Memories of a Childhoods Slavery Day Essay Example for Free

Memories of a Childhoods Slavery Day Essay In Memories of Childhoods Slavery Days, Annie Burton was born into slavery in 1858 on a plantation outside of Clayton, Alabama and raised by her mistress after her mother ran away. She grew up during the Civil War and remembers her early days on the plantation. After being set free, Burtons mother returned for her children. Annie was hired as a nanny by Mrs. E. M. Williams, who taught her how to read and write. After her mother died, Annie took responsibility for her three younger siblings and moved to Boston in 1879. She later moved to Georgia and then Jacksonville, Florida, where she worked in a restaurant before returning to Boston. In 1888, she married, and ran a boarding house with her husband. She began taking evening classes at the Franklin Evening School, and the headmaster, Frank Guild, suggested that each of the students write their life story. It was this suggestion that gave Burton the push to write her autobiography. Burtons Memories of Childhoods Slavery Days (1909) is divided into four parts. In the first section, called Recollections of a Happy Life, Burton talks about her childhood on the plantation in Alabama and her marriage to Samuel H. Burton. In the second section, Reminiscences, Burton reflects on being set free and the way it changed her life. The third section, Vision gives a detailed account of Burtons religious change. Burton also includes an essays and poems she wrote. â€Å"The memory of my happy, care-free childhood days on the plantation, with my little white and black companions, is often with me. Neither master nor mistress nor neighbors had time to bestow a thought upon us, for the great Civil War was raging. That great event in American history was a matter wholly outside the realm of our childish interests. Of course we heard our elders discuss the various events of the great struggle, but it meant nothing to us. Burton talks about knowing that the Civil War was going on but not being old enough to know or care about it. She also calls it a â€Å"great† event in American history. Though it may not have been to white Southerners, it was day slaves were waiting for. She also states that : â€Å"There are hidden wrongs perpetrated by the whites against the negro race that will never be brought to light until the race owns and controls its own daily newspapers which alone have the power to discover and enthrone truth, thus becoming a safe guide to all honest seekers of facts respecting the race whether from a moral, educational, political or religious field. To carry out the plans suggested, whether viewed from an intellectual, industrial, commercial, or editorial standpoint, the world must acknowledge that to-day the negro race has the men and women, who are true to their race and all that stands for negro progress. †

Essay on Jocasta in Oedipus the King -- Oedipus the King Oedipus Rex

The Role of Jocasta in Oedipus the King "Blessed is the man that endureth temptation: for when he is tried, he will receive the crown of life, which the Lord hath promised to them that love Him." (James 1:12) Such is the proclamation in the Holy Bible, and so was the proclamation in ancient Greece. Since the founding of religion, the gods have sought to test those with power. Jocasta was sent by Apollo to do just that: to test Oedipus' - the king of Thebes - faith and conviction. Throughout the play, Jocasta tested the beliefs of those around her by feigning disbelief in the gods herself. Though she put up this false front, she did keep her faith. At the beginning of the scene wherein a messenger relayed word of Polybus' death and Oedipus' ascension to the throne of Corinth, we see Jocasta praying - not the act of a disbeliever at all! Again, in the same Episode, Jocasta carries garlands and incense to the altar and tries to appeal to Apollo to purify the city of Thebes. While her faith remains strong, her task from the gods is to test the faiths of...

Minimizing High School Dropouts: Social Perspective Essay

The purpose of this research paper was to record and analyze students’ experiences with dropping out of high school within a social perspective. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social influence context. This information could be used to develop programs designed to increase social influence in schools, families, and communities, which can contribute to a decrease in dropout behaviors. High school dropouts are at a new record high in society today, it has been recorded that every second there is a high school student dropping out equaling close to 1000 students a month throughout the USA. What grade should be observed the most to avoid high dropout rates? Who does the high school dropout crisis affect the most? These are just some of the questions we as parents, teachers, administrators, government officials, etc need to really ask ourselves. Because this social problem is only going to keep growing if we as a nation do not start taking the proper steps to improve our school systems and communities. Graduation rates are one of the most troubling concerns, especially in the ninth grade. Meanwhile, the federal government has invested millions of dollars in researching at risk drop out students, which estimated in 2001 to over half a million students leaving before graduation. Unfortunately, this increase in the dropout rate has occurred at a time when there seems such a large emphasis on getting a college degree, much less a high school diploma and being able to compete in a global world (Neild, Balfanz, & Herzog, 2007). The ninth grade students accumulate the highest behavioral issues as well as poor grades, because it is the first time for many students having to earn passing grades in their core courses or even be responsible for their own actions. Researchers have started their target area with the ninth graders because this is a make or break stage in the students’ school years (Smith, Akos, Lim, & Wiley, 2008). With high school graduation requirements increasing throughout the states both involving the ninth grade and the transition from middle school to high school , a lot of data went into viewing the importance of the ninth grade year (Cooney, & Bottoms, 2002). Possible help tactics to ease the transition to high school included developing freshman academics and emphasis on students both before and after ninth grade, which could boost freshman success and possibly reduce high school dropout rates (Fulk, 2003). Challenging high school graduation requirements during the ninth grade year are only one of the many issues that many students face. With this being my 2nd year as an Administrator in high school, I am the individual that works closely to the ninth grade class developing transition skills from middle school to high school. And honestly at this level of high school they are the most challenging because they are still playful, immature, and lack the importance of high school. So implementing programs throughout their whole 9th grade year could help develop them into stronger students as well as individuals. Fulk (2003) mentioned high schools developing freshman academics so this way they are challenging them not making the transition complicating but strengthening them academically. High schools implementing this program could be a great idea however these students need to be motivated and strengthened mentally before expecting them to achieve the highest level of excellence academically. Because this situation is so publicized the school systems need to gather (etc; charter schools, public schools, private schools) to implement social psychological theories to these schools so this issue can start changing. But realistically, the schools can get onboard however if the parents do not drive this into their children it can be quite difficult to change their attitudes on their academic achievement. I would like to see more after school programs focusing on attitude adjustment and academic achievement. Socially, we as a nation need to address this social issue and create interventions for all schools to implement because there should not be that many high school dropouts daily throughout this nation. In addition, students need to have mentors not just their teachers, administrators, etc because this could be a drive that could change this social problem within the school systems. Cultural influences provided an exploration of the effect of neighborhood distress, which includes high poverty levels and crime rates, on the risk of dropping out of school. When all other variables were controlled for, white students were more at risk of dropping out of school than African American students were. In addition, students from families with higher incomes and levels of education were less likely to drop out of school and that household stability reduced the likelihood of dropping out of school. When neighborhood distress was added into the equation, Crowder and South found that African American students from disadvantaged neighborhoods were over twice as likely to drop out of school as white students from similarly disadvantaged neighborhoods, a finding which was independent of individual- and family-level characteristics. This effect was more pronounced for male African American students as the level of neighborhood distress increased, and was exacerbated by living in a single-parent household (Crowder & South). Among white students, females were more likely to drop out of school than males as the level of neighborhood distress increased (Crowder & South). The impact of socioeconomic factors in neighborhoods on the tendency for students to drop out of school was substantial, particularly for African American males in single-parent households and white females. The social influence and dropout behavior for different minority groups focuses on all aspects of social influence, which Latinos have been reported having an unsuccessful academic outcome. This family social influence translates into poor academic achievement because of the lack of community social influence and value placed on the potential of women in Latino society to produce economic wealth (Qian, & Blair, 1999). The purpose of this study was to record and analyze students’ experiences with dropping out of high school within a social perspective. Some of this data was collected over the past 4 yrs at my current high school where I am employed as Assistant Dean of Students; meanwhile, some is more current. As a researcher, I assumed students who have dropped out of school had something important to say about the social components they perceived as being lacking from their educational process and that student views had the potential to enrich discourse about social influence. My experience as an administrator responsible for dealing with students who have attendance problems contributed to my desire to tell the stories of such students. From this study, I examined how the level of social influence in each participant’s life affected the decision each made to drop out of school. Furthermore, I was able to develop a more complete definition of social influence as it relates to dropouts. Through this study, I gave a voice to the high school dropout and provided a context for the improvement of the level of social influence found in families, schools, and communities. The shared experiences of high school dropouts provided insight into the aspects of social capital that may contribute to the decision for the student to leave school. An examination of the stories of dropouts obtained in interviews gave a voice to those who were unable or unwilling to complete high school. In addition, it provided a forum for utilizing social theory to develop a future dialog for reduction of the dropout problem. As part of my experience as Assistant to the Dean of Students, one of my charges has been to implement consistency with our school’s attendance policy and to decrease the school’s dropout rate. During one of our weekly meetings, the school’s Department chairs and I decided to meet with six to eight at-risk students, and, when available, their parents. These meetings focus on determining why each of the students was not coming to school and developing a plan to get each student back on track for graduation. I have heard stories of family problems, academic difficulties, substance abuse, mental illness, and bad habits that shaped students’ perceptions of their realities in school. Participants The potential participants for this study included approximately 30 students, age18 and over, who dropped out of the school during the 2005-2009 school year. Meanwhile, five students were selected from this research study for face-to-face interview time. First, each student must have been a part of the general education population and not have had an Individualized Education Program (IEP) developed for them. Students with disabilities were not included in this study. There are a disproportionate number of dropouts with disabilities (Goldschmidt, 1999). According to a report of findings from the National Longitudinal Transition Study-2, approximately 30% of all students with disabilities dropped out of high school in 2003 (Wagner, Newman, Cameto, & Levine, 2004). The nature of the disability might be a reason for the dropout behaviors and may confound the data. However, further study needs to be conducted for IEP students because from what I have witnessed, their level of motivation is low and they tend to give up. In addition, once all candidates were interviewed, the Department chairs, Dean of Students and I chose our students for further research. Meanwhile, since some data from previous dropouts had already been documented the ethical consent forms were not necessary; however, ones being considered at risk dropouts were given an ethical consent form. Each candidate was informed of the nature of the study and asked of his or her level of willingness to participate. During the study, some questions were asked to guide participant into discussion: 1. Tell me about yourself. 2. Tell me about your high school experience. 3. Describe the ways you were encouraged to stay in high school The questions were intended to elicit stories that would provide information to answer the research questions, meanwhile, these responses were based on the main components of social influence that lead them to dropping out of high school.  Here are some gathered responses from the participants to answer the research question â€Å"Social Perspective on Minimizing Dropout Rates†. 1. Single parent home, does not get along with parents, no family support, illegal drug use, criminal activities, repeated two grade levels. 2. Skipping school and classes, not much desire to be in school besides socially, not involved in school activities, parents not knowledgeable of academics, behavior, etc, no high levels of expectations given by parents. 3.  Had several teachers, administrators riding him giving motivational speeches, encouraging him. Still no family support besides his friends doing nothing with their lives. Future Study The school systems are being held accountable for increasing graduation rates. While they are unable to control access to family and community social influences available to students, they can assist students by teaching them how to identify dysfunctional relationships and how to utilize social influences that is available to them through building positive relationships and seeking mentors. Further research into the development of successful intervention programs to provide support for social attainment throughout a child’s school career may be a proactive way to work with students who exhibit tendencies to drop out of school (Astone, 1991). One major setback encountered by the students was that they had not established long-term goals or had goals that were unrealistic. In this study, the students had difficulty answering questions about their goals and seemed to be unable to imagine prospects beyond the immediate future. Unfortunately, there was a lack of family social influence available to the students in this study. Quantitative studies have clearly identified components of social influence related to the family that are indicators of future dropout behavior (Fontana, 2002). Not many studies were found that analyzed the parental viewpoint on the development of family social influence. A research design study of the parents of dropouts and the stories they tell about their children may add to the future studies. Understanding how aspects of social influence appear in the stories that parents tell could provide information about how family social development breaks down in the lives of dropouts (Epstein, 2002). The theme found throughout this research project was that a lack of family and community social influence in the form of a deficiency in relationships with members of families or communities with the capacity to assist students in their endeavors to complete school might have contributed to dropout behaviors exhibited by students in this study. In addition, access to school social influence did not necessarily enhance the students’ potential to complete school. Developing social influence is a way to remove barriers for students and to build bridges that bring school personnel, community members, and families together to keep youth in school. Social networks among parents, educators, and community members are crucial to the success of each child, in addition to school social influence, family social influence, and community social influence. Nevertheless, it seems that in the cases of these students, school social influence was readily available, but they did not utilize it. To maximize the benefits received, students must understand how to use social influence available to them. School personnel have limited control over the amount of school social influence students may utilize. By increasing available school social influence, students should exhibit decreased dropout tendencies along with increasing community and family social influence, which has been shown to increase student achievement.

Power of Langston Hughes Harlem (A Dream Deferred) Essay

Power of Langston Hughes Harlem (A Dream Deferred) In our journey through life, we all have certain expectations of how we would like our lives to be. All of us strive to reach a certain level of self-actulization and acceptance. It could thus be said that all of us live a dream. Some of these individual dreams inevitably become the collective dream of many people. In Harlem (A Dream Deferred), Langston Hughes makes use of symbolism as well as powerful sensory imagery to show us the emotions that he and his people go through in their quest for freedom and equality. By using questions he builds the poem towards an exciting climax. Hughes wants to know What happens to a dream deferred? He asks this question as an introduction to†¦show more content†¦It gives us an example of the resentment that is growing. People are getting more inflamed emotionally, just like the wound gets worse if not treated. It draws a clear parallel between peoples emotions and the images of the sore. Just as an untreated sore will not heal, but get more infected, a deferred dream will not go away, but become more intense. A wound that gets worse will eventually start to smell bad. Hughes compares this to rotten meat. Does it stink like rotten meat? This image creates the idea that unrealized dreams will bring out the worst in men. It also means that for some the realization of their dreams will become less attractive. Next he uses the symbol of sugar, or sweetness. This creates the false image that all is well, almost as if this is the way it is meant to be. However, our minds still stick to the festering sore that is under the Sweet crust. Hughes uses this image as a transition to the only statement in the poem that is not in the form of a question. The reason he does not use a question in the phrase; Maybe it just sags like a heavy load, is to create an image of defeat. When people grow old and tired, their shoulders are bent as if they are carrying a heavy load. Old womens breasts sag as a result of the natural aging process. There is nothing we can do to stop aging. Eventually we all have to give up the struggle and die. Does a dream deferred also eventuallyShow MoreRelatedAnalysis Of The Poem Harlem 1303 Words   |  6 PagesJames Mercer Langston Hughes was an American poet; a Joplin, Missouri native and an active, versatile writer, earning acclaim as a poet, novelist, playwright and columnist. He was one of the first poets to explore an innovative sing-songy, stylized delivery called jazz poetry. As an African-American, his point of view, collectively synergized with this then-new literary art, catapulted his writings between the 1930s - 1960s. He is often credited as the leader of the Harlem Renaissance, and â€Å"famouslyRead MoreLangston Hughes And The Harlem Renaissance1736 Words   |  7 Pages17 Due: 20 Aug 2017 The Dream Called Langston As an artist, or literature, music or visual art, there is power in creating pieces that move the masses. For an African American artist in the 1920’s, that power was fought for harder and dimmed due the racial inequalities across America. Being acknowledged as a credible artist was equated to being acknowledged as an American during a time where African American citizens were not considered an equal under the law. The Harlem Renaissance, spanning fromRead MoreA Brief Look at Langston Hughes1413 Words   |  6 PagesLangston Hughes Langston Hughes’ challenging background, ethnicity, and era of life can all be thought of reasons as to why his style of writing relates among discrimination and unsettling topics. Although his writing can be said to bring hope to the African Americans, his style can be frightening and daunting when taken the time to read his pieces. They may not seem real, but they are his way of interpreting and informing the future of what African Americans, like himself, had to go throughRead MoreTheme Of Dreams In Harlem By Langston Hughes870 Words   |  4 PagesDreams are aspirations that people hope to achieve in their lifetime. They are a motive that drives lives to accomplish goals. When trying to achieve these goals, people can do anything. However, what happens when a dream is deferred? A dream cast aside can frustrate a person in the deepest way. It tends to permeate their thoughts and becomes an unshakable burden. In the poem â€Å"Harlem,† Langston Hughes, through l iterary technique, raises strong themes through a short amount of language Hughes is askingRead MoreDreams in Langston Hughes Poems1401 Words   |  6 Pages Langston Hughes’ challenging background, ethnicity, and era of life can all be thought of reasons as to why his style of writing relates among discrimination and unsettling topics. Although his writing can be said to bring hope to the African Americans, his style can be frightening and daunting when taken the time to read his pieces. They may not seem real, but they are his way of interpreting and informing the future of what African Americans, like himself, had to go through and what they hadRead MoreMontage Of A Dream Deferred By Langston Hughes946 Words   |  4 Pages Many of the poems within â€Å"Montage of a Dream Deferred† by Langston Hughes contain great meaning as well as emotion embedded within them. Whether they are 3 lines or 20 lines long, vivid images and explanations follow. The main focus of the series of poems are centralized on African Americans living in Harlem in the 20’s and on and their opposition from the rest. The motif in nearly all poems express discrimination, daily activities, and African American’s struggle for equality. Out of all poemsRead MoreAnalysis Of Langston Hughes And His Views On Early 20th Century African American Society Essay1717 Words   |  7 PagesConnor Gamble Mrs. Carson AP Literature 7 December 2016 Langston Hughes and His Views on Early 20th-Century African American Society When African American slaves were released from slavery following the American Civil War, the ethnic group was now able to control their own lives, and the U.S had to acknowledge their freedoms and rights as American citizens. However, despite bold beliefs from the war, many white Americans still continued to deny equality to those of color. In addition, African AmericansRead MoreLangston Hughes Biography1058 Words   |  5 Pagesâ€Å"James Mercer Langston Hughes, known as Langston Hughes was born February 2, 1902 in Missouri, to Carrie Hughes and James Hughes.† Years later his parents separated. Langston’s father moved to Mexico and became very successful, as his for mother, she moved frequently to find better jobs. As a child growing up Langston spent most of his childhood living with his grandmother named Mary Langston in Lawrence, Kansas. Mary Langston was a learned women and a participant in the civil rights Movement. WhenRead MoreAnalysis Of Langston Hughes s The Negros Speaks Of Rivers 896 Words   |  4 Pages In 1902, Langston Hughes was born to an African American woman and a bi-racial man, who had later abandoned them and settled in Mexico to become a lawyer. His grandmother raised him in Joplin, Missouri, while his mother worked long hours at multiple jobs to earn a living. Later on, his mother remarried and moved them to Cleveland, Ohio, were Hughes went to high school and was an excellent student. During this time, Hughes began to elaborate on the stories of African American life in the south thatRead MoreAnalysis Of A Raisin In The Sun1185 Words   |  5 PagesRaisin in the Sun is Langston Hughes poem called A Dream Deferred which was written as an example of life in harlem. The lines are a introduction to the white societys actions to take away equal opportunity from black citizens. Hughes main point is that there could be consequences when peoples frustrations build up or accumulate to the point where they have to either surrender their dreams or allow strenuous circumstances t o literally devour their aspirations. With Hughes poem as a background