomb templet, modeling and determining our capacity to come in into, and maintain, successful subsequent relationships with household, friends and spouses. It is believed that these early and powerful experiences with the people who foremost looked after us will determine our long-run emotional well-being. † ( Hall, 2007, [ online ] ) Having observed and worked with Child X for some clip it has come to my cognition that she does hold symptoms of reactive fond regard upset these being, † Young kids may look withdrawn and passive. They may disregard others or react to others in uneven ways. Some may look excessively familiar with aliens and touch or cleaving to people they ‘ve merely met. Ho wever, they lack empathy for others. Their behavior comes across to others as needy and strange, unlike the normal friendliness of kids. Other symptoms of reactive fond regard upset in kids can include the undermentioned: inability to larn from errors ( hapless cause-and-effect thought ) larning jobs or holds in acquisition, unprompted behavior, unnatural address forms, destructive or barbarous behavior † ( Bower, 2010 [ online ] ) Child X displays many of these symptoms in the schoolroom, this could be a factor to the behavioral issues that have happened in the schoolroom. Even though attachment upsets are produced during the early phases of a kid ‘s life, it stays with them throughout their life and affects the people that they meet from instructors, foremans friends and future spouses. As Child X ‘s male parent was in and out of infirmary during the early portion of her childhood, there was small bond formed with both Child Ten and her male parent, which could hold a large impact on the kid ‘s instruction. However Bowlby implies that the primary health professional and the individual most receptive to making a bond is the female parent, â€Å" The implicit in premise of Bowlby ‘s Maternal Deprivation Hypothesis is that continual break of the fond regard between baby and primary health professional ( i.e. female parent ) † Simply Psychology, 2010, [ online ] Even though a male parent can lend to the upbringing of the kid, Bowlby believes that male parent is non a chief subscriber and so is non a primary health professional and so will non organize a bond and her fond regard and behavior will be challenged throughout her life. However upon looking at the behavior of Child X farther, their behaviour tantrums more with a kid who has Avoidant upset fond regard. â€Å" Extreme shyness, particularly while confronting a new state of affairs, hypersensitivity to unfavorable judgment, rejection and other negative appraisal, Avoidance of societal every bit good as occupational interaction and activities, particularly if they require interpersonal contact, Low self-pride, ego abhorrence and a sense of insufficiency and lower status, Fantasying about the state of affairss that they normally avoid in world, Keeping a certain distance even in confidant relationship, for the fright of being ridiculed. † Bora, 2010, [ on-line ] Child X shows many of these behaviors in the schoolroom and other environments in the school with a assortment of people within the environment. The avoidant fond regard is imperative to the deficiency of parents that were and are around whilst Child X is turning up, the male parent being i n infirmary and the female parent socialization, there is besides a figure of other kids who may take up a batch of attending from both parents. As we as organizing an fond regard with their health professional, Learning Theories, 2010, [ on-line ] understands that kids need a assortment of different facets fulfilled in their life to develop in life and in their instruction such things are, for the kid to hold a sense of worth, achievement, and regard for others and belongings it besides includes attention for others, familiarities and ownerships, etc. There are many other demands that are needed for the kid to take a successful and content life and instruction, upon looking at the demands Child Ten seems to be unfortunate to non run into them all, such as holding a sense of worth and non taking ownership of their ain work which is indispensable in their instruction. However as this country of demands is at the top of the ‘pyramid ‘ it could be seen as Child X has non progressed to that degree, although it is possible that she may non come on with limited to no construction in her place life the safety needs country are non being met as this requires way and permanency, with no organisation and the parents being in and out of the house the kid may non derive a sense and apprehension of this. On the other manus there is besides and understanding that each kid starts at the underside and must come on through each phase singly, though some of the demands do consequence some of the other demands and so they can run into these accordingly which Maslow believes should non go on, so is this truly the best theory to look at and for educational leaders to follow? It is more realistic to look at the consequence that Bowlby ‘s fond regard theory has on a kid ‘s instruction, life and behavior as the manner a kid builds relationships holds a great trade of duty on the manner a kid ‘s life is structured. This is because if a kid feels loved and safe in their environment they feel content there is no demand for the battle or flight response as they are comfy in their life. Looking at the theory of Maslow ‘s hierarchy of demands there is jobs and defects with the manner a kid understands and develops those accomplishments and many of the accomplishments learnt throughout a homo ‘s life are needed during the earl phases and throughout the educational development phase. Looking at Child X ‘s behavior there is an apprehension that it has effects on her instruction and societal development within school. Child X has legion behavioral jobs nevertheless there are four imperative behaviors that are impacting her instruction. The first of these is the deficiency of regard and apprehension of the world that her behavior has effects whether it is good or bad ; Child X does non respond to effects whether it involves remaining in a playday or the loss of ‘golden clip ‘ . The school besides hosts a traffic visible radiation system ( Appendices F ) which does non ensue in set uping Child X ‘s behavior. Child X besides has behavioral issues when making rug work within the whole category, behavioral issues during this clip are ill-disciplined as the work done at this clip help the kid ‘s independent work subsequent to the rug work. If Child X is acting in a hard manner it is deflecting herself from larning every bit good as the other kids who are besides sat on the rug, besides the instructor ‘s attending is focused on her instead than other kids who may be fighting with understanding the work. The behavior that besides affects Child X ‘s acquisition is the attending seeking from the kid from both the instructor and the instruction helper ‘s in the category. After looking into the affair of the attending seeking it has come to my cognition that the behavior of Child X could besides be related to enduring from Attention Deficit Hyperactivity Disorder ( ADHD ) Mellor and Weymont, 1997, pg 19 discusses the indicants of a kid with ADHD, â€Å" As a really unsmooth manner of separating the two we can concentrate on the hyperactivity facets of ADHD and attending seeking. The kid who displays a great trade of activity in the category as a manner of obtaining attending will about surely be happy to settle to work rather calmly with the instructor 1:1. If the kid continues to fidget and travel all the clip and you suspect ADHD discuss this with your particular needs co-ordinator and school medical officer. † However Child X will fidget when working one to one with a instructor it is no different to those who have acceptable behavior in the schoolroom so ADHD will non be a immense factor in the schemes that will be attempted with Child X. The concluding important behavioral issues is the deficiency of socialization accomplishments from Child X with the other kids, the societal accomplishments are needed for the kids to develop in their educational scene this is verified by an article by Garner, 2001, [ online ] which states, â€Å" Teachers ‘ leaders warn that a turning figure of students are geting for their first twenty-four hours at school without the societal accomplishments they need to acquire by. David Hart, the general secretary of the National Association of Head Teachers, said: â€Å" I ‘m non in the least surprised about the figures. They show primary school caputs are holding to cover with a turning figure of kids from dysfunctional households, and it is clearly non sensible to maintain students in school who are damaging the instruction of others. † The societal accomplishments are needed from each kid to guarantee that there are no dissensions in the category and that the kids can set about merely group treatments without impacting the instruction of the other kids. Child X has great trouble keeping friendly relationships and upholding and holding a position during treatments with the other kids in the category, which in many ways is doing schoolroom rifts which are taking to the instructor taking clip out of a lesson to discourse the issues and effects of such clangs. Now that we have defined the behavioral issues of Child X and the effects on her instruction, it is now clip to look at the schemes that could be used within the educational scene which can so besides be used at place I shall look at these in a critical manner looking at how they could be seen more as a hinderance instead than a aid to her instruction. The first scheme I shall look at is the deficiency of consequence that countenances have in Child X, nevertheless Porter, 2008, pg 9 believes in a strategy which does non affect rebuke or inducement for kids ‘s behavior in the schoolroom. She believes that kids should be taught behavior as such like a normal course of study lesson in the schoolroom, utilizing the same methods and resources as you would for any other lesson. On the other manus Wagner, 2002, pg 85 illustrates how wagess can excite kids in the schoolroom, â€Å" Children like wagess, which keep their enthusiasm and willingness steady, † Like Wagner I do belie ve that wagess help to enthuse and promote the students to act in the right mode, but as seen with Child X such wagess do non change the manner in which she behaves. Child Ten does hold fostering on a Monday with a Particular Support Assistant along with five other kids, upon treatment with the SSA it is evident that Child X is doing slow patterned advance, but is finally doing advancement, this could be the method of learning kids good behavior that Porter was proposing to make instead than wagess and penalty. One scheme that has been research to battle the behavioral issues whilst Child X is making rug work, with the remainder of the category ; is tactically disregarding the kid. Rogers, 2007, pg 144 examines the usage of tactically disregarding the kid, â€Å" Tactically disregarding each pupil who calls out while reacting to those utilizing the custodies up regulation. Tactical ignoring is merely helpful if the pupils really sense that the instructor is conveying a message about selective attending to allow behavior. † Ignoring the naming out of Child X may trip her to set her manus up when she wants to reply or inquire a inquiry ; on the other manus tactically disregarding a kid can be seen as a negative in the schoolroom as Westwood explains, â€Å" While it is common to see the frequence of unwanted behavior in a kid as something to cut down, it is more positive to see the non- disruptive ( appropriate ) behaviors as something to honor and therefore addition. It is a aureate regulation to be much more positive and encouraging than be critical and negative in interactions with pupils. † ( Westwood, 2002, pg 73 ) Westwood examines how instead than merely disregarding the awkward behavior as Rogers suggests making, instructors should unite this with positive remarks and praising the kid for the right behavior. Wagess could besides be used, but as examined earlier Child X does non respond to wagess in the schoolroom. There are many schemes to contend the attending seeking behavior that Child X shows such as, â€Å" 1. Give the pupil a place of duty in the schoolroom and promote him/her to put a good illustration for others ( e.g. , go throughing out documents ) .2. Post a chart in the forepart of the room defining the regulations to be followed when reacting. For illustration: 1. Raise your manus if you wish to speak. 2. Wait to be called on. 3. Listen while others talk. 3. Delegate the pupil a particular undertaking of involvement and allow him/her show the study to the class.4. Ignore the pupil ‘s raging remarks, but give congratulations when the pupil describes his/her existent accomplishments. † ( Teacher Vision, 2010, [ online ] ) Again concentrating on the instructor is to disregard the behavioral jobs from the kid ; there is a farther issue with this, which may take to the kid ‘s behavior exasperating, â€Å" Likewise, merely disregarding kids ‘s early riotous beh avior and offending is linked to continued and more serious piquing over clip. † ( Cipriani, 2009, pg 162 ) As Cipriani suggests the bad behavior should be made clear to the kid that it is un-acceptable behavior ; this will do clear that such behaviors will non be tolerated in the schoolroom. The concluding behavioral issue that needs farther intercession is the deficiency of societal accomplishments displayed by Child X, presently there is in topographic point a particular session where Child X is taken out of the category to travel to a raising group with some other kids, this last for an hr and it helps kids to heighten their societal and anger direction accomplishments. There are studies which show that kids in a raising group have their societal accomplishments and life accomplishments dramatically improved, â€Å" The input is intense – congratulations and encouragement are changeless – and the wagess are high. The London borough of Enfield has had raising groups since 1981, and now has 13, which it supports with preparation. A survey here in the Nineties showed that 83 per cent of kids who had been supported in a raising group were able to later map in the schoolroom without extra aid, compared to merely 55 per cent of kids with similar jobs who had non had the raising group experience. † ( Wiles, 2007, online ) There are beaming statistics at that place to inform those of the great aid that kids in a raising group receive, nevertheless there is histories of the raising groups increasing the bad behavior of the kids, â€Å" There are for illustration, studies of really hard raising groups which really reach a crescendo of bad behavior before quieting down and consolidating † ( Barnes, 1999, pg 103 ) As the raising session is in the early phases, it would be more beneficially to let Child X to go on in the categories and supervise her betterment and development. There are future developments in the schoolroom go arounding around the societal accomplishments country harmonizing to OECD, 2010, pg 213 â€Å" I remember being really impressed at the clip by the fact that instructor trainees in pattern learning non merely has to hold a curricular and didactic apprehension of how they were traveling to learn but besides needed to demo an elaborate and good developed program about how they were traveling to work with a specific diverse category to heighten societal coherence in the schoolroom and to learn pro societal values and societal accomplishments. † The writer has seen trainee instructors in other states larning how to affect societal accomplishments into their instruction and to use any available resources. There are programs to convey such instructions over to England in the approaching old ages ; this would let kids such as Child X to derive and spread out such accomplishments whilst in the schoolroom instead than for them to be taken out of the schoolroom. Having observed Child X at assorted occasions and produced a instance survey, it was effortless to happen out the behaviors that were unacceptable. It was besides looked into as to how Child X ‘s early life experience have effected and go on to consequence her instruction and her societal and emotional development. There was besides the research into how Bowlby ‘s fond regard theory could hold besides made Child X ‘s behaviour improper and explicate the deficiency of societal accomplishments. Having been able to understand the consequent behaviors displayed by Child X it was so gettable to develop schemes that could be used in the schoolroom to assist discourage the behavioral issues ; this was done in a critical manner. After looking at the schemes critically it was clear that there was no definite scheme to assist Child X, although there are future developments into instructors being able to affect societal accomplishments into course of study lessons. Bibliography Positive behavior Barnes, R ( 1993 ) Positive Teaching, Positive Learning Oxon: Routledge Bora, C ( 2010 ) ‘Avoidant Personality Disorder Symptoms ‘ Buzzle Available from: hypertext transfer protocol: //www.buzzle.com/articles/avoidant-personality-disorder-symptoms.html [ Accessed 6th April 2010 ] Bower, J ( 2010 ) ‘Reactive attachment upset of babyhood or early childhood ‘ Encyclopaedia of Mental Disorders Available from: hypertext transfer protocol: //www.minddisorders.com/Py-Z/Reactive-attachment-disorder-of-infancy-or-early-childhood.html [ Accessed 4th April 2010 ] Brandell, J ( 2010 ) Theory A ; Practice in Clinical Social Work ( 2nd Ed ) London: Sage Publications Byng- Hall, J ( 1998 ) Rewriting Family Scripts: Improvisation and Systems Change Oxon: Guildford Press Cipriani, D ( 2009 ) Children ‘s Rights and the Minimum Age of Criminal Responsibility: A Global Perspective Surrey: Ashgate Publishing Cooper, P ( 1999 ) Understanding and back uping kids with emotional and behavioral troubles London: Jessica Kingsley Publishers Danielsen, A ( 2009 ) ‘School- related societal support and pupils ‘ perceived life satisfaction. ‘ The diary of Educational Research Vol.102 No.41 March/April pp 303-318 Duffy, W ( 2003 ) Children and mourning ( 2nd Ed ) London: Church House Publication French friess, A ( 2009 ) ‘How Daydreaming Helps Children Process Information and Explore Ideas ‘ Psychology Today Available from: hypertext transfer protocol: //www.psychologytoday.com/blog/the-power-daydreaming/200910/how-daydreaming-helps-children-process-information-and-explore-ide [ Accessed 3rd April 2010 ] Garner, R ( 2001 ) ‘Children aged four expelled for deficiency of societal accomplishments ‘ Independent Available from: hypertext transfer protocol: //www.independent.co.uk/news/education/education-news/children-aged-four-expelled-for-lack-of-social-skills-617205.html [ Accessed 6th April 2010 ] Gurian, M Henley, P and Trueman, T ( 2001 ) Boys and Girls Learn Differently: A Guide for Teachers and Parents London: Wiley Hall, J ( 2007 ) ‘Attachment: Supporting immature kids ‘s emotional well-being ‘ Teaching Expertise Available from: hypertext transfer protocol: //www.teachingexpertise.com/articles/attachment-supporting-young-childrens-emotional-wellbeing-2358 [ Accessed 3rd April 2010 ] Hoe, L ( 2005 ) ‘Brain nutrient does n’t hold to be fast ‘ Telegraph Available from: hypertext transfer protocol: //www.telegraph.co.uk/health/dietandfitness/3316517/Brain-food-doesnt-have-to-be-fast.html [ Accessed 3rd April 2010 ] Honeyman, C ( 2007 ) ‘Recognising mental wellness jobs in kids and immature people ‘ Paediatric Nursing Vol. 19 No. 8 October pp 38-44 Hope, J ( 2005 ) ‘Junk nutrient diet makes kids severely behaved ‘ Daily Mail Available from: hypertext transfer protocol: //www.dailymail.co.uk/health/article-347122/Junk-food-diet-makes-children-badly-behaved.html [ Accessed 3rd April 2010 ] Hughes, D and Archer, C ( 2003 ) Trauma, fond regard and household permanency: fright can halt you loving London: Jessica Kingsley Publishers Jardine, C ( 2008 ) ‘The bigger the household the better, says Cassandra Jardine ‘ Telegraph Available from: hypertext transfer protocol: //www.telegraph.co.uk/education/3356892/The-bigger-the-family-the-better-says-Cassandra-Jardine.html [ Accessed 2nd April 2010 ] Lask, J and Lask, B ( 1982 ) Child Psychiatry and Social Work London: Routledge Learning Theories ( 2010 ) ‘Maslow ‘s Hierarchy of Needs ‘ Learning Theories Available from: hypertext transfer protocol: //www.learning-theories.com/maslows-hierarchy-of-needs.html [ Accessed 6th April 2010 ] Lewis, M and Saarni, C ( 1993 ) Liing and misrepresentation in mundane life New York: Guildford Press Mellor, N and Weymont, D ( 1997 ) Attention Seeking: A Practical Solution for the Classroom London: Sage Publications OECD ( 2010 ) Educational Research and Innovation Educating Teachers for Diversity Bedfordshire: OECD Printing Pound, L ( 2008 ) Young kids ‘s behavior: Practical attacks for health professionals and instructors ( 3rd Ed ) Sydney: MacLennan A ; Petty Publishers Rogers, B ( 2008 ) Behaviour Management A whole school attack ( 2nd Ed ) London: Sage Publications Rogers, B and McPherson, E ( 2008 ) Behaviour direction with immature kids important first stairss with kids 3-7 old ages London: Sage Publications LTD Rogers, J ( 2005 ) The Disabled Woman ‘s Guide to Pregnancy and Birth ( 2nd Ed ) London: Demonstrations Rose, J ( 2009 ) Independent Review of the Primary Curriculum: Concluding Report Nottingham: DCSF Publications Schaefer, C and O’Connor, K ( 1994 ) Handbook of Play Therapy: Progresss and inventions London: Wiley Printing Simply Psychology ( 2010 ) ‘Bowlby Attachment Theory ‘ Simply Psychology Available from: hypertext transfer protocol: //www.simplypsychology.pwp.blueyonder.co.uk/bowlby.html [ Accessed 6th April 2010 ] Steer, A ( 2009 ) Learning Behaviour: Lessons Learned A reappraisal of behavior criterions and patterns in our school. Nottingham: DCSF Publications Teaching Ideas ( 2010 ) ‘Traffic visible radiations ‘ Available from: hypertext transfer protocol: //www.teachingideas.co.uk/more/management/trafficlights.htm [ Accessed 9th April 2010 ] Teacher Vision ( 2010 ) ‘Classroom Management Strategies ‘ Teacher Vision Available from: hypertext transfer protocol: //www.teachervision.fen.com/classroom-management/behavioral-problems/26200.html # 8 [ Accessed 9th April 2010 ] Wagner, A ( 2002 ) Worried No More: Aid and Hope for Anxious Children New York: Lighthouse Publishing Inc Westwood, P ( 2002 ) Commonsense Methods for Children with Particular Needs: Schemes for the Regular Classroom ( 4th Ed ) London: Routledge Falmer Publishers Trickeries, H ( 2007 ) ‘Nurture groups: Can they forestall bad behavior in the schoolroom? ‘ Independent Available from: hypertext transfer protocol: //www.independent.co.uk/news/education/schools/nurture-groups-can-they-prevent-bad-behaviour-in-the-classroom-401454.html [ Accessed 9th April 2010 ] How to cite Case Study Of Severe Behavioural Problems Education Essay, Free Case study samples

Rhetorical Strategies Emphasize African American free essay sample

Invisible Man by Ralph Ellison outlines the plight of an African American individual to find his personal identity in a world where the white man or Caucasian individual dominates the social strata. This novel incorporates numerous rhetorical strategies to highlight the struggle of African American people to attain a significant and admirable identity. The strategies used include powerful imagery with respect to the image of the African American man, specific diction that relates the relationship that exists between the domineering white class and African Americans, and even Marxist allusions to the workplace that emphasize the broad spectrum of Caucasian dominance. Throughout this novel, the African American man who lives beneath the ground struggles to find his true identity. Other characters throughout the novel contribute to this struggle, and give him an idea of what their character is in comparison to his own. One example of such a character is Dr. Bledsoe, who speaks these words to the narrator, â€Å"I’s big and black and I say ‘Yes, suh’ as loudly as any burrhead when it’s convenient, but I’m still the king down here. We will write a custom essay sample on Rhetorical Strategies Emphasize African American or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page   The only ones I even pretend to please are big white folk, and even those I control more than they control me.   That’s my life, telling white folk how to think about the things I know about.   It’s a nasty deal and I don’t always like it myself But I’ve made my place in it and I’ll have every Negro in the country hanging on tree limbs by morning if it means staying where I am. (Ellison 142-143) By close reading this quotation, the rhetorical strategies used to emphasize the identity of Dr. Bledsoe as an African American man, and the general plight of African American individuals, can be recognized. The first rhetorical strategy used is Dr. Bledsoe’s use of broken English. He says, â€Å"I’s† instead of â€Å"I am†, and â€Å"Yes suh† instead of â€Å"Yes sir†. This shows how Dr. Bledsoe conforms to the ideals of the white society in assuming that African American people are illiterate and uneducated. By using this grammatically incorrect English, Dr. Bledsoe is creating an identity for African American people that the narrator can recognize. An identity that is incorrect and demeaning of the African American race. The second rhetorical strategy used here is the repetition of the word â€Å"control†. This word is used twice within about five words to emphasize the point that the relationship between African Americans and Caucasians is one grounded in control. This speaks further to the identity of the African American individual in their history as being controlled by the white society in the times of slavery. Furthermore, the repetition of the word â€Å"control† allows for an emphasis to be placed on the idea that the whites control the African American people, and the identity of the African American man is grounded in that control. A third rhetorical strategy used in this quotation is harsh diction associated with the word â€Å"Negro†. This diction, used by an African American man, further emphasizes the identity of the African American people as discriminated and lacking unity. Dr. Bledsoe uses this racial discriminatory word, â€Å"Negro† in referencing his own African American people. This diction emphasizes the lack of unity among people of the African American race to work together and support each other in realizing freedom from oppression, and shows the identity of one African American man, Dr. Bledsoe, as an attacker of his own race. This passage as a whole, incorporating the rhetorical strategies of broken or grammatically incorrect English, the repetition of â€Å"control†, and the harsh diction of the word â€Å"Negro†, create the identity of the African American man, Dr. Bledsoe, as selfish, discriminatory, and solely interested in his own gain at the cost of his own race’s happiness, freedom and livelihood. This allows the invisible man, or narrator, to soak up the strong, immoral and clearly one-directional identity of one individual, who is African American like himself. Another example of a rhetorical strategy used to emphasize the African American struggle for identity comes in the reference to the Optic White paint. This situation introduces an allusion to Marxist philosophies, involving the social hierarchy of the workplace. The passage referenced emphasizes a direct correlation between the products in the workplace, and the social situation at hand between the whites and African Americans. â€Å"Our white is so white you can paint a chunka coal and you’d have to crack it open with a sledge hammer to prove it wasn’t white clear through! † (Ellison 217). By close reading this quotation the rhetorical strategy here can be identified as a historical allusion to Marxist philosophies, where the workplace serves as a beacon of social interaction. This allusion can be seen through the relationship between the coal, and the Optic White paint as it can be referenced with the relationship between African Americans, and the white society. Coal is often seen as something that serves to mark or even spoil a piece of paper or something that would otherwise have been pure. Therefore, this coal can be seen as an example of African American individuals as they are seen from the eyes of the white society. These African Americans, from the perspective of the white society, are like pieces of coal that mark, taint, or spoil the white man’s society with their culture, customs, and general appearance. Furthermore, they are seen as the problem of the workplace, which need to be corrected by the Optic White paint or the white people. Therefore, this white paint can be seen as the white people. They come in to cover up the taints of the African American people, as the white paint covers up the black coal. These white people are in essence hoping to cover up any cultural practices of African American people so that by their daily routines they are seen as white people, who need to be cracked open to see the blackness that truly lies within. In addition, this passage can be referencing the plight of the African American people to do whatever is necessary to gain acceptance and tolerance from the white society. Due to the fact that African Americans remain in the scorn of society, they want to do whatever is necessary to gain approval from their white superiors, even if that means symbolically covering themselves in white paint. This workplace allusion to Marxist philosophies and the comparative relationship between African Americans and whites by use of the analogy between the Optic White paint and coal allows for another idea of African American identity to be implanted into the mind of the narrator or Invisible Man. The identity of the African American individual is further explored and exemplified when the narrator finds a coin bank. This scene incorporates the rhetorical strategies of intense imagery to describe the picture of the African American individual as well as the symbolic reference of a bank as a representation of something that continues to follow a person around for the rest of his or her life. The passage begins with the vivid imagery, â€Å"†¦the cast-iron figure of a very black, red-lipped and wide-mouthed Negro†¦stared up at me from the floor, his face an enormous grin, his single large black hand held palm up before his chest. It was a bank, a piece of early Americana, the kind of bank which, if a coin is placed in the hand and a lever pressed upon the back, will raise its arm and flip the coin into the grinning mouth. (Ellison 319). The rhetorical strategy initially used in this passage is intense description, which gives way to vivid imagery and allows the reader to clearly picture the atrocious attributes given to the stereotypical African American individual. â€Å"Very black, red-lipped, wide-mouthed† and â€Å"enormous grim† are the words used to describe the Afr ican American individual upon this coin bank and thus provide the vivid image of an African American person exaggerated for their stereotypical qualities. The identity of the African American man is referenced here by the fact that this image is placed upon a coin bank. White people use this coin bank as a fun and entertaining way to store their money. Furthermore, the African American image being placed upon this coin bank shows that African Americans are seen by the white populace as tools used by the white society to entertain and organize things they’d rather not do themselves. In addition, a bank is something that stays with an individual from life until death. Therefore, this exaggerated image of the African American individual placed upon this coin bank signifies that this stereotype will stay with the African American people for their entire life. This coin bank situation provides another example of how the identity of the narrator is being formed by the situations he encounters throughout the course of this novel. The three examples provided, show how rhetorical strategies have been implemented into this novel in order to emphasize the identity of the African American people. These rhetorical strategies include: the use of broken or grammatically incorrect English to emphasize the stereotype of the African American individual as uneducated, the repetition of â€Å"control† to emphasize the relationship between African Americans and whites revolving around control ever since times of slavery, the harsh diction of â€Å"Negro† sed by an African American man to show the disunity of the African American race and thus the individualized and cynical identity of some African American people, the allusion of Marxist philosophies to emphasize the social hierarchy of the workplace, the analogy of coal and optic white paint to represent African Americans and whites to emphasize how the relationships between the two are seen in the workplace, further highlighting how the identity of the Afri can American people is constructed, intense imagery highlighting the stereotypes of African American physical features, and the placement of these images on a coin bank to reference the identity of the African American people as a tool to the white race. All these rhetorical strategies serve their suggested purpose and also allow for an emphasis on the identity construction of the African American people. More specifically, these rhetorical strategies adhere to how the identity of this invisible man, who has been living away from society for so long, can be newly created.