Giuseppe Peano Essay Example for Free

Giuseppe Peano Essay Giuseppe Peano spent most of his career in teaching mathematics at the University of Turin in Italy. He was a fanatic of mathematics who contributed many ideas to mathematical logic but later on gave more focus on symbolic logic and developing auxiliary languages. He wrote his mathematical ideas and logic in 200 books and papers (Giuseppe, 2006). Peano was born on August 27, 1858 to a poor family in an Italian farm in Spinetta, near Cuneo, Italy. He graduated with high honors in the degree of Mathematics at the University of Turin wherein he later worked as its mathematics professor starting in 1880. At the same time in 1886, he was also employed in the Royal Military Academy. Peano’s contribution to mathematics includes differential equations and vector analysis and his famous space-filling curve that contradicts some of the existing axioms and concepts of mathematics in his time (â€Å"Guiseppe†, 2006; Golba, 2007). Another contribution of Peano was in the development of symbolic logic. He introduced many symbols, such as the symbol which means â€Å"belonging to the set of† that is still used in science and math today. Peano had reasoned that the ambiguity of the ordinary language in his time tends to hamper the progress in the development and study of mathematics therefore he proposed many symbols to use for a much easier learning and universal understanding. He believed that the scientific community needed a universal language so that anybody who spoke different languages may understand each other through it. In 1891 and for the next fifteen years , Peano worked on a project he called Formulario Project or better described as an Encyclopedia of Mathematics† that proposed to use mathematical symbols by publishing all the 4200 symbolized formulas and symbols of science using his invented standard notation (â€Å"Guiseppe†, 2006; Golba, 2007) . Peano became an active promoter of auxiliary language. In the second International Congress of Mathematicians in Paris in 1900, (right after the First International Conference of Philosophy where he was a member of the patronage committee), he presented a paper that touch on the subject of how to correctly form definitions in mathematics, including the question of â€Å"how do you define a definition? in the first place. This of course is made to arouse an interest and a need for an auxiliary language. By now, Peano’s main interest and quest (for the rest of his life) had shifted to this philosophical view to such an extent that he had neglected his calculus (â€Å"Guiseppe†, 2006; Golba, 2007). The popularity of Peano’s symbolic logic had prompted a resolution in a mathematics conference calling for the formation of an international auxiliary language to spread its mathematical and commercial idea. In 1903, Peano presented his work of a universal auxiliary language called Latino sine flexione, (Latin without flexions, eventually recognized as Interlingua) which uses the popular and widely known Latin vocabulary but stripped of its grammar and without its â€Å"irregular and anomalous forms† (â€Å"Guiseppe†, 2006; Golba, 2007). In 1908 Peano became a director of the Academia pro Interlingua in Turin, a congress that was set up in order to study and develop auxiliary languages. At the same time, he published the fifth and final edition of the Formulario project (â€Å"Formulario Mathematico†) with all proven theorems in 516 pages. This project had not been much of a success at that time since it was published in Peano’s new Latino sine flexione language which nobody really understood (Golba, 2007). Even with the opposition against Peano and his subsequent resignation in the Military Academy due to the students’ resentment of having to learn his mathematical symbols which they reasoned they will never use in real life, by 1910 Peano continued to develop and promote auxiliary languages. He remained to teach in the University of Turin until his death of a heart attack on April 20, 1932. Peano got married in 1887 but he was childless (â€Å"Guiseppe†, 2006; Golba, 2007).

Morton and Frith Causal Model Dyslexia

Morton and Frith Causal Model Dyslexia Despite different definitions of dyslexia, expert views very largely agree on two basic points. First, dyslexia is identifiable as a developmental difficulty of language learning and cognition. Secondly, the long running debate about its existence should give way to building professional expertise in identifying dyslexia and developing effective ways to help learners overcome its effects(Rose, 2009: 9). There are many complex issues to consider in developing an appropriate definition of dyslexia. One of this is that there is no specific blood test or brain imaging result that can offer a diagnosis. There is a range of different assessments both written and performance actions which are based on the opportunity to compare performance of different formats (Mc Kendree et al., 2011). Firstly, elaboration of the influential causal modelling framework of Morton (1985) is a major tool as it analyses the learning difficulties from the perspective of biological causes, cognitive difficulties and behavioural influences. According to Morton (1985) these bio-psychosocial factors are interconnected and play an essential role towards the syndrome called dyslexia. Based on this model, I will specifically focus on various traditional and innovative assessments of reading comprehension and phonological awareness, including standardized tests, informal reading inventories, observations and retellings. Phonological awareness is a vital part in learning to read (Robelo, 2000). There are strong correlations between phonological awareness and initial reading, much replicated, and have been obviously affirmed (Gillam, McFadden, 1998 cited in Robelo, 2000). Because of the correlation that exists between reading and phonological awareness and the need to identify children at risk for reading failure, numerous tasks have been developed to assess a childs knowledge of phonological awareness (Robelo, 2000). Therefore, children need two significant skills in order to read successfully; ph onics and language comprehension. Regarding the issue of choice of assessments there are a lot of arguments. Indeed, there are some advantages and limitations as far as using these measures is concerned and we should examine these measures before reaching a conclusion. Also, before conclusion it is important to note that failure to identify and address dyslexia early, can have a cumulative effect. Mortons Model (Causal Model for dyslexia) According to the British Dyslexia Association (BDA, 1996): Dyslexia is a complex neurological condition which is constitutional in origin. The symptoms may affect many areas of learning and function and may be described as a specific difficulty in learning, spelling, and written language. One or more of these areas may be affected. Numeracy, notional skills (music), motor function and organizational skills may also be involved. However it is particularly related to mastering written language, although oral language may be affected to some degree (cited in Ott, 1993).Dyslexia as a precise developmental disorder raises interesting issues about the structure of the usually developing mind (Frith, 2009:191). Accordingly Morton and Frith(1995) the phrase causal model is used to describe the origins of a disorder (Krol et al., 2004). Causal model is related to the biological and cognitive origins of developmental disorders and in this way, records are being kept of the a range of levels of description -biological, cognitive, and behavioural. Morton and Frith (1995) distinguish three levels of description, the biological level, the cognitive level and the behavioural level; there is a separate space for environmental influences which can interact at the three levels. Using the biological level, the genetic factors, the brain conditions, and causal links between the two can be described. In this level we can also include the influence of environmental factors, for example, birth complications on brain conditions (Krol et al., 2004). In the cognitive level, affective as well as cognitive factors, can be incorporated. An affective factor would be usually placed at the intermediate cognitive level, although Morton and Frith highlight that affect can also be defined at the biological level as a physiological reaction or defined at the behavioural level as the expression of the affect, such as the facial expression. On the other hand, due to the fact that the internal process which interprets feeling seems to be significant in explaining how affect can have meaning, affect processing is placed at the cognitive level. At the behavioural level, the behavioural descriptions of the disorders are also stated. These are the behaviours we can directly observe and where the causal flow of the model finally leads, e.g., poor reading. (Krol et al., 2004:729). By describing the behavioural level itself does not give a reason why an individual might have a certain problem, such as why a child has problems in reading. causal model includes explanation for a disorder which is a function of the interaction of factors at the cognitive and the biological levels and from the environment. Some of these factors will be of developmental significance, others will describe current processing. The cognitive level cannot be observed directly, but is in fact assessed at the behavioural level. UK Context Assessments of dyslexia Before the investigation of assessments methods, this piece of paper will explore the major perspectives and changes of special and inclusive education, literacy difficulties and how legislation is applied in the educational system of UK. In these changes, the significant Acts for the development of SEN are included, such as the Warnock Report(1978). The Warnock Report(1978) highlighted the commonality of educational aims for all children irrespective of their abilities or disabilities. Furthermore, it recognized disabled learners right to be educated in mainstream schools, thus opening the way to the idea of inclusion (Warnock, 2005). Some of the international conventions and statements that have asserted the principles of inclusive education which influenced the UK policy are stated below: the UN Convention on the Right of the Child (UNICEF,1989) which states that inclusive education should be the goal for the education of children with disabilities. The Salamanca Statement and Fra mework for action on Special Needs Education (UNESCO,1994) were also important steps for the development of SEN, which ensures that all their educational policies specify that disabled children could also attend their neighbourhood school which would be the same even if there were no disabilities. The Salamanca Statement(UNESCO,1994) has also been seen as something of a watershed in enhancing the prospects for inclusion throughout the world (Farell, 2001:6). The United Nations Convention on the Rights of persons with disabilities (UN, 2006) was ratified by the UK government in 2004 which requires state parties so that to have an inclusive education system at all levels. The problematic nature of integration coupled with the statements made at the World Conference in Special Education (UNESCO,1994) led to the emergence of inclusive education in England. Another significant development in high quality intervention for children with literacy and dyslexic difficulties was the Rose Review Report (2008). The childrens plan (DCSF,2007), made it clear that the government wants every child to succeed; the ability of each child to read well is a key to success in education and an essential life skill. Moreover reading and writing are two terms closely related and both on the development of childrens speaking and listening capabilities. According to Rose Review(2008), in order to overcome dyslexia and other developmental difficulties of language learning there must be highly quality provision for securing literacy for all children, especially in primary schools. In addition, in order to develop high quality interventions for children with literacy and dyslexic difficulties, well trained, knowledgeable teachers and support staff will be required (Rose Review, 2008). In England and Wales government policies have affected, in many ways for the better, dyslexic people who must learn: structured and phonic approaches are specified in the National Curriculum (Cooke, 2001). The rationale stressed the responsibility of the class teachers by identifying and meeting the individual childs needs in primary schools (Cooke, 2001). According to Gaynor et al., (2011:176 cited in Mckendree et al., 2007) a significant first move to helping children with specific learning difficulties such as dyslexia was an accurate identification and after the identification there is a variety of different assessments both written and performance based opportunity to compare performance of different formats. As Paris Hoffman state (2004:6 cited in Oakley Barratt-Pugh,2007) assessments of reading in the early years can supply several purposes: it can identify children who need extra support; it can provide information for reporting  purposes; and it can inform teachers a s to the effectiveness of their teaching strategies and programs for meeting literacy outcomes. Assessments can be provided through a variety of assessments tools, techniques or data collection methods, often called assessments, instruments, tools or measures (Oakley Barratt-Pugh,2007). Phonological awareness The first part of assignment will be based on the question: How is phonological awareness (PA) best measured? Before examination on assessments methods of PA should begin with a definition. It is widely accepted that the lack of PA, the ability to detect and control the finer phonological units in either spoken or mentally recalled words, is the main shortage in developmental dyslexia (Seki et al., 2008). According to Muter et al., (2004:194 cited in Rose Review), PA is defined as the ability to recognize and manipulate the sounds in words, and is recognized as a key base skill for early word-level reading and spelling development. The Rose Report (2008) recommended that all children should be taught to read using phonics, taught discretely and systematically within a curriculum rich in language and literacy. After the Rose Review current implementation of phonics taught in English schools recommends systematic assessment of basic skills on a regular basis during the 3 years of instr uction. As Eisele and Jordan claim (2002:103 cited Oakley Barratt-Pugh, 2007) there are several ways in which to assess phonological awareness, and which method to employ will depend upon factors such as the number of children to be assessed, the amount of information the teacher already has about the child, and the amount of time available in which to carry out the assessments.  According to Lancashire Primary Literacy (undated) childrens phoneme knowledge and ability to segment and blend are better to be measured individually, as their progress may not be adequate, or well ascertained in the group activities. As stated by Yopp (1988) a combination of PA measures will be the best recipe for validity and reliability. In my point of view, one of the most helpful measures assessing PA is the use of phonic phases. Teachers may have a variety of activities for each phonic phases, however teachers should use motivating activities each time to encourage children, in order to have a quick re ference and overview. According to The Department for Children, Schools and Families (DCSF) (2008) teachers are expected to track pupils progress through a series of developmental phonic phases, with each phase being quantified by a number of phonic-related skills. The phases move from sensitivity to rhyme and alliteration at Phase 1 to confident and flowing use of letter sound knowledge for reading and spelling unfamiliar words at Phase 6 (Snowling et al., 2011: 159). Activities that can support learning in Phase 1-5 are: storytelling, linking letter shapes with phonemes, blending and segmenting long vowel phonemes (given by Lancashire Primary Literacy). This measure had a number of strengths and limitations too. The variety of the phonics activities make the method more reliable and valid to the users, and there is a plenty of choices each time. An additional advantage of this method is the factor of time, because teachers have the ability to design their lesson plan by setting th e time limit themselves whereas at the same time this could be a disadvantage because it could also be time consuming. As Konza (2006) claims most of  the phonological awareness capabilities and skills can be assessed using informal assessments. However, if screening or informal assessment methods find difficulties, formal and diagnostic assessment, should be carried out (Oakley and Barratt-Pugh, 2007). An additional measure of assessing phonological awareness is the Yopp-Singer (1992) test; the purpose of this test is assessing phoneme segmentation abilities. This assessment is consisted of 22 single syllable words, which children are asked to segment into individual sounds. This assessment is not normed, but competency  benchmarks are suggested. It is quick to administer and they can provide important information on which instruction can be based (Oakley Barratt-Pugh, 2007). Reading Comprehension The second section of the essay will be referred to the next language and literacy difficulty that children may face from kindergarten and that is reading comprehension. During the period of the last 15 years, great progress has been made to the area of reading, and particularly in reading comprehension. But what is reading comprehension? How is reading comprehension best measured? According to Farr (1992 cited in Carver, 1972: 292) reading comprehension can be defined as thought communication process which involves two primary components, the rate at which the thoughts are received and the accuracy with which the thoughts are understood. The end product of these two components is the efficiency with which the thoughts are communicated. Reading comprehension is one of the most commonly assessment methods across all the stage of ages, when it comes to educational skills (Svetina et al., 2011). In order for someone to be an efficient reader they must have a set of phonemic awareness an d phonemic skills that allow for new words to unlock. According to National Centre for Learning Disabilities, children might face trouble when reading in the late grades if they lack phonemic awareness. In addition, childrens reading could be improved in identifying the phonemes in words by using simple techniques. In this piece of paper, various traditional and innovative reading comprehension assessment measures will be critically analyzed, including formal and informal methods such as standardized tests, observation and informal reading inventories. Each technique has its relative strengths and weaknesses. According to Gunning (2002) whatever the method of reading comprehension is the material which is given to students to be read, must be at their instructional level in order to be read with an adequate fluency. If the student cant read at least 95% of the words, they will have a lot of trouble when reading. The first technique of reading comprehension which will be explored is standardized tests. What is being measured by standardized tests to measure reading comprehension? Do these tests measure comprehension accuracy? What are the strengths and weakness of this technique? Standardized tests are planned in a way which, questions, conditions for directing process to set the scores are accurate and are scored in a fixed and standard way (Popham, 1999). Standardised tests are administered and scored in a structured, prescribed way to ensure consistency and reliability. Such tests often have scripts that are read out by the teacher / administrator. Standardised tests may be norm-referenced or criterion-referenced and they are always formal assessments. As suggested above, the use of  standardised tests needs careful consideration as many are based on the assumption that literacy is a set of skills that a child has or needs to acquire. In addition, because, they are normative they ar e often used as an indication of a childs overall ability rather than an indication of what is yet to be learned. Therefore the cost and the time are some of the strengths of standardized assessments. At the same time, most assessments are scored easily by computer and not by people. In my point of view, this is an assessments limitation, because tests should be scored by a human and not by a device. As mentioned above there is a number of variety of assessments of reading comprehension. The next reading comprehension method is the classroom assessment practises, that are specially informal reading assessments (observation). As Buhagiar states (2007 cited in Oakley Barratt-Pugh, 2007:10) informal assessments rely on skilful, knowledgeable teacher construction and interpretation and are often regarded as more authentic than standardised and or commercial assessments. Most informal assessments of reading comprehension take place in school or classroom as teachers and assessment specialists select or construct methods to estimate and summarize student performance (Leslie Caldwell, 2008). Teachers use a variety of methods to assess student learning at quite a few points in any semester using common techniques for instance end-of unit tests, quizzes of various types but some alternative classroom assessment are less obvious (Snow, Grifà ¯Ã‚ ¬Ã‚ n, Burns, 2005). There are some infor mal and different assessments options which are considered to be the core for the successful assessments of learning, such as student observations, self reporting measures, performance inventories, group work, interviews and they usually provide converging indication over time for the appropriate total assessment at the end of the school year (Snow et al., 2005). Each general type of informal assessment category can be carried out by means of several precise tasks and in different formats. Teachers and administrators have the responsibility to concentrate on appropriate tasks and interpretations of tasks outcomes so that students are not assessed unfairly, despite the informal assessment method used (Snow et al., 2005). In my point of view, the use of informal assessments methods of reading comprehension is more reliable and realistic than using the stereotypic testing formats like standardized assessment methods. There is a range of advantages using informal methods, for instance, they are fairly simple and straightforward using these methods by teachers, and they can gain a lot of important information about childrens progress (Snow et al., 2005). Furthermore, informal tests should function in a way which provides more objective assessment than after-the-fact judgment or overall subjective assessment (Snow et al., 2005). As claimed by Moss (2003:9 cited in Leslie Caldwell, 2008) evidence for the validity of classroom assessments include the match between instructional objectives and classroom instruction as well as the extent to which an assessment contributes successfully to the teaching and learning process .Additionally, the reliability of assessments methods responds to the stage of, which assessment creates reliable measurement with regards to different scorers or contexts (Salinger, 2003 cited Leslie Caldwell, 2008). Classroom assessments permit a much wider range of tasks and student observations (Snow et al., 2005). Observation has an advantage over verbal reports in that they supply the observer with proof of what children actually do (Baker, 2000 cited in Klinger, 2004). Students might be observed during independent reading time or while they are in smaller groups, peer or cross age tutoring or cooperative learning activities (Klinger, 2004). Teachers value the observation as a useful instrument and feel that district assessments are less helpful than examining students written work, listening, asking questions and talking anecdotal records (cited in Leslie Caldwell, 2008). On the other hand as, Snow et al., (2005) assert, that in a classroom assessment, students may feel that they do not achieve well, therefore teachers may be disappointed by a specific performance by a student. An additional limitation of using observation method is that they can be time-consuming (Klinger, 2004). Furthermo re, it can be complicated to find out what is causing a child to behave in a certain way. It is significant to exercise caution when taking observation notes and to identify that there can be many alternative explanations for a childs action (Klinger, 2004). Another promising practise for examining reading comprehension is the use of oral retelling. Retelling a story requires a student to sequence and restructure events and major sources presented in text (Hanse, 1978). In addition, retelling assesses a students ability to rely on memory for accurate details and to relate them to some organized significant model (Klinger, 2004). Burns and Roe (2002) suggest that asking students to recall and retell text is a precious measurement tool. An advantage of retelling is that the teacher is able to know what the student understands. However, a disadvantage is that retelling must be conducted individually and therefore are time-consuming to score. The above elements illustrate that by using a combination of different measures such as: observation, retelling, informal reading inventories, think-aloud and standardized tests might be the best way to assess reading comprehension and phonological awareness (Klinger, 2004). However, due to concerns about the low level of validity and reliability of  informal assessment types, in some circumstances, teachers may need to triangulate results with other assessment types to ensure as high a degree of  veracity as possible (Oakley Barratt-Pugh, 2007:11). Through combinations of approaches, we can learn more than just identifying whether students can read a passage or reply to reading comprehension questions accurately. Conclusion This essay enabled me to obtain valuable insights with regards to the assessments methods of phonological awareness and reading comprehension. As mentioned above, these two skills are significant in order to read successfully and there is a strong correlation between these skills. Due to this correlation, numerous assessments methods have been developed to assess a childs knowledge of phonological awareness and reading comprehension (Robelo, 2000). Each technique has its relative strengths and weakness. The point is that assessment, no matter the context, is serious business and must be handled with care, purpose, and exercise (Snow et al., 2005: 363). Taking this into account, I assume that teachers must be very careful with the choice of methods for reading comprehension and phonological awareness, and each assessment method should be examined cautiously and the needs of each child, should be considered thoughtfully. In my point of view, classroom assessments and especially informa l methods of reading comprehensions have more advantages than using formal assessment methods such as, standardized tests. With classroom assessment methods, teachers have an overall view for the childs progress; on the other hand I think that standardized tests are not so reliable and may have impact on the childs life, as a mother stated. As mentioned above, in order to assess young childrens reading in a fair, valid, comprehensive, educative and explicit way (Curriculum Council, 1998), it is necessary to assess children by multiple methods, in multiple contexts, on an ongoing, cumulative basis, preferably as a part of the normal teaching and learning context (Oakley Barratt-Pugh, 2007:99).

The Mouse and His Child :: American Literature

The Mouse and His Child, by Russell Hoban, is a melancholy fable about a wind-up pair of tin mice that explore various themes such as hope and perseverance. However, the prevailing lesson taken from this book can be found in the way that Hoban employs his cast of wind-up toys to advocate the importance of the family unit. The story begins with the family together, but it is divided and they go out in separate directions. The father mouse and his child have different views on what to do after the break up of the family. The father's goal of self-winding is a wish for independence, while his child only wishes to bring the family back together. In fact, when the child tells Frog, "I want to find the elephant, I want her to be my mama, and I want the seal to be my sister..." (35), the father is flabbergasted since he was not aware of his child's desire. However, since they are bound together with the father mouse pushing the child along, the father's dream of self-winding/independence takes priority. Hoban cleverly uses the dialogue of the father mouse to show that the family broke up because of differences between the father and mother. In reply to his child's desire to go look for the elephant/mama and the seal/sister, the father says, "I cannot imagine myself being cozy with that elephant." (46) Yet the father humors his child and goes in the direction that they believe may lead them to the seal/sister and elephant/mama saying, "Finding the elephant would be as pointless as looking for her, but since I cannot convince you of that, ... we shall (at least) see something of the world" (47). While the elephant/mama had grown accustom to her royal lifestyle at the dollhouse in the store, she began to be snooty to her family. In replying to why she had been at the store so long she stated, "I'm part of the establishment...and this is my house." (5). It is not until she has been separated from her possessions and the family that she realizes how well off she was when the family was together. When she sees the father and child cutting the tree, she is "completely overwhelmed" (127). Until then she had only thought of herself. She realizes the error of their split as "a world of love and pain was printed on her vision" (128).

What Caused The Downfall of Sparta? :: Ancient Greece Greek History

What Caused The Downfall of Sparta? Hypothesis: Sparta collapsed because they did not allow the helots to fight in battle The Beginning of Sparta In about 100 BCE, the Dorians invaded Greece from the North. During the Dark Ages, the Dorians made their way south, capturing the inhabitants of the lands they passed through as helots. At the beginning of the Dark Ages, it is thought that there were many Dorian settlements in Laconia, each with their own helot population. At some time during the Dark Ages, Sparta overtook these fellow Dorian settlements and their helot populations, as well as control of the whole of Laconia. The Spartans kept the helots as a huge, strong slave race and, although they did not enslave their fellow Dorians, the other Dorians were made perioci, meaning "those who live round about". The perioci were needed to be the craftsmen, tradesmen and manufacturers for the Spartans, who were trained as full time soldiers. At the end of the Dark Ages, there was nothing exceptional about Sparta (except her control of the helot population) but from about the middle of the 6th Century BCE, Sparta gradually turned away from the rest of Greece. They no longer welcomed visitors, cut their trade ties, stopped building ships and when the rest of Greece began using coins instead of iron spits, Sparta continued to use the spits. Sparta still had poetry and music, but instead of listening to new poems and songs, they learned only the compositions of the past, and new poets and musicians were not welcomed. Sparta still produced pottery and metal work for every-day use, but it was of poorer quality than the work of other cities. Spartans no longer participated in athletic festivals in other parts of Greece and the whole city became secretive and withdrawn, refusing to communicate with the rest of Greece. Education The Spartans were raised and educated to be perfectly obedient and obey the state without question. Spartan education had no interest with literature, intellectual or academic activities and did Spartans were not taught subjects like mathematics, science or geography. Even as babies, Spartiates were treated harshly - they were made to eat whatever food they were given, left alone, left alone in the dark, and it is probable that no attention was paid to babies when they cried. A Spartan Boy's education as a soldier began when the boy was about 7 or 8 years old. What Caused The Downfall of Sparta? :: Ancient Greece Greek History What Caused The Downfall of Sparta? Hypothesis: Sparta collapsed because they did not allow the helots to fight in battle The Beginning of Sparta In about 100 BCE, the Dorians invaded Greece from the North. During the Dark Ages, the Dorians made their way south, capturing the inhabitants of the lands they passed through as helots. At the beginning of the Dark Ages, it is thought that there were many Dorian settlements in Laconia, each with their own helot population. At some time during the Dark Ages, Sparta overtook these fellow Dorian settlements and their helot populations, as well as control of the whole of Laconia. The Spartans kept the helots as a huge, strong slave race and, although they did not enslave their fellow Dorians, the other Dorians were made perioci, meaning "those who live round about". The perioci were needed to be the craftsmen, tradesmen and manufacturers for the Spartans, who were trained as full time soldiers. At the end of the Dark Ages, there was nothing exceptional about Sparta (except her control of the helot population) but from about the middle of the 6th Century BCE, Sparta gradually turned away from the rest of Greece. They no longer welcomed visitors, cut their trade ties, stopped building ships and when the rest of Greece began using coins instead of iron spits, Sparta continued to use the spits. Sparta still had poetry and music, but instead of listening to new poems and songs, they learned only the compositions of the past, and new poets and musicians were not welcomed. Sparta still produced pottery and metal work for every-day use, but it was of poorer quality than the work of other cities. Spartans no longer participated in athletic festivals in other parts of Greece and the whole city became secretive and withdrawn, refusing to communicate with the rest of Greece. Education The Spartans were raised and educated to be perfectly obedient and obey the state without question. Spartan education had no interest with literature, intellectual or academic activities and did Spartans were not taught subjects like mathematics, science or geography. Even as babies, Spartiates were treated harshly - they were made to eat whatever food they were given, left alone, left alone in the dark, and it is probable that no attention was paid to babies when they cried. A Spartan Boy's education as a soldier began when the boy was about 7 or 8 years old.

Introduction to business life: Essay -- essays research papers

Ways of doing business these days are different from how it was done twenty years ago and will surely be different in the coming twenty years. Change is the key word, and the business world is changing so rapidly that people need to constantly adapt, perform and overcome in order to survive. Giving these facts and challenges, every business need to find the most adapted solutions and implement rules and procedures in order to maintain its competitive position, protect its market shares and above all maintain the level of survival of the human beings involved in this business (Owners, staff...) During all the changes that have occurred throughout the years many very successful businesses lost everything while other small businesses became big multinationals. It might seem difficult to believe, and sometimes irrational, said like that, but the truth is not much more complicated or detailed then the simple statement above, it’s all about change. Change is indeed a very wide word or verb but when it’s employed with another word such as Human it can mean a lot. In fact two combinations exist with these two words: â€Å"Human Change† and â€Å"Change Human†, and I am sure that one combination is as important and meaningful as the other, the prove to it will follow: Harley-Davidson is today one of the, if not the most prestigious motorcycles manufacturers in the world but several years ago as much difficult as it can seem to believe, the same company with the same product was going to close its doors giving the bad quality level that its production has attained. The explanation to the Harley-Davidson phenomenon can be done in three words: Human, Human, and Human. The first Human is to underline the changes of needs and demands of the Humans riding motorcycles, these people become more demanding and tended to compare with foreign products, the hard competition started. The second human is to explain the human relationships that existed at that time between the managers and the production line employees which where defined by non negotiable instructions and an absolute repression of mind expression for the production line employees. The third Human is to highlight the tremendous change in Human relationships and perceptions which gave the production line employees the absolute authority and freedom of managing their work and products and taking their own decisions fo... ...Now the team is complete and business can start, in fact the earnings of each member of the team will depend only on the work and efforts done by each and every member of that team without distinction and here comes the beautiful part. Each employee is part of this business, he feels responsible in case of failure but also proud and accomplished in case of success, and we all know nobody like to fail. Challenges: Presented this way the concept seems too good to be true and indeed it contains huge challenges in its process: First, it is difficult to find people that want to share their innovative business ideas with other. Second, it is not easy to find people at all level willing to take risks without a security that is a fixed salary. Third, is the engagement the members of a team have since their shares are related to their specific position and task and cannot be sold to a person that cannot fulfill the same tasks as them. But, after all who said that life is easy and risk free, people must adapt and overcome. This is my way as future business owner of adapting and overcoming business life changes, by relying on business owners like me, that means all my team members. Introduction to business life: Essay -- essays research papers Ways of doing business these days are different from how it was done twenty years ago and will surely be different in the coming twenty years. Change is the key word, and the business world is changing so rapidly that people need to constantly adapt, perform and overcome in order to survive. Giving these facts and challenges, every business need to find the most adapted solutions and implement rules and procedures in order to maintain its competitive position, protect its market shares and above all maintain the level of survival of the human beings involved in this business (Owners, staff...) During all the changes that have occurred throughout the years many very successful businesses lost everything while other small businesses became big multinationals. It might seem difficult to believe, and sometimes irrational, said like that, but the truth is not much more complicated or detailed then the simple statement above, it’s all about change. Change is indeed a very wide word or verb but when it’s employed with another word such as Human it can mean a lot. In fact two combinations exist with these two words: â€Å"Human Change† and â€Å"Change Human†, and I am sure that one combination is as important and meaningful as the other, the prove to it will follow: Harley-Davidson is today one of the, if not the most prestigious motorcycles manufacturers in the world but several years ago as much difficult as it can seem to believe, the same company with the same product was going to close its doors giving the bad quality level that its production has attained. The explanation to the Harley-Davidson phenomenon can be done in three words: Human, Human, and Human. The first Human is to underline the changes of needs and demands of the Humans riding motorcycles, these people become more demanding and tended to compare with foreign products, the hard competition started. The second human is to explain the human relationships that existed at that time between the managers and the production line employees which where defined by non negotiable instructions and an absolute repression of mind expression for the production line employees. The third Human is to highlight the tremendous change in Human relationships and perceptions which gave the production line employees the absolute authority and freedom of managing their work and products and taking their own decisions fo... ...Now the team is complete and business can start, in fact the earnings of each member of the team will depend only on the work and efforts done by each and every member of that team without distinction and here comes the beautiful part. Each employee is part of this business, he feels responsible in case of failure but also proud and accomplished in case of success, and we all know nobody like to fail. Challenges: Presented this way the concept seems too good to be true and indeed it contains huge challenges in its process: First, it is difficult to find people that want to share their innovative business ideas with other. Second, it is not easy to find people at all level willing to take risks without a security that is a fixed salary. Third, is the engagement the members of a team have since their shares are related to their specific position and task and cannot be sold to a person that cannot fulfill the same tasks as them. But, after all who said that life is easy and risk free, people must adapt and overcome. This is my way as future business owner of adapting and overcoming business life changes, by relying on business owners like me, that means all my team members.

Automobile in History Essay

The United States as a country was founded upon simple fundamental guidelines that have allowed for us to become a leading power in the world. These guidelines have been rapidly evolving and expanding to allow them to remain relevant in the world around us. An obvious example of this rapid change and adaptation is the introduction of the car into everyday American life. It is well known that cars were invented prior to the Model T, but the Model T was the first car capable of being mass produced and affordable to Americans with proper fiscal management (Kyvig 47). With this breakthrough by Henry Ford people were becoming more connected than ever and the manufacturing while simultaneously creating an entire new element in the world of business. Once the people were equipped with the ability to drive the nation forward in all regards, they did exactly that. With the mass production and use of the Model T the United States improved greatly within our own economy, leisurely drives and motor sports were derived from the traditional use of the car, and the car soon became a mark of status within American society. Starting in the late 1700’s, European engineers began tinkering with motor powered vehicles. Steam, combustion, and electrical motors had all been attempted by the mid 1800’s. By the 1900’s, it was uncertain which type of engine would power the automobile. At first, the electric car was the most popular, but at the time a battery did not exist that would allow a car to move with much speed or over a long distance. Even though some of the earlier speed records were set by electric cars, they did not stay in production past the first decade of the 20th century. The steam-driven automobile lasted into 1920’s. However, the price on steam powered engines, either to build or maintain was incomparable to the gas powered engines. Not only was the price a problem, but the risk of a boiler explosion also kept the steam engine from becoming popular. The combustion engine continually beat out the competition, and the early American automobile pioneers like Ransom E. Olds and Henry Ford built reliable combustion engines, rejecting the ideas of steam or electrical power from the start. Automotive production on a commercial scale started in France in 1890. Commercial production in the United States began at the beginning of the 1900’s and was equal to that of Europe’s. In those days, the European industry consisted of small independent firms that would turn out a few cars by means of precise engineering and handicraft methods. The American automobile plants were assembly line operations, which meant using parts made by independent suppliers and putting them together at the plant. In the early 1900’s, the United States had about 2,000 firms producing one or more cars. By 1920 the number of firms had decreased to about 100 and by 1929 to 44. In 1976 the Motor Vehicle Manufacturers Association had only 11 members. The same situation occurred in Europe and Japan. The first automobile produced for the masses in the US was the three-horsepower, curved-dash Oldsmobile; 425 of them were sold in 1901 and 5,000 in 1904–this model is still prized by collectors. The firm prospered, and it was noted by others, and, from 1904 to 1908, 241 automobile-manufacturing firms went into business in the United States. One of these was the Ford Motor Company which was organized in June 1903, and sold its first car on the following July 23. The company produced 1,700 cars during its first full year of business. Henry Ford produced the Model T to be an economical car for the average American. By 1920 Ford sold over a million cars. It is a well known fact that the Model T was the byproduct of a much larger scheme; it was the first manufactured good that utilized the assembly line (Kyvig 78). The assembly line has proven to be one of the most significant factors in American manufacturing throughout time. This revolutionary introduction into the business world allowed for the expansions of industry into parts of the country it had never been able to touch before (American Decades 84). By incorporating these techniques into his company the term Fordinomics was coined (Anonymous 1). The implemention of this Fordinomics was simple focus on your small portion and in the end put it all together for cheaper and better quality (Anonymous 1). This specific assembly line allowed for two key components of the manufacturing market to be vastly improved in a very short amount of time. It can be observed that the more obvious of the two is the simple efficiency of the assembly line and much less strenuous work it brought. The other is the production of the car and its use in shipping efforts. Prior to this time shipping was solely in the hands of the railroad industry, but no longer. This monopoly that was broken by this introduction thrust the United States into a position of potential economic greatness. The greatness was achieved through thoroughly spread pockets of manufacturing in key cities around the country. Within this pockets were always massive urban centers to allow for the full potential of this newly discovered manufacturing style to be maximized (Kyvig 105). By implanting this new style into the heart of industry Americans were now receiving more steady incomes, thus allowing the purchase of more of the goods they themselves were producing. This style of production utilized first with the Model T was utilized by the United States military to amass more and more supplies for the armed forces. Throughout World War 1 the assembly line was utilized to quickly and efficiently resupply our overseas troops in the most cost effective way possible (American Decades 132). Henry Ford has single handedly thrust the United States into a position of opportunity through his ingenious style of production matched with the most basic form of the car. With the car now being used as a more practical tool rather than just a luxury available to the most upper class of people, it slowly became a necessity in the life of many Americans. The introduction of the car was not only beneficial to the American consumer, but to consumerism as a whole. It allowed for every aspect of consumerism to be fully maximized to every last detail from raw product to shipping the completed products across the nation. Today cars are what make coming and going from work, school, and other commitments possible for us in our lives, our ability to succeed as a country has been established through this tradition of motor vehicles that was instilled upon us by Henry Ford. When the car was made readily available to the American public they turned it into a form of entertainment. It began with the casual Sunday drives that most car owners practice once they were in possession of a vehicle (Hanss 2). These causal drives were established as an escape from what people were seeing every day, going ten miles from their home was uncommon prior to the introduction of the car. These allowed people to begin to be more ambitious in their opportunities to leave the traditional home and go out into the unknown world to fulfill their dreams. The dreams of people were more often than not farfetched and highly unlikely, yet they seemed to be sought after more than any other thing in America. The car was device beginning to be seen not only for its economic benefits, but for the simple joy that could be found within the fundamental concept of going faster than the human body is intended to. The first automobile race in the United States was held in Chicago in 1895 on Thanksgiving Day (Harding 39). This race was prior to the availability of a car to the common public solely due to too high of prices. Due to this beginning of racing before the access to cars was affordable for the common American family it can be assumed that the urge to own a car was heightened. Now the car has effectively proved to be another source of entertainment to the American people. With the taste of what a car is capable of doing the rapid expansion racing into an entire industry came shortly after. Soon after the end of World War 2 there were about six different types of cars dedicated to racing alone (Harding 135). The American people had found a very simple escape from everyday life in the form of watching races. There was something about the way the cars sounded, or the cheering of drivers that allowed people to make a connection with this new sport and become mesmerized by its blinding speeds and incredible skill set required. The infatuation with racing swept across the nation like something never seen before, and to this very day the affects of this infatuation can be seen in NASCAR and other racing based professional sports leagues in the United States (Benzkofer 1) The car originally intended as a tool, like a wrench of screwdriver, to simply accomplish tasks one cannot complete without the require tool has become a symbol for more than just that. The car was a sign of prestige and accomplishment coincided with a dose of arrogance that could not go unseen when talking in terms of someone else’s money (American Decades 84). With the use of the car as a sign of accomplishment and success came the need create images for celebrities and political figures to ensure they were valued, respected, and cherished. It was necessary to create these images to portray to the public the stability and prosperity in times of doubt (Kyvig 49). Your car was also the stamp given that labeled your mark in society, if you were in possession of a car prior to 1905 then you most likely were a wealthy person, but after the creation of the Model T it was much more common to see people in possession of vehicles thus creating a new way of judging and labeling each other. Throughout the life of vehicles there has always been a message sent to potential owners that the looks and appearance of the car is vastly more important than it actually is. Over exploitation of human nature to want to best has forced the car into a position of losing efficiency for trendy looks. By the 1940s there were hundreds of different makes and models to choose from (Harding 124). The plethora of decisions to be made during the purchase of a vehicle was absurd, from the color of the inner lining of the tires to the type of materials used to create the interiors of the car. The car had been developed into a device of status, income, and prestige in society rather the it’s intended purpose of being a tool that made basic jobs and tasks easier to accomplish. The automobile is arguably one of the most influential inventions to ever hit the United States. It brought with it several different political, economic, and social changes to society. Politically the car was a sign of power and accomplishment, without a beautiful car you were nobody. The development of the Model T and the assembly line thrust the United States into a manufacturing economy allowing growth and prosperity. With the introduction of higher speeds and travel came the leisure side of cars in racing. Racing was an outlet for many Americans when times began getting rough. In all, the automobile is a blessing bestowed upon the world allowing us all to advance and become more efficient in the way we conduct our lives. Word Count= 1957 Works Cited Anonymous, â€Å"Ford to Own Ships, Make Tires, Extend $5 A Day Schedule† in New York Times, 10 August, 1914. Dearborn Michigan, August 1914 Stephan Benzkofer, â€Å"Zoom Town† in Chicago Tribune, 12 September, 2012. Chicago Michigan, September 2012 Daniele Hanns, â€Å"Socioeconomic affects of cars in the 1950’s† Journal of Social/Economic History 2, no. 1 (2003) David Kyvig, â€Å"Daily Life in the United States, 1920-1940: How Americans Live Through the â€Å"Roaring Twenties† and the Great Depression† Library Journal 129, no. 12 (2001) Parker, Dorothy. American Decades: 1900-1909. 1st ed. 7. New York: Random House, 2001. Print. Harding, Elizabeth. â€Å"Henry Ford. † SIRS Decades. ProQuest, 12 Aug. 2006. Web. 28 Nov. 2012.

Connections between 4 texts Essay

I have been studying four texts for this report, â€Å"To Kill a Mockingbird† by Harper Lee, â€Å"A Party Down at the Square† by Ralph Waldo Elison, â€Å"Mississipi Burning† by Alan Parker and â€Å"Green Mile† directed by the famous Frank Darabont. All these texts show connections and have similarities to help us to explore the idea of key individuals or group of people or the justice system shows racist attitude. They can do this verbally, physically or turning the blind eye. Verbally means using derogatory language towards Black American. Physical means using violence to make themselves feel superior. Justice system meaning that there is no fair legal trial. Turning the blind eye means bystander effect that is affected by this. â€Å"To Kill a Mockingbird† by Harper Lee is set in a fictional town of Maycomb, Alabama during 1930’s. It charts the small town life of a young white girl, Scout, living in a deeply segregated society. Her father, Atticus, is a lawyer, is given a task of representing Tom Robinson. He is a young black man who is falsely accused of raping a white woman, Mayella Ewell. Her father Bob Ewell, humiliated and vows revenge. He spits at Atticus’ face tried to get into the judges house and stalks the judges’ wife and tried hurting Jem and Scout during the Halloween pageant. During this time Atticus was called a â€Å"nigger lover† by Bob Ewell and the townspeople and he still kept his head high and did the best he can do to defend Tom Robinson. The short story â€Å"A Party Down at the Square† is the story of a boy who witnesses lynching. The young boy is at his uncles somewhere Deep South when a bunch of men yelling there will be a party down at the square. The reader then realizes that the party consists of a lynching of a young black man. The whole town is attending except of course the black community and everyone is screaming for excitement. With a storm causing confusion, an airplane crashes through power lines but successfully land near the town square. A young woman gets electrocuted and dies instantly. Despite the chaos of the storm and the crashed airplane, the mob turns into focus back  on the young black man who is getting burned to death. When the black man asks politely for a quick death, Jed Wilson who is the leader refuses saying â€Å"ain’t no Christians here tonight, we’re just one hundred percent Americans.† The black man burns to death. After the events the young boy falls i ll causing him to be mocked by southern relatives. Later at a general store, a white sharecropper speaks about lynching.The towns people just told him to shut up. â€Å"Mississippi Burning† directed by Alan Parker, is a movie based on a true story about one black and two white civil rights activists disappeared near Philadelphia, Mississippi on June 21st 1964. The three activists in real life, James Chavey, Andrew Goodman, Michael Schwerner but there were not named in the movie are driving, tailed by several cars. When they stopped they are murdered and their bodies hidden by a nib if white men who are connected to the KKK, Ku Klux Klan, Later the FBI turned up to resolve this problem. Agent Anderson and Agent Ward, these agents are from Washington who uses violent and somewhat not violent methods to investigate who the murderers are. The film â€Å"Green Mile† directed by Frank Darabont is set in 1930 in prison, death row. Paul Edgecomb is slightly cynical veteran prison guard on death row. His faith and sanity is deteriorated by watching mean live and die. His life completely turned around, attitude changed when John Coffey, a seven feet tall black man, who’s hands are a size of waffle irons arrived in his prison. John Coffey is big and all but he is very emotional and shy and who is afraid of the dark. This shows us that when he found the two white girls covered in blood in the woods. He was so shocked of what happened, he began to hold them and started crying because he couldn’t believe what happened. He was then accused of murdering these girls with no questions asked was sent to death row. Edgecomb, Brotus the sympathetic guard, and Percy, a stuck up perverse and violent person going on a strange ride that involves intelligent mice, brutal executions and revelation about John Coffey†™s innocence and true identity. In To Kill a Mockingbird by Harper Lee, A key individual that shows his  racist attitude is Bob Ewell. Bob Ewell is a drunkard and an abuser who is despised by the whole community and very likely his family as well. He is a lowlife white trash who lives in the dump just outside the town. He shows his racist attitude by calling the black community a â€Å"nigger nest† also he called Atticus a â€Å"nigger lover† for defending Tom Robinson. Bob Ewell has no respect for himself and no respect for others. When the lawyer defending Mayella asks, â€Å"Are you the father of Mayella Ewell?† Bob responds, â€Å"Well, if I ain’t one, can’t do nothing about it now, her Ma’s dead.† Bobs position is to be the antagonist to everyone. His response is not only a rude attempt to impress others by making a joke it also hints what he sees about women in general, liars and cheaters whose deaths are to be laughed about. After the trial Bob wasn’t satisfied about the sentence of Tom Robinson, so for revenge he spits at Atticus’ face, stalks the judges’ wife and tried to kill Jem and Scout. Bob had a taste of power. In his mind the whole town thinks he’s a hero, he’s superior in reality the community found out that he is a liar and treats his family bad. The townspeople just told him to go back to the dump where he belongs. Harper Lee tells us that racism and sexism is the only way Bob can feel superior to anybody. No white man in the Maycomb community who is not about Ewell heirachy. So he puts people who are below him, Black Americans and women. Another key individual who shows their racist attitude is in the short story â€Å"A Party Down at the Square† by Ralph Waldo Elison, the character called Jed Wilson. Jed shows his racist attitude when he â€Å"tied and dragged the nigger to the back of Jed Wilsons truck.† HE is also the leader of the lunching mob that is going to burn the young black man to death. Jed hollered â€Å"What you say there, nigger?† and it came back through the flames in his nigger voice â€Å"Will somebody cut my throat like a Christian?† and Jed responded â€Å"sorry , but ain’t no Christians around tonight. Ain’t no Jew boys either. We’re just one hundred percent Americans.† This shows me that he is not only racist, it also tells us what his religious beliefs are and that he does not want Jews nor Christians in his lynching mob. Since the black people are God-fearing and God-loving community, Jed Wilson doesn’t like it. He thinks that Amer ican for him is a religion. Just as long as your American and you’re white you are accepted by â€Å"his† community. Jed Wilson says this to make  himself feel superior just like Bob Ewell. Unlike Bob Ewell, Jed is known to anybody and everybody in the town. He does not live in the dump like Bob does. Jed is very known that â€Å"ain’t no black man can stand in his way, no white man either.† Jed makes himself superior, he is selected as the new sheriff in town for burning a black man alive. Although whether its using derogatory words by calling a black community a nigger nest or through violence like burning a black man alive. They still lead to one thing, death. Jed and Bob are similar in a way that they are both racist and hate the black community. They put people who are below them to make themselves feel good and superior and feel like they are the hero, a savior for killing a man with different skin color, race and religious beliefs. They judge them straight away because they have something different to them and want them out of their community. The only difference is that Bob Ewell uses oral derogatory words to get rid of the black community in the area, but both still similar in a way to show their racist attitude towards the black community. In the film â€Å"Mississippi Burning† directed by Alan Parker, the character Clayton Townley is very racist qualities and attitudes. He says he is a â€Å"local businessman† but his actions and words spoken weren’t the words of a local businessman. An example is when he was giving a speech at a large audience at a night time pro-white rally â€Å"They hate us because we present a shining example of successful segregation.† He said this to make himself feel good and feel superior towards black people in an inhumane way. Words can’t describe his ways of killing methods. Differences in To Kill a Mockingbird and Mississippi Burning is that the white people who were out to get the black people had an organized plan. Clayton Townley is the spokesperson or the representative leader of the group called Ku Klux Klan. They create consistency throughout their actions. The Ewells and the racist community of Maycomb weren’t consistent in their actions against the black people. Bob had a plan on his head but Atticus’ strong evidence depicted Bobs pride. Character conflicts that are the same in the book and in the movie was that many white people didn’t want to be seen with blacks because they would be considered as an outcast. Similarities between these characters are that Clayton Townley and Bob Ewell share the same thing in  their mind. They both want power and superiority to make themselves feel good. They are both seen as heroes in their community but eventually they are caught dead or in prison. Also the difference between the film and book is that they are set 30 years apart. In Mississippi Burning, there are many civil rights movements and civil rights activists and in the book To Kill a Mockingbird, it was just a small town community in Alabama with local people. â€Å"We do not accept Jews because they reject Christ. We do not accept Turks, Mongrels, Tartars, Oriental nor Negroes because we are here to protect Anglo-Saxon Democracy and the American way!† Similar words were also spoken by Jed Wilson in the short story â€Å"Party Down at the Square†. As long as you are American and you’re white, you are accepted. This tells me that all three characters are similar in a way that they all racist and have different qualities. In the movie â€Å"Green Mile† directed by Frank Darabont shows us that racism does not only come from individuals or group of people, it also shows us that the justice system is corrupt and people aren’t given free trial. John Coffey falsely accused of murdering two white girls. Justice system says you are not guilty until proven but John was never given this. Therefore shows us that the justice system is corrupt and shows racism. John Coffey was convicted and executed for crime he never committed. Paul Edgecomb asks if he can do something or anything else, John replied â€Å"I’m tired of feeling pain in the world it’s like pieces of glass in my head all the time. Can’t you understand?† this quote is referring to the way John feels about discriminated on a constant daily basis. Another example of racism is conviction itself. This movie shows John Coffey a big man with a big heart. He found two white girls dead in the woods, shocked of what h appened, he began to hold them and started crying because he couldn’t believe what happened. He was found with the girls and immediately convicted with no questions asked. This is a clear example of racism. Just because a black man sitting with two white girls doesn’t mean he committed the crime. The legal system should never make assumptions based on race but only n scientific facts. This led us also to, To Kill a Mockingbird justice system. John Coffey and Tom Robinson in a way are in a similar position. Tom Robinson was a young black man accused of raping a white girl. Although given strong  evidence that he did not rape the white girl. The white jury still found him guilty because the color of his skin. Although the judge himself thought that Tom Robinson was not guilty, the justice system is corrupt and racist by concluding and making assumptions that a black man, different race is inferior and whites are superior. This tells me that not only key individuals show their racist attitude but also the legal and justice system is corrupt and racist. I’ve reach in conclusion that the causes of racism are similar to bullying, where people put each other down because they are different. In this case racism, the white community is putting down the black community because they have different skin color, they have different religious beliefs and have different values and culture. The white community refers to them as an outcast and Bob Ewell refers their community as a â€Å"nigger nests†. I found that key individuals show different qualities of racism that make them stand out from others. In To Kill a Mockingbird, A Party Down at the Square, Mississippi Burning and Green Mile the authors and directors were conveying important ideas and themes within them that relates to the characters racist attitude and also the legal system were corrupt and racist however even though they use inhumane and derogatory language to show their racist attitude they still lead to one thing, that is death. A similar idea that these texts showed me was to never lose hope and keep your head up and not let other people put you down because you are different. You are unique in your own way. I say â€Å"They laugh at me because I’m different but I laugh at them because they are the same.†