She Dwelt Among Untrodden Ways

The sonnet She Dwelt Among the Untrodden Ways utilize the components of topic, representations, and persona to draw the consideration of the peruser. They likewise show the purpose and sentiments that the writer needed to appear in his compositions. It was composed by William Wordsworth who has been known for his style of sentiment and nature. â€Å"For Wordsworth, enthusiasm in verse isn't simply the subject of a sonnet yet additionally the methods for its demeanor and its resultant effect† (Robinson, 2010, Para 1).Each one adds to the next to shape an extremely nostalgic and sentimental style of verse. The topic of this sonnet is about the adoration for a lady that he never sought after. He praises this lady for her excellence, and how she stood apart from all others. He likewise never truly talks about ever being with her or in any event, conversing with her. In the last four lines he discusses her passing and how she was obscure to many. This persuades nobody would miss he r as much as he would.I don't think it is such a great amount of desire as it was profound respect for this unrecognized magnificence, so he appreciated a delightful lady that he never really seeks after until it was past the point of no return. The topic sets the disposition for whom and what he is expounding on when perusing the sonnet. On the off chance that this topic is taken into point of view while understanding it; the peruser can see this mystery admirer. The peruser, per state, could envision a man who passes by day by day observing this poor servant or ranch young lady, who realize one truly recognizes, and sees the magnificence in her. In any case, before he can seek after her it is past the point of no return, she has just died.

Mind Readers are Real!!!! Essays (2572 words) - Cognitive Science

Michelle Glaser Dr. Sewell English Composition II August 4, 2017 Psyche Readers are Real!!! Each individual has a longing that the person in question might want to have the option to guess other people groups' thoughts. Many are simply the occasions that one tells I might want to know why that woman is gazing at me like that, or I might want to comprehend what the questioner considers me? among numerous different wants that attack people groups' psyches for the duration of the day. Indeed, even criminal specialists need that they would have the option to guess the thoughts of hoodlums to discover whether they are lying or not. These are only a considerable lot of the models among numerous wants that individuals have with respect to guessing other people groups' thoughts . There is one thing that individuals don't have the foggiest idea - guessing other people groups' thoughts, to comprehend what they are thinking or arranging , is completely conceivable. It is workable for an individual to peruse the aims of someone else by understanding their brain utilizing mind perusers. The jury and legal advisors can have the option to choose whether the respondent or the observer is coming clean or not. They will have the option to choose whether the litigant is blameworthy or not. These psyche perusers have a capacity to double-cross litigants' blame. These brain perusers utilize neuroscience strategies to recognize lies. These psyches perusing machines are appended on the scalp to quantify the mind and test for blameworthy information . There are sure pieces of the mind that are more connected with lying and others that are related with coming clean. Expanded movement in the pieces of the cerebrum that are related with lying will be an indication that the litigant is blameworthy or that the observer is giving a bogus declaration. In the event that an individual is solicited to offer a portrayal from what the person saw, one will consequently get to their brain scanning for the memory of the picture. On the off chance that the psyche peruser shows expanded movement in the parts related with lying, the proof gave by that witness will be dismissed. The main issue that can make these psyche perusers not to be utilized in courts is absence of laws permitting neuroscience to be utilized in the courts. Just by guessing these thoughts perusers, legal counselors and the jury will have the option to decipher what that individual is thinking or arranging. During enrollment in a work environment, a meeting board will have the option to viably choose the best representatives by guessing their thoughts. For instance, during World War II, the administrators of the Naval Air Corps could utilize physiognomy to foresee troopers that would be generally appropriate as pilots. This job was completed by Admiral Ikorodu Yamamoto who precisely anticipated these fighters by simply observing them. This shows the demonstration of guessing people groups' thoughts has verifiable roots - Yamamoto read people groups' brains by observing them. It is conceivable to hack people groups' brains ( Hassim and Trope 837). This implies this innovation will be applied in business and lawful parts. Notwithstanding, the greatest effect is on the lawful framework. A scholastic paper composed for the Air Force in the mid-1990s me Weinberger countries the possibility of [such] a weapon. The sign can be a message from God that can caution the foe of looming fate, or en boldness the adversary to give up. In 2002, the Air Force Research Laboratory protected accurately such an innovation: utilizing microwaves to send words into somebody's head. The patent depended on human experimentation in October 1994 at the Air Force lab, where researchers could send phrases into the heads of human subjects, but with minimal coherence. The authority U.S. Aviation based armed forces position is that there are no non-warm impacts of microwaves. However the military's utilization of weapons that utilize electromagnetic radiation to make torment is notable. In 2001, the Pentagon declassified one component of this examination: The Active Denial System, a weapon that utilizes electromagnetic radiation to warm skin and make a serious consuming sensation. While its def inite range is arranged, Doug Beason, a specialist in coordinated vitality weapons, puts it at around 700 meters, and the bar can't infiltrate numerous materials, for example, aluminum. Given the historical backdrop of

How to write a compelling scholarship essay

Youve made the decision that youre going to business school and found youre eligible for a scholarship. Next up–how do I actually write a compelling scholarship essay? Transmitting your achievement, inspirations, and not to mention that je nais se quoi–French for a uniquely distinctive and attractive quality–into paper can seem daunting. However, once you know the rules of the game, this can be easily tackled. Originality will always be the key to what sets you apart from other applicants. But the first thing youll need in order to be awarded financial support is to understand the scholarship criteria and themes.Is there a specific topic to talk about? Are there particular traits you can draw from the schools ethos? Is there an exact number of words to fulfill? And crucially–when are the deadlines? After youve taken some time to absorb the above, youll naturally startdeveloping a plan of attack for your scholarship essay. When youre ready to start writing, a good structure will help you strengthen your case of why you should be awarded the scholarship. To write a compelling scholarship essay, the structure you should follow is: 1. Stick to a subject that fits your profile: Depending on the school that youre applying to, you are usually able to work on either an open subject scholarship essay or nominated profile that fits with the schools DNA. The following scholarships and awards are available to undergraduate applicants: Global Generation Scholarship: For applicants who bring a unique global perspective to our school community through their international experiences or multilingualism. Entrepreneurial Impact Scholarship: For budding candidates who have a true entrepreneurial spirit and put ideas into action. Growth Mindset Scholarship: For forward-thinking individuals that demonstrate a growth mindset, personal development, and achievement in the face of adversity. Future Leader Scholarship: For aspiring business leaders who have the desire and potential to achieve significant success as future leaders in any industry. Technology Innovation Scholarship: For creative applicants who have a strong desire to learn about the technology and innovative ideas that will shape tomorrow’s world. DECA Scholarship: For DECA member students from around the world who are emerging as the next generation of entrepreneurial business leaders. The Social Impact Award: For socially conscious individuals who have a strong passion for social entrepreneurship and have demonstrated the ability to implement solutions to benefit society. Visionary Women Award: For female students who have outstanding drive, talent, and vision. Academic Excellence Award: Exceptionally strong candidates will be automatically selected for this award based on their pre-undergraduate results. The following scholarships are available to graduate applicants: Social Impact: For applicants who have had and will have a positive impact in making the world a better place. Academic Excellence: For candidates that have excelled in their studies, earning an outstanding GPA. Global Professional: For aspiring business leaders who have worked full time for a minimum of one year in a large global corporation. Entrepreneurial Impact: For professionals that have had an internship or volunteering experience and have demonstrated involvement, leadership, or had a role in the outcome of an entrepreneurial project. Women in Business: For female applicants who have work or internship experience or have led a team in an international environment. Future Leader (masters only): For students who have demonstrated enthusiasm and a natural aptitude to lead. Senior Leader (MBA and Executive MBA only): For students who have demonstrated leadership of high-performing teams in an international arena. 2. Organize your examples: Find linkages Hult’s scholarship essay requires you to point out examples of how you link to the subject or embody the attributes of the profile you chose. It could be referring to work experiences and talking about a particular role, academic achievements, or extra-curricular activities and projects. Once having the above details, you need to keep in mind that you have a word limit, otherwise the application will be rejected. So be sure to pick the best of! 3. Know your audience: Be human Before you type a single word, remember that the Admissions Committee takes time to read each one of the applications received in order to make their decision. Be humble and personable, and adding authentic gratitude to the reader, is a good way of acknowledging your audience. 4. Plan an essay structure: Introduce your story, a body of examples, and reinforce For any essay, a clear structure is vital. It will ensure your thoughts have an organized flow and allows readers to follow your story. Start by engaging the Committee with your story–who you are and your journey–then develop the body with any examples of challenges and obstacles you encountered. Dont forget to include what you learned from the experience or how you persevered, and most importantly how this shows your eligibility. 5. Are you a Hult fit? The Admissions Committee is looking for a specific candidate. Again, be sure you know what that is and constantly reinforce throughout your essay how that candidate is you. At Hult, we look for students who are bold, have a global mindset and entrepreneurial spirit, and seek to challenge the status quo. So, what are you bringing to the classroom? What about your challenges and experiences makes you different? What are your ambitions and how will a Hult degree help you get there? 6. Close strongly The closing is the reinforcement of why this all matters. Bring your story together and emphasize key points in the essay. Theyre your final words so talk from the heart and be honest about your needs. 7. Review it and ask someone to proof Dont let spelling mistakes get in the way of a strong scholarship essay. Ensure it reads well. Review your essay and read it out loud so you can feel the flow of your words. Finally, do a test run and ask a teacher, colleague, or family member to proofread and give feedback. Ready to get started? Download our brochure to find out more about our global undergraduate program or start your application today. Click here to apply before our January 16th Graduate Scholarship Deadline Arany Garcia is a contributing staff blogger and Hult Director of Enrollment–Latin America. Hult offers a range of highly skills-focused and employability-driven business school programs including a range of MBA options and a comprehensive one year Masters in International Business. To find out more, take a look at our blog Hult scholarships: What we offer and how to apply. Download a brochure or get in touch today to find out how Hult can help you to learn about the business world, the future, and yourself. Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .

Thurgood Marshall, First Black Supreme Court Justice

Thurgood Marshall (July 2, 1908–January 24, 1993), the great-grandson of slaves, was the first African-American justice appointed to the United States Supreme Court, where he served from 1967 to 1991. Earlier in his career, Marshall was a pioneering civil rights attorney who successfully argued the landmark case Brown v. Board of Education, a major step in the fight to desegregate American schools. The 1954 Brown decision is considered one of the most significant civil rights victories of the 20th century. Fast Facts: Thurgood Marshall Known For: First African-American Supreme Court justice, landmark civil rights lawyerAlso Known As: Thoroughgood Marshall, Great DissenterBorn: July 2, 1908 in Baltimore, MarylandParents: William Canfield Marshall, Norma AricaDied: January 24, 1993 in Bethesda, MarylandEducation: Lincoln University, Pennsylvania  (BA), Howard University  (LLB)Published Works: Thurgood Marshall: His Speeches, Writings, Arguments, Opinions, and Reminiscences (The Library of Black America series) (2001)Awards and Honors: The Thurgood Marshall Award, established in 1992 by the American Bar Association, is presented annually to a recipient to recognize long-term contributions by members of the legal profession to the advancement of civil rights, civil liberties, and human rights in the United States, the ABA says. Marshall received the inaugural award in 1992.Spouse(s): Cecilia Suyat Marshall  (m. 1955–1993),  Vivian Burey Marshall (m. 1929–1955)Children: John W. Marshall,  Thurgoo d Marshall, Jr.Notable Quote: It is interesting to me that the very people...that would object to sending their white children to school with Negroes are eating food that has been prepared, served, and almost put in their mouths by the mothers of those children. Childhood Marshall (named Thoroughgood at birth) was born in Baltimore on Jan. 24, 1908, the second son of Norma and William Marshall. Norma was an elementary school teacher and William worked as a railroad porter. When Thurgood was 2 years old, the family moved to Harlem in New York City, where Norma earned an advanced teaching degree at Columbia University. The Marshalls returned to Baltimore in 1913 when Thurgood was 5. Thurgood and his brother Aubrey attended an elementary school for blacks only and their mother taught in one as well. William Marshall, who had never graduated from high school, worked as a waiter in a whites-only country club. By second grade, Marshall, weary of being teased about his unusual name and equally weary of writing it out, shortened it to â€Å"Thurgood.† In high school, Marshall earned decent grades but had a tendency to stir up trouble in the classroom. As punishment for some of his misdeeds, he was ordered to memorize portions of the U.S. Constitution. By the time he left high school, Marshall knew the entire document. Marshall always knew that he wanted to go to college but realized his parents couldnt afford to pay his tuition. Thus, he began saving money while he was in high school, working as a delivery boy and a waiter. In September 1925, Marshall entered Lincoln University, an African-American college in Philadelphia. He intended to study dentistry. College Years Marshall embraced college life. He became the star of the debate club and joined a fraternity; he was also very popular with young women. Yet Marshall found himself ever aware of the need to earn money. He worked two jobs and supplemented that income with his earnings from winning card games on campus. Armed with the defiant attitude that had gotten him into trouble in high school, Marshall was suspended twice for fraternity pranks. But Marshall was also capable of more serious endeavors, as when he helped to integrate a local movie theater. When Marshall and his friends attended a movie in downtown Philadelphia, they were ordered to sit in the balcony (the only place that blacks were allowed). The young men refused and sat in the main seating area. Despite being insulted by white patrons, they remained in their seats and watched the movie. From then on, they sat wherever they liked at the theater. By his second year at Lincoln, Marshall had decided he didnt want to become a dentist, planning instead to use his oratory gifts as a practicing attorney. (Marshall, who was 6-foot-2, later joked that his hands were probably too big for him to have become a dentist.) Marriage and Law School In his junior year, Marshall met Vivian Buster Burey, a student at the University of Pennsylvania. They fell in love and, despite Marshalls mothers objections—she felt they were too young and too poor—married in 1929 at the beginning of Marshalls senior year. After graduating from Lincoln in 1930, Marshall enrolled at Howard University Law School, a historically black college in Washington, D.C., where his brother Aubrey was attending medical school. Marshalls first choice had been the University of Maryland Law School, but he was refused admission because of his race. Norma Marshall pawned her wedding and engagement rings to help her younger son pay his tuition. Marshall and his wife lived with his parents in Baltimore to save money. Marshall commuted by train to Washington every day and worked three part-time jobs to make ends meet. Marshalls hard work paid off. He rose to the top of the class in his first year and won the plum job of an assistant in the law school library. There, he worked closely with the man who became his mentor, law school dean Charles Hamilton Houston. Houston, who resented the discrimination he had suffered as a soldier during World War I, had made it his mission to educate a new generation of African-American lawyers. He envisioned a group of attorneys who would use their law degrees to fight racial discrimination. Houston was convinced that the basis for that fight would be the U.S. Constitution itself. He made a profound impression upon Marshall. While working in the Howard law library, Marshall came into contact with several lawyers and activists from the NAACP. He joined the organization and became an active member. Marshall graduated first in his class in 1933 and passed the bar exam later that year. Working for the NAACP Marshall opened his own law practice in Baltimore in 1933 at the age of 25. He had few clients at first, and most of those cases involved minor charges, such as traffic tickets and petty thefts. It did not help that Marshall opened his practice in the midst of the Great Depression. Marshall became increasingly active in the local NAACP, recruiting new members for its Baltimore branch. Because he was well-educated, light-skinned, and dressed well, however, he sometimes found it difficult to find common ground with some African-Americans. Some felt Marshall had an appearance closer to that of a white man than to one of their own race. But Marshalls down-to-earth personality and easy communication style helped to win over many new members. Soon, Marshall began taking cases for the NAACP and was hired as part-time legal counsel in 1935. As his reputation grew, Marshall became known not only for his skill as a lawyer but also for his bawdy sense of humor and love of storytelling. In the late 1930s, Marshall represented African-American teachers in Maryland who were receiving only half the pay that white teachers earned. Marshall won equal-pay agreements in nine Maryland school boards and in 1939, convincing a federal court to declare unequal salaries for public school teachers unconstitutional. Marshall also had the satisfaction of working on a case, ​Murray v. Pearson, in which he helped a black man gain admission to the University of Maryland Law School in 1935. That same school had rejected Marshall only five years earlier. NAACP Chief Counsel In 1938, Marshall was named chief counsel to the NAACP in New York. Thrilled about having a steady income, he and Buster moved to Harlem, where Marshall had first gone with his parents as a young child. Marshall, whose new job required extensive travel and an immense workload, typically worked on discrimination cases in areas such as housing, labor, and travel accommodations. Marshall, in 1940, won the first of his Supreme Court victories in Chambers v. Florida, in which the Court overturned the convictions of four black men who had been beaten and coerced into confessing to a murder. For another case, Marshall was sent to Dallas to represent a black man who had been summoned for jury duty and who had been dismissed when court officers realized he was not white. Marshall met with Texas governor James Allred, whom he successfully persuaded that African-Americans had a right to serve on a jury. The governor went a step further, promising to provide Texas Rangers to protect those blacks who served on juries. Yet not every situation was so easily managed. Marshall had to take special precautions whenever he traveled, especially when working on controversial cases. He was protected by NAACP bodyguards and had to find safe housing—usually in private homes—wherever he went. Despite these security measures, Marshall often feared for his safety because of numerous threats. He was forced to use evasive tactics, such as wearing disguises and switching to different cars during trips. On one occasion, Marshall was taken into custody by a group of policemen while in a small Tennessee town working on a case. He was forced from his car and driven to an isolated area near a river, where an angry mob of white men awaited. Marshalls companion, another black attorney, followed the police car and refused to leave until Marshall was released. The police, perhaps because the witness was a prominent Nashville attorney, drove Marshall back to town. Separate but Not Equal Marshall continued to make significant gains in the battle for racial equality in the areas of both voting rights and education. He argued a case before the U.S. Supreme Court in 1944 (Smith v. Allwright), claiming that Texas Democratic Party rules unfairly denied blacks the right to vote in primaries. The Court agreed, ruling that all citizens, regardless of race, had the constitutional right to vote in primaries. In 1945, the NAACP made a momentous change in its strategy. Instead of working to enforce the separate but equal provision of the 1896 Plessy v. Ferguson decision, the NAACP strove to achieve equality in a different way. Since the notion of separate but equal facilities had never truly been accomplished in the past (public services for blacks were uniformly inferior to those for whites), the only solution would be to make all public facilities and services open to all races. Two important cases tried by Marshall between 1948 and 1950 contributed greatly to the eventual overturning of Plessy v. Ferguson. In each case (Sweatt v. Painter and McLaurin v. Oklahoma State Regents), the universities involved (the University of Texas and University of Oklahoma) failed to provide for black students an education equal to that provided for white students. Marshall successfully argued before the U.S. Supreme Court that the universities did not provide equal facilities for either student. The Court ordered both schools to admit black students into their mainstream programs. Overall, between 1940 and 1961, Marshall won 29 of the 32 cases he argued before the U.S. Supreme Court. Brown v. Board of Education In 1951, a court decision in Topeka, Kansas became the stimulus for Thurgood Marshalls most significant case. Oliver Brown of Topeka had sued that citys Board of Education, claiming that his daughter was forced to travel a long distance from her home just to attend a segregated school. Brown wanted his daughter to attend the school nearest their home—a school designated for whites only. The U.S. District Court of Kansas disagreed, asserting that the African-American school offered an education equal in quality to the white schools of Topeka. Marshall headed the appeal of the Brown case, which he combined with four other similar cases and filed as Brown v. Board of Education. The case came before the U.S. Supreme Court in December 1952. Marshall made it clear in his opening statements to the Supreme Court that what he sought was not merely a resolution for the five individual cases; his goal was to end racial segregation in schools. He argued that segregation caused blacks to feel innately inferior. The opposing lawyer argued that integration would harm white children. The debate went on for three days. The Court adjourned on Dec. 11, 1952, and did not convene on Brown again until June 1953. But the justices did not render a decision; instead, they requested that the attorneys supply more information. Their main question: Did the attorneys believe that the 14th Amendment, which addresses citizenship rights, prohibited segregation in schools? Marshall and his team went to work to prove that it did. After hearing the case again in December 1953, the Court did not come to a decision until May 17, 1954. Chief Justice Earl Warren announced that the Court had come to the unanimous decision that segregation in the public schools violated the equal protection clause of the 14th Amendment. Marshall was ecstatic; he always believed he would win, but was surprised that there were no dissenting votes. The Brown decision did not result in overnight desegregation of southern schools. While some school boards did begin making plans for desegregating schools, few southern school districts were in a hurry to adopt the new standards. Loss and Remarriage In November 1954, Marshall received devastating news about Buster. His 44-year-old wife had been ill for months but had been misdiagnosed as having the flu or pleurisy. In fact, she had incurable cancer. However, when she found out, she inexplicably kept her diagnosis a secret from her husband. When Marshall learned how ill Buster was, he set all work aside and took care of his wife for nine weeks before she died in February 1955. The couple had been married for 25 years. Because Buster had suffered several miscarriages, they had never had the family they so desired. Marshall mourned but did not remain single for long. In December 1955, Marshall married Cecilia Cissy Suyat, a secretary at the NAACP. He was 47, and his new wife was 19 years his junior. They went on to have two sons, Thurgood, Jr. and John. Work for the Federal Government In September 1961, Marshall was rewarded for his years of legal work when President John F. Kennedy appointed him a judge on the U.S. Circuit Court of Appeals. Although he hated to leave the NAACP, Marshall accepted the nomination. It took nearly a year for him to be approved by the Senate, many of whose members still resented his involvement in school desegregation. In 1965, President Lyndon Johnson named Marshall to the post of solicitor general of the United States. In this role, Marshall was responsible for representing the government when it was being sued by a corporation or an individual. In his two years as solicitor general, Marshall won 14 of the 19 cases he argued. Supreme Court Justice On June 13, 1967, President Johnson announced Thurgood Marshall as the nominee for Supreme Court Justice to fill the vacancy created by Justice Tom C. Clarks departure. Some southern senators—notably Strom Thurmond—fought Marshalls confirmation, but Marshall was confirmed and then sworn in on Oct. 2, 1967. At the age of 59, Marshall became the first African-American to serve on the U.S. Supreme Court. Marshall took a liberal stance in most of the Courts rulings. He consistently voted against any form of censorship and was strongly opposed to the death penalty. In the 1973 Roe v. Wade case, Marshall voted with the majority to uphold a womans right to choose to have an abortion. Marshall was also in favor of affirmative action. As more conservative justices were appointed to the Court during the Republican administrations of presidents Ronald Reagan, Richard Nixon, and Gerald Ford, Marshall found himself increasingly in the minority, often as the lone voice of dissent. He became known as The Great Dissenter. In 1980, the University of Maryland honored Marshall by naming its new law library after him. Still bitter about how the university had rejected him 50 years earlier, Marshall refused to attend the dedication. Retirement and Death Marshall resisted the idea of retirement, but by the early 1990s, his health was failing and he had problems with both his hearing and vision. On June 27, 1991, Marshall submitted his letter of resignation to President George H. W. Bush. Marshall was replaced by Justice Clarence Thomas. Marshall died of heart failure on Jan. 24, 1993, at age 84; he was buried at Arlington National Cemetery. Marshall was posthumously awarded the Presidential Medal of Freedom by President Bill Clinton in November 1993. Sources Cassie, Ron. â€Å"The Legacy of Thurgood Marshall.†Ã‚  Baltimore Magazine, 25 Jan. 2019.Crowther, Linnea. â€Å"Thurgood Marshall: 20 Facts.†Ã‚  Legacy.com, 31 Jan. 2017.â€Å"Past Recipients Keynote Speakers.†Ã‚  American Bar Association.â€Å"Thurgood Marshalls Unique Supreme Court Legacy.†Ã‚  National Constitution Center – Constitutioncenter.org.

Essay on Imagery of nature in Wuthering Heights - 1363 Words

Imagery of Nature Wuthering Heights is immensely filled with nature imagery. Mathison believes that Wuthering Heights is a â€Å"wild novel† because of its illustration of the wild nature (18). From the moors to the barren landscape, Bronte brings together these images to depict a dreary and desolate setting. Bronte also uses the elements of nature to convey characteristics of characters. Bronte uses the imagery of nature to reflect the personalities of the characters in Wuthering Heights. â€Å"’Wuthering’ is a Yorkshire term for roaring of the wind† which is constantly seen in the weather of Wuthering Heights (Wuthering Heights 316). The weather in Wuthering Heights changes with the mood of the characters or with the mood of the place.†¦show more content†¦An example of Heathcliff’s character associating with storms is the cruelty he shows towards Isabella in their marriage to satisfy his desire of revenge Bronte ) Along with the imagery of nature is the imagery of the elements: â€Å"air, water, earth, and fire.† The imagery of air for Lockwood is very refreshing and accentuates his briskness. Lockwood deals with the closest association of the imagery of air. After reading the names of the shelf of the window and shutting his eyes â€Å"the air swarmed with Catherines† (Bronte 16). Lockwood enjoys the cool, crisp morning the next day at Wuthering Heights where he shakes off the horrible dreams from the night before. Air presents the invigorating personality of Lockwood (Laar 23). Catherine is connected with the imagery of air in a more violent feature. When Catherine chose to marry Edgar over Heathcliff, a violent storm ensued, displaying characteristics of three elements: â€Å"air, fire, and water.† This is symbolic of Catherine’s torn feelings between loving Edgar and loving Heathcliff. The wind on the moors is Catherine’s â€Å"breath of lifeâ₠¬  because the moors fill Catherine with joy (Laar 28). The most noticeable imagery of air for Heathcliff is the â€Å"violent wind† which represents Heathcliff’s violent personality (Laar 30). Examples of Heathcliff’s violent personality are the fights he engages in with Hindley, and the hanging ofShow MoreRelatedWuthering Heights by Emily Brontà « : A Perfect Misanthropist’s Heaven1585 Words   |  6 Pagesartists/authors are brutally honest in how they depict human nature: greedy, sinister, and above all, hopeless. This essential element of gothic, with the inclusion of the supernatural, takes the main stage in Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights. 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Critical Analysis for Management Studies- myassignmenthelp.com

Question: Discuss about theCritical Analysis for Management Studiesand Researches. Answer: Present day managers are of the opinion that motivation can develop the confidence of employees and make them perform better in their work place. They have conducted researches which have shown that managers who motivate Employees with the correct set of tools can help employees in better productivity from them and help them to match with the organization mission as well as vision (Ackah 2015). They will try their best to develop their skills and knowledge so as to meet the expectation of the company. Therefore motivational tools have become one of the most important methods that managers are extensively using now a day to help the employees master their ability and reach the goal of success (Desi and Ryan 2014) The present article are also of the same opinion. They have supported the fact that motivation increases efficiency of the employees but also have provided particular set of motivational tools which are helpful for different categories of employee in increasing their producti vity. The essay will first point out the weakness as well as strength of journal article. This will be followed by a personal opinion and a literature review based on the present topic. The thesis statement that can be identified after going through the entire article is that motivation is an important tool for the development of the efficiency of employee and also helps to increase the productivity and different managers should therefore use different types of motivational tools for different categories of employees for bringing out the best outcome in the organizations. Strength of the article is that the author has chosen a topic of discussion which is finding great importance in the present day business administration. Employees are one of the most important components of the organization and therefore motivation can help them to excel in their career. Secondly, another important strength of the article is that the author has provided a wonderful literature review that has helped to shed a light on the topic of discussion. In the literature review the author that correctly described each and every component of motivational strategies. This can be learnt by the managers which would ultimately help them in guiding the employees and they help them in developing perfect motivational tools which would help them to bring out the best performance. The author had systematically proceeded with the literature review by first defining the term efficiency in a variety of ways as put down by authors over the years (Lazaroiuou 2015). This discussion has followe d the wonderful linking of the word motivation with efficiency and has helped the readers to understand how motivation works for increasing the efficiency and productivity of the employee. Not only that, the paper have also provided a good amount of information for helping managers in order to understand the benefit of motivation on efficiency and productivity in the workplace. For better understanding of the concept of the utility of motivation the author had correctly utilize the bullet points for explaining the benefits so that a clear understanding of the concept can be developed by the reader . It also described the different types of behaviors which should be harbored by the managers for motivating the employees like Listening to Employees attentively, providing them with effective feedback, behaving with them with warmth, expressing concern for the employees, helping them formerly as well as informally and many others. This is one of the strength of the article because it to be helping the managers to understand how they would modify their behaviors in order to bring the best outcome for the employees (Njoroge and Yazdanifard 2014). Moreover another interesting feature of the article is that in order to support the discussion the author had taken into consideration and number of theories which are helping in providing a strong discussion of the utility of motivation. While discussing the theories, the author had written the important principle of the theories within brackets so that the readers can easily understand and link the theories with the present discussion. Therefore it is seen that the author had put put a much greater effort in researching on the topic and give a detailed overview of the importance of motivation for employees in workplace for the readers to understand. The main weakness which has been found in the paper is that it does not follow a sequential procedure for conducting the research. As statistical test which is not discussed properly in the methodology section, it becomes very difficult for the readers to develop an idea from the statistical test. The tests have been represented in a very complicated manner which is not at all reader friendly. It is saying that the author had taken in consideration of three different categories of motivational tools like the economic tools, the psychosocial tools and the organizational tools but they have not mentioned specifically about the different kinds of motivational techniques present in each of the categories of tools. They have made the calculation section extremely difficult for the readers to understand. There is also no proper discussion about the findings of the paper and therefore it does not give the detail of clear idea about the importance of each of the components of the findings. T he author should have discussed it off the result in details so that the readers can connect the findings with the main theoretical approach in the real world (Noe et al. 2014). The conclusion part has been provided the results of the findings but they have not concluded the entire discussion which is very necessary for the reader to develop an understanding of the entire paper. Therefore the discussion and conclusion part of the papers are not supporting the main purpose. It is also see that the research part has a very difficult language and extensive long sentences which makes it difficult for the readers to understand the meaning of the sentence. It can be explained with the help of examples such as Similarly, it has been observed that, the psycho-social tools motivation level of the low income segment is validly high in terms of statistics than the high income segment and the organizational managerial tools motivation level of the middle income segment is validly high in terms of statistics than the high income segment. It is easier for the low income segment to accept and be motivated by the present motivation tools and opportunities, than of the high income segment. A large amount of information has been provided by a single sentence which somehow clouds and overwrites the ideas on to one another and thereby does not provide a clear picture. The author should have provided the information in a tabular chart form so that the readers can easily understand it at one go. The idea provided by the article is indeed very helpful. Different employees often lose enthusiasm to work in their workplace and tend to lose focus over time. Therefore it becomes extremely important for the managers to come out with different strategies so that they can motivate the employees and also at the same time increase the productivity as well as the efficiency of the employees. Increasing the efficiency of the employees automatically increase productivity and therefore different managers should come out with important Strategy which helps in meeting the organizations missions (Pinder 2014). An important correlation exists between employee motivation and their performance and the managers who are likely being able to motivate their employees with higher benefits in comparison to those who do not motivate employees. Motivation can be provided in different ways and managers should go through important articles to find out the evidences about how their behavioral modifications and also how different innovative strategies they can apply in the workplace in order to make the workers motivated and enthusiastic in their work. This will help them to achieve the goals (Schultz 2014). An important article has been put forward by authors like to Chukuwuma, Maduka and Okafar in the year 2014. They had mainly conducted a questionnaire survey in order to understand the perceptions about the managers as well as the junior staff about the benefits of motivation. In the article, the authors have supported the view that motivation is very much beneficial for developing the efficiency of the employees and states that he has found out through his study that overtime allowance, holiday, as well as different types of salary increases act as a motivational tools for employees. It has also been stated that the junior stuff usually prefer financial incentives in comparison to any sort of non financial incentive and therefore the managers should strategize their plans in a form which would help them to provide financial incentives to make the best outcome. Another article which was published by Osabiya as well as Joseph in 2014 has stated that when the employees remain highly mot ivated, they perform function which remains characterized by responsibility, humility as well as efficiency. The authors have also stated that workers who are highly motivated have a greater sense of belonging, achievements as well as recognition in the organization. In such a scenario they are ready to strive more so that they can be sure that they are identified with the organizations Vision and Mission. Seminars, periodic performance reviews workshops as well as basic recognition up on systematic evaluation can be taken up by the managers to motivate the workers in different ways. An article which was published by Wang and Noe in 2014 has stated that incentives can act as an important economic tool as well as accountability can be used as an important organizational motivational tool which can help the employees to get motivated. Employees who have personality traits would show less desirable behaviors like they would be low in conscientiousness and high in neuroticism. However m otivational tools assess the personality traits of such employees and would help them to facilitate knowledge sharing and bring possible outcome Also stated that reward system can also be used which would help them to be motivated and increase the concentration and decrease their impatience thereby increasing open-mindedness. From the entire discussion, it was seen that the author of the article provided the important information which can be followed by budding managers in order to manage the performance of employees. Motivation is now been used as an important people in enhancing the skill and knowledge of people and also helping them to surpass their capacity and reach the organizations goals and also result in development of a sense of accountability and perform better. It is very important for the managers to correctly use the right motivational tools for different types of employee so that the highest benefit can be achieved. All these would help the organization to reach the zenith of success. References: Ackah, D., 2015. The impact of motivation on employee performance in the manufacturing industry in Ghana.Global Journal of Management Studies and Researches,1(5), pp.291-310. Deci, E.L. and Ryan, R.M., 2014. The importance of universal psychological needs for understanding motivation in the workplace.The Oxford handbook of work engagement, motivation, and self-determination theory, pp.13-32. Lazaroiu, G., 2015. Employee Motivation and Job Performance.Linguistic and Philosophical Investigations,14, p.97. Maduka, C.E. and Okafor, O., 2014. Effect of motivation on employee productivity: A study of manufacturing companies in Nnewi.International Journal of Managerial Studies and Research (IJMSR),2(7), pp.137-147. Njoroge, C.N. and Yazdanifard, R., 2014. The impact of social and emotional intelligence on employee motivation in a multigenerational workplace.Global Journal of Management And Business Research. Noe, R.A., Wilk, S.L., Mullen, E.J. and Wanek, J.E., 2014. Employee Development: Issues in Construct Definition and Investigation ofAntecedents.Improving Training Effectiveness in WorkOrganizations, ed. JK Ford, SWJ Kozlowski, K. Kraiger, E. Salas, and MS Teachout (Mahwah, NJ: Lawrence Erlbaum, 1997), pp.153-189. Osabiya, B.J., 2015. The effect of employees motivation on organizational performance.Journal of public administration and policy research,7(4), pp.62-75. Pinder, C.C., 2014.Work motivation in organizational behavior. Psychology Press. Schultz, P.W., 2014. Strategies for promoting proenvironmental behavior.European Psychologist. Wang, S., Noe, R.A. and Wang, Z.M., 2014. Motivating knowledge sharing in knowledge management systems: A quasifield experiment.Journal of Management,40(4), pp.978-1009.

Stolen exemplifies Essay Example For Students

Stolen exemplifies Essay Stolen, by Jane Harrison, is written to educate people as to how the Stolen Generation affected Aboriginals lives. Harrison uses several methods to portray typical paths through life that Aboriginal children of the Stolen Generation faced. Therefore it is imperative to examine Harrisons use of characters, style, action and setting description as her vehicle for promoting her ideas about social justice. These are that every person should be treated equally. The Stolen Generation is a term used to describe children of Aboriginal descent that were forcibly removed from their Indigenous Aboriginal families by Australian governments throughout the late 19th century and the early 20th century. Their removal was part of a plan to integrate half Aboriginal and half European children into European society. Social Justice is the equal division of human rights and opportunities between race, gender and religion. Harrison integrates these two to show the inequalities experienced by families and their children during the Stolen Generation. We will write a custom essay on Stolen exemplifies specifically for you for only $16.38 $13.9/page Order now Harrison uses setting frequently throughout the play as symbols for the things that Aboriginal children of the Stolen Generation face throughout their lives. During the play, each character carries a suitcase with them as Harrison employs this to emphasise the baggage (line 7 Pg x) that the Aboriginal children of the Stolen Generation had to carry with them throughout their lives. The five main characters of the play also sing childrens songs as each of the children come back from their outing on the weekend. This emphasises the childrens age at the beginning of the play and their loss of culture and identity as the play progresses. Harrison uses this to show how the children coped with abuse and she incorporates darker themes within the lyrics as the play progresses, What did he do to ya? / I promised not to tell (lines 12 13 Pg 15). This further highlights the childrens loss of innocence. Harrison also uses these songs to highlight Aboriginal culture, emphasising that it is impossible to erase. Furthermore, the ringing of the bell in Stolen underlines how strict, and in some cases brutal, children of the Stolen Generation were treated when adopted or fostered into European homes. Similarly the hospital beds present in the play signified the regimented way in which the children were treated, as each hospital bed does not allow you to move inside of it. The beds were also moved throughout the performance to show each of the children did not have a place to rest; they were always on the move. The fact that the beds were moved throughout the whole performance was a message to show how Aboriginals of the Stolen Generation never had a place that feels like home. Finally, Harrison uses a filing cabinet as an authoritative message to illustrate how the documents controlling the childrens lives were not available to the children. This highlights how most Indigenous Aboriginals were almost always kept in the dark about their biological, Aboriginal families. This shows that even in this day many Aboriginal people still have not been able to regain lost information about family members. This illustrates the beginnings of what the children of the Stolen Generation had to face. Harrisons use of characters in Stolen exemplifies several common paths followed by stolen children of Aboriginal descent to further highlight their injustice. Firstly, Anne illustrates the purpose of what the European people wanted to happen. However her life is still torn apart by learning that her real family is Aboriginal, My mothers dying and she wants to see me. My real mother. I just cant do it, not right now (line 18 19 Pg 16). This shows that even if what the European society wanted to happen, it still tore peoples live apart realising that they had Aboriginal origins. Sandy illustrates another typical lifestyle of an Aboriginal child stolen from his parents. .u60563fc97f4ca5f7cdf5922647070ae5 , .u60563fc97f4ca5f7cdf5922647070ae5 .postImageUrl , .u60563fc97f4ca5f7cdf5922647070ae5 .centered-text-area { min-height: 80px; position: relative; } .u60563fc97f4ca5f7cdf5922647070ae5 , .u60563fc97f4ca5f7cdf5922647070ae5:hover , .u60563fc97f4ca5f7cdf5922647070ae5:visited , .u60563fc97f4ca5f7cdf5922647070ae5:active { border:0!important; } .u60563fc97f4ca5f7cdf5922647070ae5 .clearfix:after { content: ""; display: table; clear: both; } .u60563fc97f4ca5f7cdf5922647070ae5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u60563fc97f4ca5f7cdf5922647070ae5:active , .u60563fc97f4ca5f7cdf5922647070ae5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u60563fc97f4ca5f7cdf5922647070ae5 .centered-text-area { width: 100%; position: relative ; } .u60563fc97f4ca5f7cdf5922647070ae5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u60563fc97f4ca5f7cdf5922647070ae5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u60563fc97f4ca5f7cdf5922647070ae5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u60563fc97f4ca5f7cdf5922647070ae5:hover .ctaButton { background-color: #34495E!important; } .u60563fc97f4ca5f7cdf5922647070ae5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u60563fc97f4ca5f7cdf5922647070ae5 .u60563fc97f4ca5f7cdf5922647070ae5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u60563fc97f4ca5f7cdf5922647070ae5:after { content: ""; display: block; clear: both; } READ: Juan Gris EssaySandy was stolen at an older age and so remembers his Aboriginal past, this makes it hard for him to forget his Indigenous heritage. Sandys heritage shows in his willingness to keep the group together. Harrison uses this to demonstrate how Aboriginal heritage can never be lost. Shirley illustrates the continuing cycle of the Stolen Generation; she was taken as a child and lives to see her own children taken away from her. This shows the devastating and everlasting effect that children of the Stolen Generation have to go through throughout their lives; it continues throughout generations and can destroy a life twice. Ruby is one of the horror stories of the S tolen Generation; she was beaten and abused as a child and lives to be a housekeeper that develops a mental illness. This illustrates a common sight with children involved in the Stolen Generation. Ruby was abused by her foster parents, What did he do to ya? / I promised not to tell (lines 12 13 Pg 15). This greatly affected the outcome of the rest of her life, highlighting the horrors experienced by children of the Stolen Generation are carried with them throughout their lives. Indifferently, Jimmy showcases the worst case scenario that the children involved in the Stolen Generation were to go through. Jimmy was a rebel and the foster parents did not want or like rebels so Jimmy was beaten and abused. This grew Jimmys hate towards Europeans and this drives him to commit crimes and eventually he takes his own life in jail. This highlights the large toll that being involved in the Stolen Generation inflicts on lives. It has affected many Indigenous Aboriginals deeply enough that they have had to resort to taking their own lives. Harrison also uses action to show that injuries experienced by children of the Stolen Generation do not necessarily have to be physical. Action, both physically and psychologically, is used throughout this play to highlight misconceptions and illusions about the Stolen Generation. Firstly, Annes realisation of her Aboriginal heritage destroys her world, as her adopted family brought her up to be white. The purpose of this was to show that even when Aboriginal children of the Stolen Generation were accepted into a good European homes it still tears their lives apart from finding out about their Aboriginal heritage. This illustrates to people that even though some Aboriginal children were placed into good foster families it still destroyed their lives finally learning that they had Indigenous heritage. Also, Jimmys suicide while in custody highlights modern day events which outrage Aboriginal communities. Harrison integrates this into the play to show misconceptions about the total effect that the Stolen Generation inflicted. Furthermore, Jimmys willingness to meet his mother occupies him even in death, Im finally going to meet my mother, (line 7 Pg 36). This illustrates that even in death children of the Stolen Generation were thinking about going home. Additionally, this highlights common Aboriginal beliefs of afterlife. These are that after death Aboriginals reunite with lost ancestors. Harrison uses this to emphasise that Aboriginal heritage can never be lost. Another factor which Harrison uses to show that Aboriginal heritage can never be lost is through song. Aboriginal culture is heavily involved with song; however Harrison uses song in this context to show how Aboriginal children of the Stolen Generation never had the chance to make their own choices. This is apparent through job choices, And what are you going to be when you grow up? / A nurse! / No, (lines 21 22 Pg17, lines 1 -2 Pg 18). Harrison continues this repeatedly to emphasise how Aboriginal Children were never given a choice. This is further emphasised, A domestic? / Yes! (lines 19 20 Pg 18). This highlights how Aboriginal children who were put into foster families were forced to work as domestics. Harrison also utilises style to further emphasise how Aboriginals lacked choice. .ud6444f0c9f3e236c98637eebe2173581 , .ud6444f0c9f3e236c98637eebe2173581 .postImageUrl , .ud6444f0c9f3e236c98637eebe2173581 .centered-text-area { min-height: 80px; position: relative; } .ud6444f0c9f3e236c98637eebe2173581 , .ud6444f0c9f3e236c98637eebe2173581:hover , .ud6444f0c9f3e236c98637eebe2173581:visited , .ud6444f0c9f3e236c98637eebe2173581:active { border:0!important; } .ud6444f0c9f3e236c98637eebe2173581 .clearfix:after { content: ""; display: table; clear: both; } .ud6444f0c9f3e236c98637eebe2173581 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud6444f0c9f3e236c98637eebe2173581:active , .ud6444f0c9f3e236c98637eebe2173581:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud6444f0c9f3e236c98637eebe2173581 .centered-text-area { width: 100%; position: relative ; } .ud6444f0c9f3e236c98637eebe2173581 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud6444f0c9f3e236c98637eebe2173581 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud6444f0c9f3e236c98637eebe2173581 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud6444f0c9f3e236c98637eebe2173581:hover .ctaButton { background-color: #34495E!important; } .ud6444f0c9f3e236c98637eebe2173581 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud6444f0c9f3e236c98637eebe2173581 .ud6444f0c9f3e236c98637eebe2173581-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud6444f0c9f3e236c98637eebe2173581:after { content: ""; display: block; clear: both; } READ: Opening an-inground swimming p EssayHarrisons use of style further emphasises disadvantages experienced by Aboriginals of the Stolen Generation. Harrison structures each characters journey throughout the play differently. This develops individual narratives within the play which highlight constantly changing scenarios which each character has to deal with. This highlights how each character had to cope with their troubles individually. This forced them to further distance themselves from childish nature, forcing them to become adults. Harrison uses this to highlight the social injustice faced by Aboriginal children of the Stolen Generation. Harrison also distinguishes between each characters meeting of their mother at the end of the play. Harrison uses this to show that each childs experience throughout the period of the Stolen Generation. However, Harrison integrates the loss of time within all of the characters meetings to highlight things that can never be regained. This is used to show that the social injustice faced by Aboriginal children of the Stolen Generation can never heal. Harrison uses Stolen to illustrate the social injustice faced by Aboriginal children of the Stole Generation. This is highlighted through her use of characters, style, action and setting description. Harrison interlinks these styles by incorporating a theme of negligence into each aspect of her play. Social justice is the equal division of human rights and opportunities between race, gender and religion, Harrison integrates her ideas that everybody should be treated equally into Stolen.