American Indian Boarding Schools Essay

The establishment of the schools for Native Americans is not a new phenomenon as efforts were made at in the 19th century with emphasis being placed on the development of educational facilities where American Indian’s children could get educated through boarding schools. The aim was to bring them into the mainstream American society and to teach them the values of the new American culture. First such experiment was made in 1879 when Capitan Richard Henry Pratt established Carlisle Indian Industrial School in Pennsylvania. However, that experiment was not successful as many believed it was marred by the gross abuse of the Indian Americans and finally school was closed. However, the efforts were continued to be made to formalize education for the Native Americans so that they can become effectively a part of the US society at much larger scale as well as contribute towards the development of the society. The aim of these schools were to replace the traditional ways of the American Indians with those sanctioned by the government so that Natives can be melt down into the mainstream American economy. In order to achieve the aim, a federal India Policy was adopted which advocated the separation of the Indian children from their families to enroll them into government run boarding schools. The aim was to immerse young people to adapt to the new society and replace their old and traditional way of living with the new and modern way of living. This essay will attempt to understand the principle objectives of the US. Indian Policy during 19th and early 20th century as well as discussing the role of education in fulfilling that aim besides discussing some other issues. Principle Objectives Over the period of time, federal government established many schools including boarding, reservation, mission as well as day schools to bring in the native Indian American children into the new system of education. It is also important to discuss that many of the schools opened were also a part of the treaties made with the local Indian tribes by the federal government as well as some schools were established by the priests in order to combine the modern day education with the religious as well as cultural education. These schools were funded by the federal government too. The principle objectives behind the establishment of such schools were many folds. As discussed above that the basic purpose was to bring in Native American children into the mainstream schools however, the basic principles on which such schools were built included military school regimen, strict adherence to the English language only, and further emphasis on splitting the time of children in such a way that on one hand they get their education and in their spare time, they emphasis more on vocational training. A close observation of the above principle objectives would suggest that the education for Indian Americans were mainly developed around the military style with more emphasis on the following of rules and regulations besides teaching the children to be more disciplined and organized. (Marr, 2008) Role of education the basic purpose behind such schools were to blend the education with the vocational training therefore the emphasis was on the development of both the education as well as skill level of the students. The role the education in such environment therefore would be many fold. Education was tailored in such a way that it allowed students to learn many new and important skills. The blending of the education with the practical training provided students the necessary skills to learn manual jobs. The curriculum was designed in such a way that it raised the overall consciousness levels of the Indian American students and provided them an opportunity to explore the world in much better and broader way. Education further allowed the government to control potentially violent tribes as establishing of schools and teaching their children provided an opportunity to the government to control the tribes and ensure permanent peace. It is also important to note that such efforts also criticized too because it was argued that the education of such type forced the native American children to forget about their culture and focus on Anglo way of living thus a virtual death to the native culture. Conditions Conditions narrated in different accounts suggest that the students were put under strict control and in strict military sense. They were hardly allowed to meet their parents except brief period which was also being spied on by the schools. Children have to do their own work and the work related in the school too. Girls were required to support in meal preparations, sewing, cooking and other manual jobs whereas boys were required to chop wood and perform other manual jobs to support themselves during their stay at schools. Children were often punished, sexually abused as well as put under extreme conditions such as marching in rain, cold etc. (Vanderpool, 2002) Such conditions outline that all was not well and the perceived objectives of bringing in the children of Native Americans into the mainstream society of America was marred by some extremities which virtually failed the intentions with which such programs were initiated. Long term effects These experiments were proved a great negative influence on the Native Americans as the methods applied to teach the children were in anyway humane. Such methods may also point out to the fact that the intentions with which the programs were initiated were either not honest or there was a deliberate effort to kill the Indian and save the man concept. The reported incidents of the violence and strict environment suggest that we have hurt Indian American rather than helping them to adapt the new society. It may be claimed that the Indian boarding schools may have been the solution for the government to the Indian problem but for the Indians it was a deliberate attempt to destroy their culture and gross abuse of their children in so called boarding schools which were established to civilize their children. (Bear, 2008) In order to assess the long term impacts of such efforts however we need to take into account both the sides as there were some positives as well as negative aspects of such efforts. On positive side, it helped children to get themselves educated as well as become aware of different possibilities available to them however on the negative side their culture was destroyed and they were largely abused. This probably has become a soar memory of the Indian American Boarding schools efforts by the Federal Government of US. Bibliography Bear, C. (2008). American Indian Boarding Schools Haunt Many. Retrieved September 11, 2008, from NPR: http://www. npr. org/templates/story/story. php? storyId=16516865 Marr, C. J. (2008). Assimilation Through Education: Indian Boarding Schools in the Pacific Northwest. Retrieved September 10, 2008, from University of Washington: http://content. lib. washington. edu/aipnw/marr. html Vanderpool, T. (2002, April 02). Lesson No. 1: Shed your Indian identity. Retrieved September 10, 2008, from The Christian Science Monitor: http://www. csmonitor. com/2002/0402/p14s01-lecs. html

Memory Management Requirements

When talking about memory management, it is important to first understand what it is. When operating in a uniprogramming system, the main memory, commonly referred to as random access memory (RAM), is divided into two different parts. The first part is assigned to the operating system (OS), while the second part is assigned to the program currently being executed. When operating in a multiprogramming system, the OS portion must further be subdivided to accommodate multiple processes being executed simultaneously. This subdivision is done dynamically be the OS and that is what is referred to as memory management. Memory management is intended to fulfill a set list of requirements. These requirements are: relocation, protection, sharing, logical organization, and physical organization. This paper will cover each requirement individually. Relocation When a program executes, it is not always the only process accessing the main memory. There are generally many different processes that need access. And so, these processes get swapped around to keep active processes in the main memory in order to maximize the processor usage. When a process gets swapped out for another process, and will need to return, it is not realistic to expect that it will return to its original location in the main memory. This is where relocation plays a vital role. As processes get swapped out, and then back in, relocation moves them around to ensure that there is enough room for everyone to play. Protection Protection refers to maintaining the integrity of a process. A process cannot access a function of another process without specific permission before hand. As swapping and relocation occur, the likelihood of corrupting a process with another one increases. Protection refers to the protocols that keep that from happening. Sharing Sometimes multiple processes may need to access the same portion of main memory. In instances where processes are executing the same program, it is advantageous to allow them to access the same copy of the program, rather than them each having their own. Sharing has a delicate balance that it shares with protection. That is why control over sharing capabilities is very important. Local Organization Both main memory and secondary memory are organized as linear. This creates a conflict, because most programs are organized into modules. Local organization helps the OS and computer effectively deal with programs and data that are organized into modules. This provides a number of benefits. Modules can then be written and compiled independently, protection can be provided in the form of read/execute only modules, and it allows for easy sharing among modules. Physical Organization Physical organization is the core concept in memory management. To understand physical organization, you must first understand the two layers of memory in a system. Main memory refers to memory that is intended for quick processing, and is volatile, meaning that is loses all data when power is not applied. The second of these layers is referred to as secondary memory, which is slower, but is intended for long term storage. Because the programmer of a user program cannot possible know how much memory is available at the time of execution, and that there may be insufficient memory, the responsibility of managing physical organization belongs to the system. Memory Management Requirements When talking about memory management, it is important to first understand what it is. When operating in a uniprogramming system, the main memory, commonly referred to as random access memory (RAM), is divided into two different parts. The first part is assigned to the operating system (OS), while the second part is assigned to the program currently being executed. When operating in a multiprogramming system, the OS portion must further be subdivided to accommodate multiple processes being executed simultaneously. This subdivision is done dynamically be the OS and that is what is referred to as memory management. Memory management is intended to fulfill a set list of requirements. These requirements are: relocation, protection, sharing, logical organization, and physical organization. This paper will cover each requirement individually. Relocation When a program executes, it is not always the only process accessing the main memory. There are generally many different processes that need access. And so, these processes get swapped around to keep active processes in the main memory in order to maximize the processor usage. When a process gets swapped out for another process, and will need to return, it is not realistic to expect that it will return to its original location in the main memory. This is where relocation plays a vital role. As processes get swapped out, and then back in, relocation moves them around to ensure that there is enough room for everyone to play. Protection Protection refers to maintaining the integrity of a process. A process cannot access a function of another process without specific permission before hand. As swapping and relocation occur, the likelihood of corrupting a process with another one increases. Protection refers to the protocols that keep that from happening. Sharing Sometimes multiple processes may need to access the same portion of main memory. In instances where processes are executing the same program, it is advantageous to allow them to access the same copy of the program, rather than them each having their own. Sharing has a delicate balance that it shares with protection. That is why control over sharing capabilities is very important. Local Organization Both main memory and secondary memory are organized as linear. This creates a conflict, because most programs are organized into modules. Local organization helps the OS and computer effectively deal with programs and data that are organized into modules. This provides a number of benefits. Modules can then be written and compiled independently, protection can be provided in the form of read/execute only modules, and it allows for easy sharing among modules. Physical Organization Physical organization is the core concept in memory management. To understand physical organization, you must first understand the two layers of memory in a system. Main memory refers to memory that is intended for quick processing, and is volatile, meaning that is loses all data when power is not applied. The second of these layers is referred to as secondary memory, which is slower, but is intended for long term storage. Because the programmer of a user program cannot possible know how much memory is available at the time of execution, and that there may be insufficient memory, the responsibility of managing physical organization belongs to the system.

Effect of positive feedback on achievement Essay

Effect of positive feedback on achievement - Essay Example The study focuses upon the impact of positive feedback on achievement. This might be best supported by the idea of formative assessment techniques, which help in shaping a student’s learning ability and educational gains acquired by the child during the process of classroom education. Interaction between a teacher and a student is the key to improvement in the effective gains from education accruing to the student. Formative educational techniques entail the diagnostic application of evaluation means where the teacher needs to assess a student based on observations, discussions in the classrooms, homework done by the student, tests and analysis of the work of a student. Taras (2008) notes that much needs to be done in order to understand the recent improvements or changes brought about in the area of assessment in education. Black & William (1998) in their work â€Å"Inside the Black Box† observe that the evaluation system is formative when the feedbacks or information collected by the teachers are utilized in reshaping the teaching and learning process such that the actual requirements are met. These might incorporate some alternative teaching practices, adjustments in the instruction or providing more occasions for practice to the students. The aim of this paper is to explore the impact of positive feedback on the achievement of an individual with a focus on the areas of improvement essential for the implementation of formative assessment procedures. In the context of education, assessment plays a very important role. This is especially true in case of children and adolescents. Certain teachers believe that earning involves the transfer of knowledge from the teachers to the learners and understanding can develop later. Others are committed to form a teaching base, which involves interactions. In such an environment formative

Questions and Answers - Questions on Measurement and Evaluation Essay

Questions and Answers - Questions on Measurement and Evaluation - Essay Example 7. Draft a set of questions for each part above, the answer to which would provide the information you need. Indicate whether your questions ask for factual or subjective information and whether the resulting data will have nominal, ordinal, interval, or ratio properties. 9. What are the various levels of measurement? Why are the differences between the levels of measurement important? Give an example of data that can be transformed from one level to another and another example of data that cannot be so transformed. Levels of measurement are defined by the nominal, ordinal, interval or ratio properties. The various levels of measurement are the relationship among the values of data. These values or attributes characterize the variable. Understanding the difference among the levels of measurement is important because it allows the researcher to determine whether the data needs to be processed or transformed from one level to another. For example a data can be said to transform if it is ordinal or interval. Hence, income of individuals can be transformed into low, medium or high group. Alternatively, there are some data which cannot be transformed. Such data falls into the nominal category. Nominal data merely represents the alternate name or denomination of the said data and do not have statistical value even when calculated. For example quality health care cannot be measured. A good evaluation question implies that the levels of measurement are used to identify the significance of the data. Variables have values to be assigned. For example assumptions at nominal level cannot be used to generate meaningful data that would support analysis of the hypothesis. On the other hand, if levels of measurement are integrated within the evaluation question then it would enable the researcher to transform data to meaningful data that would provide meaningful results. Good evaluation questions also assign

To What Extent Might the Current Approach to International Carbon Essay

To What Extent Might the Current Approach to International Carbon Reduction be Described as Neo-liberal - Essay Example The present carbon reduction approaches cannot be regarded as purely neo-liberalism since it mostly runs under market mechanisms, but is also impacted by political aspects. â€Å"Neo-liberal† is political-economic restructuring and often is called â€Å"structural adjustment programs† (Russ, 1999). Russ (1999) mentioned that â€Å"neo-liberalism has the features that include privatization, free-market, austerity, and comparative advantage.† Specific to carbon trading aspects, the features of a neo-liberal market should be as follows. First, the transaction of carbon and its related facilities, in addition to resources, should be owned by the private sector or multinational enterprises. Secondly, neo-liberalism means that the price of all factors that are related to carbon transactions should be set by the global market. These factors include market price, salaries of employments, shipping fees, etc. Last but not least, it includes the decreasing of public spendin g. This means that all services related to carbon trading shall be under market conditions and without government â€Å"interference.† The Kyoto Protocol was created for the purpose of carbon reduction emission obligations for industrial countries (Sander, 2010, P7). All the current methods are largely based on the Kyoto Protocol. Annex I countries have a goal to control carbon emissions by a certain amount at the end of the Kyoto Protocol. Thus, it gives these Annex I countries the opportunity to engage in the market of global carbon emissions. In this case, they are able to do transactions with flexible mechanisms through the Kyoto Protocol. These mechanisms include International Emissions Trading (IET), Clean Development Mechanism (CDM), and Joint Implementation (JL) (Sander,... This essay declares that the present carbon reduction approaches cannot be regarded as purely neo-liberalism since it mostly runs under market mechanisms, but is also impacted by political aspects. â€Å"Neo-liberal† is political-economic restructuring and often is called â€Å"structural adjustment programs†. Russ mentioned that â€Å"neo-liberalism has the features that include privatization, free-market, austerity, and comparative advantage.† This paper makes a conclusion that specific to carbon trading aspects, the features of a neo-liberal market should be as follows. First, the transaction of carbon and its related facilities, in addition to resources, should be owned by the private sector or multinational enterprises. Secondly, neo-liberalism means that the price of all factors that are related to carbon transactions should be set by the global market. These factors include market price, salaries of employments, shipping fees, etc. Last but not least, it includes the decreasing of public spending. This means that all services related to carbon trading shall be under market conditions and without government â€Å"interference.† Trading among these countries is worth over $100 billion each year. The free market, private sectors, and international trading play essential roles in the global emissions trading scheme. The market of carbon trading effectively helps reduce carbon levels. Meanwhile, there were not any t argets set for developing countries. Fast growing economies in the developing world, such as China, India, Thailand, Egypt, and Iran, have increased their need for emissions trading.

Comparison Paper Research Example | Topics and Well Written Essays - 750 words

Comparison - Research Paper Example This concise overview will further analyze the history of public health and look at the difference between the community health and public health. Public Health Resources Public health refers to the medical approach that covers the health issues of the entire community. Public health resources facilitate providing health services to the public through an integrated and coordinated approach. The public health resources range from the health infrastructure to the health personnel and the health information services. Public health has several core functions, which include the monitoring and assessment of the populations and communities health and identifying priorities and problems (Cromley & McLafferty, 2011). Further, public health contributes in the public policies formulation to address the national and local priorities and problems. Lastly, public health ensures that citizens access cost-effective and appropriate care, which includes services of health promotion, health care evalua tion, and disease prevention. The practice of public health in Clinton County occupied a central place to ensure public welfare of her residents. Public health in Clinton County has contributed immensely in disease diagnosis, disease prevention, health promotion and prolonging life through community efforts organized for environment sanitation (Cromley & McLafferty, 2011). ... Clinton County is situated in Pennsylvania State; most of the public health resources in these localities are similar. These resources provide residents with continuous evaluation of the community's healthcare needs, as well as epidemiology and surveillance. Further, both Clinton County and Pennsylvania State have public health resources that track the patterns of treatable and preventable diseases, referral services to patients who require such services. Other resources include immunization services, public health response and emergency planning, environmental protection and community awareness through outreach programs. The national public health resources are broad, and they do not concentrate on any single provision. Instead, the national public health resources are general, and they are disbursed to the respective counties and states to ensure that they reach the citizens (Cromley & McLafferty, 2011). Therefore, the national public health resources cover the entire nation, and t he resources facilitate the health activities at county and state levels to ensure that the public receive high quality health services. The history of public health services dates back to 1798 after an act was passed to cater for the health needs of merchant seamen who were injured. In 1870, the entire hospitals were controlled by the state from a central point; this happened to give room for efficient supervision. The hospitals that were controlled from a central place formed the Marine Hospital Service. The scope of this hospital service widened, and the hospital started to undertake other complex activities besides caring for the seamen. In 1902, the Marine Hospital Service was controlling the spread of diseases through quarantines.

Relationships and Connections of Variables Research Paper

Relationships and Connections of Variables - Research Paper Example Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. The literature offers a myriad of information yielded by various researches on human relationships. Concepts on a wide spectrum from physiological responses to romantic relationships, emotions that are manifested during romances, social implications or consequences of engaging in romantic relationships, and perceptions and viewpoints that are attempted to explain some phenomena related to romance have been analyzed and discussed in the paper. Studies on romance include research conducted by social scientists, which unearthed evidence of physiological responses manifested by heightened hormones in new romances of Dr. Donatella Marazitti and Helen Fisher. Rule of thumb in writing is that you do not use the same word twice in a sentence. One such study is that of adolescents who have become popular subjects/ participants in researches on conceptualization and expectations in romantic relationships... Feiring conducted interviews with adolescents with outcome results that indicated romantic partner selection in late adolescence and early adulthood is initiated due to of stimulus characteristics, such as desirable personality and physical attractiveness. In the adolescents’ reports, physical attraction to a prospective romantic partner is expressed as finding the person cute, pretty or handsome, rather than in terms of sexuality (e.g. a good kisser). As the relationship progresses, common interests and interpersonal compatibility becomes essential. (Conger, Cui, Bryant, and Elder conducted a longitudinal study that examined the effects of family influences on adolescents’ romantic behavior in their early adult life.  

Untying the Knot by Melanie Thernstrom Essay Example | Topics and Well Written Essays - 500 words

Untying the Knot by Melanie Thernstrom - Essay Example Monetary concerns played vital role for the outcome of their 11 years of marriage. The couple. Kate is an impulsive career-oriented woman who is not afraid of risks in whatever decision she might come up to, who happened to be wed to Max, a controlling man who preferred art rather than increase of salary. It's surprising to know that in eleven years of marriage none of the couple adjusted to one's flaw in order for the marriage to last. Though it seems that Kate did submit herself to her husband's term, it was her character as financially domineering in the marriage that held her back for total submission or to give way. It always boiled down to financial reason. Her impulsiveness often resulted in disappointments, and the result of her marriage to Max is a failure as expected. Was the marriage salvageable The former couple (not yet married at that time) was revealed as vacationing at the Costa Rica, where they had a serious argument for looking at different birds in the same tree. This incident depicted the seriousness of their indifferences to prolong being tied in a commitment. It was stated that Max still longed for reconciliation; the only problem is that, lately, they both realized that Kate doesn't wanted to get married not only to Max, but to anybody else. She longs for freedom and always had preferred it all along unconsciously.

Essays of Pochury Festival Essay Example for Free

Essays of Pochury Festival Essay The attack was undertaken by the Eastern Command’s 1st Brigade under the command of Major General Zuheto, along with the then 4th battalion of Pochury Region under the command of Lt. Colonel Thorpa. The monsoon was at its height during the time and all major rivers like Tizu, Lanye and Thethsii were in full spate. The attack was launched after destroying all the six bridges on all the rivers. This was done to stop reinforcement from reaching the besieged army post. As the attack continued into the thirteenth day, ammunitions on both sides were running short and on several occasions the Indian Air Force plane tried to drop relief material and ammunitions but were prevented by the Naga Army. At the same time the Indian Air Force jet fighters strafed the attacker’s positions. An Indian transport plane (Dakota) trying to drop relief materials and ammunitions to the besieged post was shot down by the Naga Army on the 14th day of the siege and crash landed at Zathsii, a paddy field of Meluri village. The Naga Army captured all the 9 (nine) airmen including Flt. Lt. A. S. Singh. This led to a heavy army operation in Pochury area by the Indian Army, who was on a mission to search and rescue the captured airmen, none of whom were ever tortured but were later set free through the Red Cross. In the process of the army operations to rescue the airmen many villages were burnt down and untold atrocities and tortures were inflicted upon the villagers. On September 1, 1960, 6 (six) villagers from Phor village were tortured to death. Their names are Lt. Turachu, Village Chief, Lt. Yutsuchu, Pastor, Lt. Chupuchu DB, Lt. Yituchu GB, Lt. Turuchu GB, Lt. Mughazu GB. Again on September 3, 1960 another 3 (three) villagers from Yisi village were beaten to death namely Lt. Mazu GB, Lt. Throchu, Lt. Mazu RP. Two villagers Lt. Yichuhu and Lt. Nyupuchu. from Mokie village were also beaten to death. In Laruri village, Lt. Lingsang was buried alive after severe beating. Lt. Nyukhrusuh and Lt. Rhorupa of Meluri village were beaten severely and after which, their heads were chopped-off. Two villages, namely Tsikuzo and Kuluopfu, were abandoned due to tortures and humiliations meted out by the Indian army. On 6th September 1960, the Punjab Regiment posted at Kangjang village reached Matikhrii village around 10 am. The entire village was encircled in three rings and all the villagers were ordered to gather in one place. Men folk were separated from women and children. All the men were made to keep jumping and do sit-ups, for more than 5 hours in the scorching sun, naked. Any signs of tiredness were met with kicks and hits with rifle butts. Then just before sunset, Indian army not satisfied with the punishment meted out to the villagers, rounded them up inside the Village chief’s house and were forced to sit heads down like a lamb being lead to its slaughter. Lt. Thah, the then Village chief, knowing what was in store for them bravely volunteered to sacrifice. He stood bravely for the Naga cause even to his last breath and said â€Å"It’s a man’s pride. No surrender, no compromise for our birth right. This sacrifice is to protect our freedom. I shall gladly lay down my life for the Naga future generation. † Then an Indian army jawan, holding a blunt dao(hatchet) chopped off the head of Lt. Pogholo who was first in the line. Witnessing the brutality and horror in front of their eyes and knowing that all of them were going to be killed, one of the villagers managed to escape the execution forcefully. Then one after another heads rolled down separated from the bodies, and in the event a total of nine lives were lost. Their names are Lt. Thah, Lt. Pogholo, Lt. Mezitso, Lt. Pongoi, Lt. Eyetshu, Lt. Zasituo, Lt. Thitu, Lt. Kekhwezu, Lt. Kezukhwelo. The Indian army did not even allow the loved ones to perform last rites and rituals for the dead. All the dead bodies were dumped inside the village chief’s house and were burnt down to ashes along with the other houses and granaries. The women and children who had fled to the jungle to evade the horror and torture of Indian Army came back the next morning to find the whole village burnt down to ashes. Lt. Thitu who narrowly escaped from the execution was found by his wife Mrs. Rhiitariih with three cuts on the neck, stomach slashed and intestines thrown out. He quoted â€Å"Love, tell my beloved children the sacrifice I have borne for them and I am waiting to die in your lap with a cup of water† and after drinking, he breathed his last. Another victim Lt. Zasituo, traveling Pastor, was also found almost dead with multiple injuries on his chest and neck. Not long after, he died. Then the horrified women and children with no means simply covered the dead bodies with mud and left for the jungles fearing the Indian army might turn up any time. For days together, the survivors wandered in the deep jungle without proper food and shelter. The wild berries and fruits of the jungle were their only food and means of survival. The only comfort and encouragement they could give to each other was the knowledge of glorious sacrifices made by their men folk. The wild animals and birds of the jungle were their only companions, besides themselves. In extreme conditions of hardships and difficulty, many more precious lives were lost. The Naga Army then came to their rescue. They were given food, shelter and protection. Even today, the nightmares and tragedy of the incident still remain fresh in the mind of the survivors. In this long dispersion and exodus, the survivors entered Burma and stayed with the Naga Army in their camp at Sathi where Gavin Young of London Observer met them in the later part of 1961. In his book â€Å"Indo-Naga War†, page 29-30, he wrote that when he met the survivors, there were only a pathetic thirty people.

Common man Essay Example for Free

Common man Essay At one level, the thesis is then just another callow compromise by the author in a life that he would call hollow, servile, and insincere. He is a weak and miserable man. Early in life, he was instilled with the desire to live according to what Bolles (1985) referred to as the three boxes of life, a desire that most middle-class parents bequeath to their children in the developing world. The three boxes of life being: foreign Western education, or rather training; high paying professional work in the West or the Middle East; and lastly a cushy retirement plan in North America and/or Europe, or a dollar-indexed pension to be paid in the home country. In other words, to borrow the incisive language of Malcolm X, my social milieu spoke to me in the following way: try to change your status from that of a field slave in the developing world to a house slave in a developed country so that you are of more use to the master and get to live a relatively comfortable life. On no account are you to forge a common cause with your fellow field slaves and work towards a new reorganization of the plantation so that all can live with dignity. You are, of course, allowed to be compassionate towards the lower orders, give charity, and urge them to be like you in the lust to emulate the master. Thus, I came to view myself as a rat, in all senses of the word, and my country as a sinking ship. Foreign education was the life boat on which I could get out of the ship and serve with a smile those very institutions and interests that had boarded and scuttled not only my ship but many others like it. As for those drowning in the decks below, the thought never really entered my mind. I now freely admit that I could not escape the clutches of the first box even when I became aware that I would be serving the very interests that were antithetical to what I thought represented the best in humanity. My ensnarement was due not so much to the strength of the box but to some path dependency processes which were accentuated largely by my own weaknesses, an unhealthy craving for wealth and status, and, lastly, craven cowardice that has made me so far, to quote Hamlet, ‘bear the ills we have than fly to those that we know not of.’ The jury is still out on the second and third boxes though. I hope the thesis will help me make my escape from them.

The Great Gatsby and A Dolls House | Analysis

The Great Gatsby and A Dolls House | Analysis INTRODUCTION The novel The Great Gatsby by F. Scott Fitzgerald is set in the Jazz Age of America in the 1920s, where the end of the Great War brought a period of peace and prosperity. Mass production allowed much wider access to new consumer goods, such as radios and cars. The women of this era wore short hair and short dresses, and in many Western countries they finally achieved the right to vote. The former restrictions that applied to women were replaced by a new feeling of freedom. The play A Dolls House by Henrik Ibsen was first performed in 1879, and through the characters of Nora and Torvald Helmer it illustrates the subordinate and confining position of women in marriages of the late Nineteenth Century. Torvald Helmer would have been easily recognised by the audience as a representative depiction of the middle class male attitude. Gender roles are highly defined in this play; even with the legal limitations of women and expectation that women would remain in domestic situations. Attitudes to marriage and relationships are reflected powerfully in these two pieces of work, where both protagonists, although they share some similarities, have extremely differing perceptions of what they want in life, which includes the different outlook each has on their marital relationship. Each of these works can be considered as early contributors to the body of modern literature. Although both are intensively concerned with their specific characters, they allow the reader to come to an appreciation of attitudes towards matrimony and relationships. Both The Great Gatsby and A Dolls House have made their contribution into the collection of literature that have marked the 1800-1900s, and through their portrayal of interesting and uniquely developed characters they have allowed reflection on the society of their time. Both pieces of work are modern in the sense of dealing with challenging issues which face modern society. The women Daisy Buchanon from The Great Gatsby and Nora Helmer from A Dolls House have been specifically chosen, being the obedient and subordinate possessions of their husbands, who evidently mask their possible intellectual potential. Whilst Nora develops a dramatic character change throughout the drama by realising her duties to herself, Daisy remains and accepts the same person she was at the beginning of The Great Gatsby. In this essay, comparisons will be made concerning both Nora and Daisys relationships with their husbands and children, as well as a deeper analysis into their personalities, uncovering the ir secret beliefs and motivations. In Fitzgeralds The Great Gatsby, each character is noteworthy when establishing the confusions and complexities of social relationships. The novel is considered a representation of the golden age of jazz and all of its extremes. The parties that Gatsby would host demonstrated the extreme ostentation of this era: wealth, luxury and corruption. The novel begins with a verse quotation from Thomas Park DInvilliers to introduce it; Then wear the gold hat, if that will move her and this is suggesting that one must do all things possible to impress the woman whose love one seeks. The novel is narrated by Nick Carraway, he is a persona adopted by the author and as a moral barometer the readers can value his insights and feel that he will be a reliable informant. Through his eyes and experiences we meet other characters and learn of all the relationships included in the novel. The chronology of the events of The Great Gatsby begins with the protagonist, Jay Gatsby, meeting and falling in love with a young Daisy while he is still a poor officer. When he is sent overseas, Daisy marries the very rich yet fierce Tom Buchanan. Fitzgerald gives the readers a significant impression of Tom through the use of many descriptive adjectives. The first time the readers are introduced to him he is in riding clothes this accentuates his muscularity, and his high boots are an association with military authority, and the fact that he was standing with his legs apart indicates a stance of confidence and power. Daisy, who becomes Toms wife, is also introduced to the readers in an imposing way. She is described as charming, passionate and witty and the readers learn that she had a sad and lovely face. Fitzgerald shows her personality as appealing, attention seeking, seductive and captivating in the sense that when she talks one enjoys being in her presence. Tom and Daisy also have a three year old daughter. When the readers are introduced to these characters they also learn that the relationship between them is not a typical relationship that a married couple are expected to have. To add, when Gatsby learns that Tom and Daisy married he decides to pursue wealth endlessly until he becomes a self-made millionaire. Gatsby then moves to New York and occupies a great mansion, where he begins to host generous parties to which he is hopeful that Daisy will appear. Nick Carraway, the narrator of the novel, lives next door to Gatsby and he is also Daisys cousin. When Gatsby learns this, he befriends Nick trusting that this will lead him to see Daisy again, which eventually does happen. The relationship between Gatsby and Daisy then is the rekindled, which introduces the readers to the central passion of the book as well as one of the most prominent relationships in the novel. Furthermore, the marital relationship between Daisy and Tom is a very unusual one due to the fact that Tom has a mistress in New York; Myrtle Wilson, who is also a married woman. The odd thing is Daisys attitude towards this relationship; Daisy continues to stay with Tom despite her knowledge of his unfaithfulness, and this is the thrust of the novel. This staggers Nick who does not understand why Daisy does not rush out of the house, child in arms, and also raises the central question, why does Daisy stay with Tom? Additionally, when Nick goes to visit Tom and Daisy at the beginning of the novel, Daisy confides in Nick, she calls herself cynical, and this is reflected in her negative approach to life and relationships. She also tells Nick that she cried when her daughter was born, the best thing a girl can be in this world, a beautiful little fool. Daisy indicates that being a fool will protect a girl from the harsh truth of infidelity. Daisy cried when her daughter was born, sadness is fixed in her life. The readers can appreciate that Daisy is not a fool because if she were she wouldnt be concerned about Toms mistress, and Tom is not a caring husband because when his child was born he was not nearby which is known when Daisy tells Nick that Tom was God knows where when their daughter was less than an hour old. This goes to add to the bizarre fact that Daisy does not leave Tom, despite almost everything being wrong in their marriage. Also, the relationship between Myrtle and Tom is one that is clearly driven by wealth. Tom entertains Myrtle in an apartment in New York. She was young when she married her husband, George Wilson, and she thought that he was a gentleman; she had little knowledge that he was a simple soul who had borrowed a suit for his wedding. She loves the sense of wealth from Tom that George could never provide, and she stays with Tom because of this; as well as the status, prestige and ego-flattery that he provides her with. Myrtle enjoys the lifestyle with Tom, in a boasting tone she chatters about the things she intends to purchase. These items are cheap consumables of no financial consequence to Tom. Furthermore, Myrtle enjoys being a hostess; which is reflected in the confident manner she behaves in. She changes into an elaborate dress when they get to their apartment with Nick and smiles with pride whenever complemented. When Tom slaps her and breaks her nose at the apartment he has provided her with, he proclaims his power and sense of male authority because that is the type of man he is. This goes to display that this relationship offers Myrtle the wealth and status she would never be able to receive from George; only leading her to want it more from Tom. Additionally, when Gatsby invites Nick out for lunch he introduces him to Meyer Wolfsheim, who was reputed to be a gambler who fixed the World Series in 1919.This illegal act linked Gatsby with a shady and suspicious reputation. There is no proof that Gatsby was involved in this illegal act but there is a long-standing association between the men; this linkage soils Gatsby, which shows that the relationship between the two men is not a decent one. The readers know that Gatsby originated as a poor deprived man, who suddenly, driven by his love for Daisy, became wealthy and owned much more then people knew he could afford. This goes to show that the origin of Gatsbys wealth may have come illegally and so it is not guaranteed that he may have this wealth forever. Moreover, the play A Dolls House is a clear analysis of a character that goes through a great dynamic change only to find her true self and to remove the dishonest perception of herself in the eyes of those around her. This change lead the character to become fully aware of her life along with an understanding of what an insincere life she had mistakenly led, and this character is known as Nora Helmer. At the beginning of the play, Nora is portrayed as a childish and naive housewife with a talent for spending money. This view is conveyed through the parent child dialogue she has with her husband and his usual categorization of Nora as an expensive little person with a talent for melting his money in her hands. This evidently reveals Noras relationship with her husband to be very similar to that of a relationship between a spoiled child and his parents. Also, through the character of Nora, Ibsen shows us that a woman is expected to be little more than a child in her own marriage, incapable of taking on serious issues, and useful only for her ability to amuse her husband. During the course of the play, as Ibsen takes the reader through the climax of Noras controlled life, he shows how Nora develops into a wiser and more determined woman who learns to have her say. Noras development is highlighted and guided with her growing courage, her direct attempts to become more equal with her husband, and her decision at the end of the play conveys Ibsens idea that a woman has a duty to herself, and that the marriage she shared with Torvald was so confining to the extent where she could only fulfil her duty to herself by leaving her husband. However, Nora learns this through the experiences she undergoes while she was treated more like Torvalds child rather than his wife. The fact that she does not retreat at Torvalds comparison of her to minor creatures, but rather she even links herself into his terminology by saying things such as we skylarks and squirrels just proves how blind Nora was towards her husbands arrogance and superiority. A major theme of the play, deception or the gap between appearance and reality, is introduced in the very first word of the play; Hide. Nora wants to hide the Christmas tree so that the children dont see it before it is decorated. The theme is developed throughout the play until it is realized that Noras entire relationship with her husband is based on many layers of deception; one of these layers is that Nora was constantly aware of the need to flatter and protect Torvalds masculine ego. She disguises her anxiety over the repayment of the substantial loan in order to protect Torvald fro m his own somewhat exaggerated sensitivity. Another strange deception in the play is the macaroons, which are symbolic to their relationship. Torvald forbids them while Nora enjoys them secretly, which just shows that Nora is capable of lies and deception. But the fact that Torvald forbids them because they will spoil Noras teeth also adds to the way in which Nora has more of a father-daughter relationship with Torvald, rather than a husband and wife relationship, because that is a strange instruction to be given to an adult. The deceptive relationship between Torvald and Nora is contrasted with that between Dr Rank and Nora. With Dr Rank, Nora is able to be more truthful and drops the childish-flirtatious act she employs with Torvald, and she is able to have open conversations with him, which shows the audience a different side of Nora. Through the relationship she has with Dr Rank the audience are able to appreciate that Nora can be treated as a woman and handle different situations in a much stronger manner than Torvald. In A Dolls House, Ibsen explores his interest in the role of women in society. He raises questions about how much a woman has to compromise her own wishes and aims in order to fit into society. Mrs Linde has had to give up her true love, Krogstad, and marry a man she did not love in order to gain the financial security she needed to look after her mother and brothers. This is known when Nora asks Kristina why she married her husband and she replies My mother was still alive; she was bedridden and helpless, and I had my two younger brothers to look after I didnt feel I could refuse his offer. Therefore, because she let the relationship with her loved one go in order to have the wealth she needed to look after her family, which shows that her life has been one of self-sacrifice rather than self-fulfilment. The relationship between Kristina Linde and Krogstad constitutes the sub-plot. It is of less importance of that of the Helmers, but serves as a contrast to aid the understanding of the audience of the relationship between the protagonists. Krogstad and Kristina find the mutual need, they are open and truthful, and they move towards emotional love. Ibsen has employed Krogstad to provide a device to bring the play to a climax. He has also provided a different male paradigm to that of Torvald, and when he had fulfilled these tasks, he takes no further part in the play. Krogstad does not hold a grudge; he is not vindictive and is prepared to request the return of his letter from Torvald. However Kristina makes the decisive decision of the play, she wants Torvald to find out the truth of Noras secret; it was she who saved Torvalds life, she borrowed money and forged her fathers signature without his consent. The novel The Great Gatsby investigates the new incidents that women began take part in society throughout the 1920s. Throughout the novel, in contrast to life before the early 1900s, women were almost on equilibrium with men; they were allowed to dress and behave like them. They were also allowed to drink and act in an improper manner at parties, and they also began to express their views more openly. This dramatic change had a great affect on the new established place that they held in society. Daisy is a character who had the wealth and beauty that other girls would dream of, however she let Tom degrade her and philander with other women, which made her the inferior of their relationship. Eventually as the novel goes on, Daisy gives herself a sense of freedom when she has the affair with Gatsby, and this is known when Tom is on the telephone, and it is rumoured that he is talking to his girl. Daisy kisses Gatsby and tells him, You know I love you,which is followed by a firm statem ent to Jordan Baker I dont care, which displays Daisy reacting against Toms infidelity and proclaiming her own standing and independence. Whats more is that although Torvald may regard Nora as extremely inferior to him, he had never used physical violence against her, as Tom of The Great Gatsby did on his mistress. When Myrtle attempts to elevate herself by speaking about Daisy, Tom violently lashes out and breaks her nose. Although distressed, Myrlte accepts that she has been put in her place as inferior and submissive to Tom. To add, Tom would answer the calls of his mistress at dinner time; indicating that he did not have an ounce of concern for Daisys feelings whatsoever. On the other hand, Nora was Torvalds whole world, and he would not dream of hurting her. Therefore, when Daisy decides to stay with Tom while Nora decides to leave Torvald, the readers are left in a confused state. Daisy stays with Tom because despite everything they are from the same social status. Tom offered Daisy certainty of position, while Gatsby has an upstart, and there are suspicions about his money. Gatsby also has no reputation in the background of being socially acceptable. Daisy stays with the group of socially stable people, and even though Gatsby loves her, she finds her wealth and position in society more important. Furthermore, Noras ultimate decision of deciding to leave her husband and children may seem uncalled for, however she did have reasons which supported her decision. The relationship she shared with Torvald was that like a father-daughter relationship, it was dishonest as well as hypocritical. There was no love between them; she was Torvalds doll wife and when she realises this she tells Torvald I dont love you anymore. At the end of the play, Nora is aware of herself and the subordinate inferior position she held for so many years. She feels a strong sense of injustice, firstly by her father and the by her husband, and she accuses Torvald; Its your fault Ive made nothing of my life. When she states her intention I must try to educate myself Torvald is concerned only about appearance; you havent thought of what people will say and then pathetically says I could change followed by his plaintive suggestion couldnt we live here as brother and sister? Both these ideas were dismissed out o f hand by Nora. When Ibsen presented the Helmer family to his 19th century audience, he had a strong intention of using the dramatic situation to further the consideration of the need for the status of women to be reappraised. He rejected the traditional view of women as inferior appendages to men. Ibsen believed that marriage should be a mutual arrangement, and that women had the right to develop their potential through education and involvement in the commercial world. His strongly implied criticism of Torvald Helmer was a criticism of the traditional male paradigm. F. Scott Fitzgerald set out to present an impression of American life during the exuberant period of the early 1920s. Although it was a time when women rejected restrictive traditions, Fitzgerald presents more as a social commentator then crusader for change. The traditional bonds of status and security are what hold Daisys relationship with Tom together. Their marriage was far from perfect, but it was sustained; they werent happy and yet they werent unhappy either there was an unmistakable air of natural intimacy about the picture, and anybody would have said that they were conspiring together. CONCLUSION This essay examined the different attitudes to marriage and relationships that are evident in the novel The Great Gatsby by F. Scott Fitzgerald and the play A Dolls House by Henrik Ibsen, and in due course it was clearly evident that neither Ibsen nor Fitzgerald present marriage from the perspective of a romantic bond; there are other more practical considerations involved. Through F. Scott Fitzgerald, romance was presented through Jay Gatsby which was ultimately doomed due to the obsessive and irrational nature of it. Both literary works show the audience that marriage and relationships are impacted on by wider pressures of society in life; but whether a marriage is sustained seems to be up to individual preference. The apparent irony evident in the two pieces of literature is the fact that Nora leaves Torvald, despite the fact that he had never physically hurt her nor was he ever unfaithful to her; while Daisy stays with Tom and his violent and unfaithful nature. Daisy had more reason to leave Tom than Nora had to leave Torvald, but both characters ultimately made unexpected decisions which left its impact on the audience. Daisys attitude towards marriage is not based on infatuation or love; rather it is built on her status, both financial and social, and that is what she considers to be luxury. Noras regard for marriage was initially founded on what she thought was love; as she knew nothing more or less. However throughout the play she learns and develops into a woman able to make her own decisions; where her marriage becomes an obstacle to her individuality. Further exploration of these two works could be undertaken to explore the conflicting pressures that are faced by mothers in unhappy marriages and relationships. Catalonia: History of Independence Catalonia: History of Independence 1.0 Abstract Catalonia is a historically supressed region within Spain. After 1975, when the dictator Francisco Franco died it allowed for a new democratic Spain. This has resurfaced Catalan Nationalism. Most recently the Catalan region has called for a legal referendum in 2017, as the one held in 2014 was deemed illegal. Democracy takes priority within the region which has created increased tensions and potential for violence. The report showed there has been an increase in violence and that the governance and future threats are key concerns. The report highlights the grievances within the region, that have been accumulating. 2.0 Introduction   Europe is experiencing modern day separatism, with currently over 25 active separatist movements. Spain is the most divided ‘nation’ within Europe having experienced the most civil wars of any country. Catalonia is the most profitable region in the north west of Spain making around 20 billion a year (BBC news 2013). They have recently called for another referendum in 2017 after having achieved an attendance rate during the last referendum in 2014 from the population of 30% of the 7.5 million. The polls from 2014 gaged an opinion that is in favour of independence for the region. The poll was deemed illegal by the Spanish government, which resulted in Arthur mass, Catalonia’s president, being arrested and numerous other legal cases against the Catalan politicians (The Guardian 2016). The protests, so far, have been peaceful however it has been assumed that this may not continue as an emergence of separatism could continue as theorised based upon the past and become violent. Many other places such as Scotland, who are allied in methods with Catalonia, called for a referendum in 2014 with a concluding vote of no and to stay within the United Kingdom (The financial times 2014) Most recently with 2016 the United Kingdom parted with the European union, in an event termed Brexit. The votes for Brexit were broken up into regions, Scotland and Northern Ireland voted to stay within the European union which has resurfacing a call for a referendum from Scotland to be held in 2017. Within Northern Ireland the vote has caused talks around a united Ireland or for Northern Ireland to become independent. With the success of Brexit, the European union is not being presented in a positively. Within this report the tern nation is going to be examined within theoretical and historical contexts to better understand the separatist movement within Catalonia. A field based analysis was conducted to gather the opinions of the Catalan population on the notion of independence and whether they think it will be obtained peacefully. 3.0 Research context To understand the current situation within Catalonia its place within theories must be examined. Nationalism is defined as a political programme. It consists of groups of people who define as nations who form territorial states that have a single language (Hobshawm and Kertzer, 1992). Renan in (1882) said within his speech that a nation was â€Å"a group of people united by a mistaken view about the past and a hatred of their neighbours†. This nation joins biographies to have one common historical narrative (Calhoun 1993).   Nations and nationalism can be a complex definition with many theories on how it happens. Benedict Anderson (1983) differs in views with many scholars by seeing nationalism as an â€Å"imaginary political community†. He states that Communities are to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined Ernest Gellner (1983) said that â€Å"nationalism is primarily a political principle that holds the political and the national unit should be congruent†. Gellner believes that nationalism was something that the modern world needed sociologically and mainly focuses on modernisation and industrialisation. Anthony smith was a critic of Gellner saying that he had misread the relationship that is between industrialisation and nationalism (Smith 1989). Smith (1989) is quotes to say that â€Å"the modern world had become inconceivable and unintelligible without nations and nationalism† Bruielly (1982) shows more of an academic approach and states that when intellectuals or professionals miss out on important career opportunities this may lead to a rise in national ideology. Nationalism to him is portrayed through intellectuals as unsuccessful professionals. This is like Kedourie’s theory about indigenous intellectuals in colonial societies and how they too turned to nationalism. The abundance of intellectuals and inability for society to find them suitable roles may explain why they turn to nationalism. (Kedourie 1960)   Nairn (1977) however, approaches nationalism in a study from a Marxist perspective. He considers nationalism to be a bourgeois phenomenon which can be seen to be a product of the disparities within capitalism (Nairn 1977). The continuation of nationalism is linked with the interests of the bourgeois (Anderson 2006). Focusing on Europe, Woodrow Wilson’s had a large impact on the Versailles Peace Conference that began outside of Paris in 1919. He had a plan to divide Europe it into ethnic-linguistic territorial states. The project was impracticable as well as dangerous, the cost of this feat would have been mass expulsion and genocide (Hobshawm 1992). However, a nation cannot be born they’re made in response to international incentive and power policies (Fearon 2004). Nationalism has been the source of anxiety and conflict in European history (Coppieters 2010). Borgen (2010) states that there were currently twenty to twenty-five separatist movements across the continent. The movements may be based upon cultural and political issues and the majority are non-violent. Separatism is mainly linked to nationalism and their ideologies. There have been two consecutive waves of separatism. In the 1950’s the first separatist movement began with the decolonisation of the world, this questioned the legitimacy of boundaries that establish under colonialism. This was closely followed by the second which happened at the end of the cold war in the 1960s toward the beginning of democratisation in the 1980 and 1990’s. The second wave was surrounded by the suppression of people’s rights and liberties under the communist regimes (Schaeffer 1998, Agnew 2001). Recent separatist movements like that in Yugoslavia from 1991- 2001 were driven by the common notion of an economic disparity. This movement was against the state as they failed to deal with this, however there was also territorial divisions within the state that showed internal colonialism based upon ethnicity and nationality (Agnew 2001) Guibernau (2000) sees nation states as a cluster of institutions that are defined and governed by the state. Stateless nations can enjoy cultural or political autonomy based upon the state’s decision. In most cases within a region that is trying to be separate their nation, the political issues that have arisen are based upon previous governmental experiences of nation building. States and nations that are trying to establish are understood to be real communities with enduring collectivises. (Brubaker 1996) To establish social cohesion for a nation building project a common identity must be established, linguistic campaigns are a powerful tool in doing this. It allows for people to bring the communities fears together by reducing embarrassment about speaking a native language.   (Webber 1991; Trueta 2008) The Catalan region in the North West of Spain during the Franco regime (1939-1975) had languages and identities supressed along with other regions. This then meant that Barcelona, the capital of Catalonia, had suffered neglect. His regime created tensions in the country’s political system. It believed that Spain consists of ethnically defined identities in several regions (Bylan 2014). When democracy was restored after 1975, there had been a shift towards expressing the regional identities. The Catalan region sees itself as an independent metropolis (Mellon,2008) In history by 1898, the nationalist movements of Catalonia and the Basque country had emerged in wanting their own identity, these sources of national identity threatened the hegemonic position of Spanish nationalism (Muro 2005; Pozo Andrà ©s and Braster 1999). Basque and Catalan nationalist movements however in more recent times within Spain have unified this Spanish nationalism again (Muro 2005).   Spain is not however a formal federation it is a unitary state that has given devolving power to seventeen autonomous communities and two autonomous cities in a system that is called the state of autonomies (Bylan 2014). This is consistent with the theory that contemporary separatism is the product of the rise in modern nationalism and that they are overcoming the previous nation building project. Today in Catalonia, the current project is to build true Catalan culture through language as this is the ultimate expression. (Illas, 2014). Catalonians also express this through rituals and festivities such as human towers (Castells) (Giner 1980). The separatist movement had been mainly led by linguistics and a traversed class with rallies in 2010, 2012, 2013 and 2014 that have staged a transformation in separatism (Illas 2014). The modern-day disparities of the Catalan people are based upon their history. 4.0 Historical context To understand fully where Catalonia fits within the nation-building theories it is important to understand the common historical narrative within the state. Starting with the 14th century within Catalonia, there was political and economic decline, due to the successive waves of the great plague. By 1365 Catalonia has lost half a million people, and in the 15th century Barcelona had its lower ever population. (Giner 1980). During the 15th century the Catalan capital was gripped by the civil war. The maritime power that once existed there was starting to decline. (Giner 1980). Now, there was a transition from early medieval contractually to liberal societies who have more of an individualistic approach. Elliot (1963) mentions the revolt of the reappears between 1640- 1652, when the Catalan people united due to castile giving them harsh treatment. The war of succession in Spain happened between 1702 to 1714. Barcelona resisted unification and was besieged in march 1713 (Guibernau, 2000) Felipe V built a fort (the Ciutadella) so Barcelona could be watched. He banned writing and teaching in Catalan and distributed Catalonia’s possessions to great powers (Webber, 1991) This abolished Catalan rights and liberties and they were subject to regime occupation (Gibernau 2000; Gibernau 2014). The events that took place started the process of national integration and state-building within Catalonia (Moreno 1988) In the 18th century the Spanish economy was based around agriculture. The Napoleonic invasion devastated the country and lead to political instability (Patrick 2016). Catalonia made positive gains with the urban middle classes and created confidence. Barcelona was then transformed into the capital of a society that was industrialising and modernising (Webber 1991). Defeudalization was happening around this time. Spain was in the process of homogenisation under the bourbons. They forcibly generalised the Castilian law and the institutions, they were creating a modern centralised state and this was completed in 1812. (Giner,1980) The trade union movement after World War One was led by the Confederacià ³n Nacional del Trabajo (CNT) which had 80& of the cities workers. Between 1919 and 1920 there was a wave of strikes and union leaders were eliminated. Dictator General Miguel primo Rivera had conflicting views on the working-class radicalism (Giner 1980) Rivera’s repression ended in 1930, he did not successfully stop the unity in Catalonia. In 1931 the formation of a Spain’s republic this was driven by the Esquerra Republicana de Catalunya. The leftist popular front in 1936 won genuine autonomy (Guibernau 2014; Illas 2014). The class system of the society at that time was a product of the successive waves of industrialisation and advances in urbanisation. (Giner 1980).   The genuine autonomy that was gained by the Catalonians was short lived as the result of the Spanish civil war between 1936-1939.After Francisco Franco’s Victory in the war he imposed a pro-fascist and militarised Spain, laying emphasize on Castile as the ‘ethnic core’ of the nation (Muro 2005). The Franco regime between 1939-1975 supressed the languages and identities of the Catalonian people (Webber 1991). During this time persecutions took place of Intellectuals and language speakers. The education system featured no Catalan and the street names were changed to Castilian Spanish (Marinzel 2014). Francoist propaganda changed the narrative of the civil war to be that of a crusade and associated leftists and anti-Spain figures as a ‘cancer’ of the nation that needed to be cured (Richards 1998) The Catalonian population increased with massive migrations from deprived areas in other parts of Spain during the 1960’s and 1970’s (Serrano 2013). During this time, Catalonian separatism was emerging again as a political opposition to the dictatorship. They rivalled in literature and the arts which moulded the Catalan identity (Muro 2005). After Franco’s death in 1975, a central part of the regional policy was to promote the Catalan language. In 1978 Catalonian was defined as a democratic state within the new Spanish constitution which had granted autonomy (Giberneau 2000). This allowed for the Catalan people to change the educational system and policies within the region. In 1975 online 60% of people in Catalonia spoke Catalan whereas in 2001, 76% of Catalonians spoke Catalan (Borgen 2010). Regional feelings for Catalan nationalism rose in the 1990s and early 2000s, with it being rated sixth amid Spanish autonomous communities (Moreno 2001). Patterns of similar relationships between identity and independence emerge (Muro 2005; Serreno 2013). 5.0 Discussion Nationalism changes all the rules; a nations existence is based upon the past experiences and it challenges historians to decide a nations existence. History however is not as clear as would believe and interpretations and narratives can be different (Marino 2002). Modern day nationalism may be overcoming the previous nation-building project. Catalonians hope to achieve this by assertion of their own culture (Illas 2014). The region has been suppression numerous times as mentioned and the clear territory and history that define it as a nation are evident (Smith 1998). In the fight for independence Catalonia is aware that that staying a part of the European union is important, as there are strong ties with Spain and the European single market. With the situation in Catalonia baring resemblance to that in Scotland and the Catalan foreign affairs minister recognises that it should too have the right to vote in a legal referendum as that would stay true to democracy and a constitution is a text that is written under certain circumstances, these circumstances can change. (The guardian 2016) Brexit in the UK isn’t good news as it questions the European project. An MP called Ciudadanos accused the separatist movement of removing the state out of the 21st century. Previously however other politicians such as Mr Fernandez would welcome an exit from the EU as he sees it as being ruled by capitalists. (The Independent 2015) The rise in separatism and the need for independence grows stronger as the Catalan government fight for responsibility for taxation and spending policy (Boylan 2015). Previous grievances have shaped Catalonia culture and the desire to return to being an autonomous region is still wanted. The Catalans may fall into Renan’s definition in 1882 of a nation â€Å"a group of people united by a mistaken view about the past and a hatred of their neighbours† as the public polls reflect a rise of opinion of violence in the region. Arthur Mas the former president hopes that his prosecution for the illegally deemed poll will also be a cry for the cause of independence from Spain (The Financial times 2017). 6.0 Field based analysis 6.1 Methodology   Ã‚  Ã‚   6.1.1 Day 1 Observational study of landscape Figure 1: The route that was taken on the first day during the streetscape observational exercise The streetscape of Barcelona needed to be understood. A transect of the area was carried out in small groups. These groups covered different areas all meeting back at the same point at the Sagrada Familia, the route can be seen in figure 1. The results of the small groups were combined to gain a large-scale view of the area. Along this route elements that are seen to represent the Catalan conflict were taken note of. The different types of flags, graffiti, street names and political posters and murals along with anything else that could be seen to potentially represent the conflict were recorded. Within a table format the route walked was recorded along with where the observation occurred and a small discussion was help to note the implications of what we had seen. The differences in areas we walked through was noted as the route lead to a tourist area however was through mainly residential streets. 6.1.2 Day 2 Historical Narrative A guided walk through the city was undertook to identify the monuments that may commemorate previous conflicts. Along the walk the date in which the monument was erected was taken down, along with what it was and what it is commemorating. The reason behind doing this was to analyse how culture and history is remembered within Barcelona. Certain aspects of the monuments were noted such as what way the history is shown and If the monument represents one side more. To gauge an idea of the historical narrative Barcelona was trying to perceive, 3 historical sites were visited. These were the Catalan museum, El Borne centre and memorial democratic. The sites were visited to understand the story they are telling. A similar study was undertaken by Breen et al (2016), and observations were noted such as, is there anything that is not present within the museum? Is there any important messages they are trying to highlight? Is there a main language? To see whether the people within the museum either working or visiting understood its role, a semi structured interview was carried out.   The questions asked recorded their understanding of the role, if heritage plays a role in Catalan separatism and whether any part of the centre was controversial. 6.1.3 Day 3- Semi- Structured Interviews A method of semi structured interviews was carried out to collect qualitative data on the publics perceptions of important issues with Catalonia whilst gathering information about the person in question. The questions that were asked were: Are you from this neighbourhood?What is your first language?Did you vote in the last referendum?Were you happy with the outcome?Do you think Catalonia will gain independence? Do you think this will be achieved peacefully? These questions were asked to gather information on, the nationality of the person, the language in which they see to be their language, their political participation, their views about the last referendum and views on future independence for the state along with how possible violence will be. Cohen and Crabtree (2006) have shown the benefits of using semi structured interviews as you will only get to speak with that person one time. They also highlight the importance of it being undertaken by small groups as they collect the same information to show the varied opinion over a large area. The results are comparable and the results are collated. With a large sample taken the results could be representative public opinion and could be compared with polls that have been previously taken. This will show how the opinions in the region have changed over time. The route that was taken can be seen in figure 2. Figure 2:   Route taken and main stops while conducting semi structured interviews. 6.1.4 Day 4- Quantitative Data A quantitative data collection in the form of a social vulnerability survey. Social vulnerability shows which elements of society are worrying the most. The survey had a scoring system included the value 1 meaning that they strongly agree with the statement and 5 representing strongly disagree. The statements represented the social, economic, environmental and political situations along with opinions on the future of Catalonia.   This type of survey was conducted in small groups again and allowed the results to be combined and numerically represented. The triangulation of multiple methods stated within Duffy’s (1987)’s papers shows that this method gives a complete collection approach. 7.2 Observations and Results 7.2.1 Street Observational Survey From the transect that was carried out general observations were made. The city has undergone times of suppression and conflict and from the observations generalities were made as things observed could be expressions of nation-hood. Hans Christian Andersen in 1862, commented on Barcelona by saying that the city was the â€Å"Paris of Spain†. The first notable feature was that of the layout of the streets, the city consists of grand octagonal blocks. Antoni Gaudi has a huge influence on the architecture of Barcelona, with many Catalan people they associate his work with a period called Renaixenà §a, which tried to show better times (Giner 1980). He has become a symbol of the city. The Flags that were on the residential buildings held much significance to how they stood politically. The flags that presented Catalonia were mainly flown on buildings that were residential with the souvenir shops that sold the flags only stocking Catalan related items. The flags within the residential area differed, from the slogan that was upon it to whether it had a star present. They can send a political message and are used in campaigns. It is a tool in which the Catalan people are not afraid to change, with a flag holding great significance to a group of people, they are willing to alter the flag to send a strong political message (Borgen, 2010). Alongside the Catalan flag EU flags were found, this says that the Catalan people are scared that with independence come an exit from the single market. This is a strong incentive to stay within the unified state of Spain (Patrick 2016). Scotland holds close parallels in situations with Catalonia. The British government has also driven nationalism in the last referendum with the fear of leaving the European Union. The Scottish flag was observed on the transect showing the close similarities. The Catalan flags declined in numbers when leaving the residential area heading towards the centre. The buildings in the centre had more Spanish flags as these were mainly political or service providing premises such as hotels (figure 3a). The Spanish flag should be flown on a Spanish building and if that place is not meant to have a political view, then both flags would be outside of the building. Both flags were observed on hotels and tourist areas.   In some areas both flags of region and state were also seen, this shows loyalty to an area. For example, a bacelonetta flag seen in figure 3b Figure 3: (A) Spanish flag being flown outside of the Military building in Las Ramblas. (B) Barcelonetta regional flag. The street names were in Catalan with many commemorating people who have been influences from Catalan (figure 4a). The Sagrada Familia has taken a century to complete, still not being finished. The architect of the building is Antoni Gaudi; it is a statement of the Catalan culture and is the most visited place within Spain.   Throughout the streetscape we encountered political graffiti that was around the city voiced the political opinions of people within the community who wanted that message to be shown (figure 4b). Figure 4: (A) street sign with dedication to a self-acclaimed Catalonian. (B) Graffiti that reads â€Å"Anti-Fascist Area†. 7.2.2 Monuments Monuments play an important role in who society idealises as symbols of culture. Barcelona has many monuments that were observed to understand their political message for an independent Catalonia. The plaza de Torro monumental is a bull fighting ring that existed in the 20th century. The building is influences by Islamic design replicating dà ©cor from the previous 8th century invasion from north Africa. The building today has been repurposed as a museum due to the recent ban from Catalonia in 2012 for bull fighting (The guardian 2011). This is extremely important as they had ended a 600-year-old tradition within Spain, stepping away from the culture. The Universal exhibition was held in Barcelona in 1888. The triomf was to symbolise victory and national pride. The Arc links Barcelona’s medieval past with its future. Beyond the arc lies the park, with the Catalan parliament building residing within the parks grounds. The park has a Zoo and an elaborate fountain which at the time was put in place to show how advanced the people of Barcelona were. Like many other cities have done in the past, such as Paris. The Main Cascada monument is a grand project that took place for the 1888 universal exposition and a small contributor to it was Antoni Gaudi. The grand waterfall features goddesses showing idealising women and sexism that existed at that time.   A band stand within the Cuitedella Park was dedicated in 1991 to a transgender teen who was killed. This emphasized the cities progressive attitudes to social problems. The Als Voluntaris Catalan statue in the Cuitedella park is dedicated to the volunteers of the first and second war. The monument was subject to violations during the Franco regime with its arms being cut off in 1952. The internal flame (Fossar de les Moreres) was observed within in gothic quarter and is a contested symbolism, as it is seen to be site of the graveyard for the fallen during the siege of Barcelona in 1714. This site for Catalonians is a reminder of the homage. On the 11th of September (ladeada) people gather to this space to remember the battle. The symbolism is contested but it is used to further the nation building project. 7.2.3 Museum overview To understand the historical narrative that was being projected upon the Catalan people, three institutions were visited to understand how they were representing the history of their culture. The first site visited was the Christopher Columbus statue. This statue was erected for the Universal expedition in Barcelona in 1888. Groups of anti-capitalist councillor in Barcelona however said that the city â€Å"should not be celebrating the explorers’ colonial legacy† (The Guardian 2016). The emphasises the Catalonians feelings toward colonialization and suppression. The second Museum that was visited was the Catalan museum, the levelled institution has 3 floors which displayed a different time within Catalan history, from the bottom floor up it contained the history from the roman times to the top flow having recent achievements from the 21st century. An observation made was the fact that within the Catalan museum the paint on the walls were red and black, the colours of the anarchists. This may not have been intentional but could be a subliminal message as within the museum the Catalan culture was celebrated. Franco is not liked within the museum. From the semi, structured interviews conducted a worker of the museum stated that Spanish people will say that the museum is a lie, however the intended audience is the Catalan people and the international community. A museum worker was quoted in saying that the museum â€Å"celebrated† his heritage and that it has influence in the separatist movement. Sympathetic language was used within the Catalan museum a phrase observed in the Franco dictatorship section said ‘the unmistakable aim of Francoism was to strip Catalonia of its nationhood’ strong language was focused upon within the museum. Descriptive words were mentioned in nearly every time that contained suppression of Catalonia’s identity. Another example of this read in the museum was â€Å"language was a slow and uneven process†. The Catalonian history is showing the notion of separatism by identifying themselves as different from the Spanish, A person at the museum was quoting in saying that the Spanish â€Å"believe that this is all made up† showing Spain’s undeniable unwillingness to accept Catalonia as a nation. Whereas museums are understood to be some of the key places that deliver the message of what a nation is (Ashworth et al 2007) The el born centre showcases the streetscape within Barcelona during the 18th century. This streetscape represents Barcelona in a time when they had independence from Spain, the archaeologists could have kept excavating and gotten to a roman street. They stopped on purpose to give a utopian image of a time of independence when it was a vibrant multicultural marketing town. This gave the visualisation that there were greenspaces with music and food in the once internationally trading town. This is a clear political message of culture and heritage used at the El Borne (Breen at al 2016) It has been argued that the visitor of a museum will connect to the personal account of the narrative that is being told (Fladmark 2015). People had been quoted in saying that the centre had been â€Å"controversial†. An exhibition was spoken about that featured Franco and his dictatorship, the Exhibition was meant to last for a couple of months however it took the Catalan 4 days from when it started to have it removed. The hostility and want to forget the dark period of Franco’s dictatorship is evident in their actions. The importance of these institutions is to promote culture. These centres could be understood to b a part of the nation-building narrative which are in line with the core set of grievances that are within Catalonia (Breen at al 2016) 7.2.4 Grievances Catalonia has a key set of grievances towards the Spanish state shown in Figure 5. A few of these issues are going to be discussed. Figure 5- grievance model visually showing the key set of grievances within Catalonia. A key issue in the region is how the money that the state produce is used. Economically Catalonian has had historical grievances with the state, first starting with the Catalan bourgeois and modern industrialisation in the 19th century. Spain believe that Catalonia are â€Å"financial parasites† that don’t provide enough for Spain. Catalonia today has a fiscal deficit of 9.76%, this is highest taxed region in Europe. The people of Catalonia feel exploited as they cannot control their own funding when new services are needed within the state. Barcelona is the most visited region within Spain. The media and television play a large part in left and right wing narratives. A nation state emphasize political views this way. Gellner stressed the importance of communication in societies, the power to control the media modifies culture and is necessary for the homogenisation of the state. (Gellner 1983) Sport is an important cultural event for Catalan people. The Barcelona football club during Francoism was a representation of the Catalan nationalism and resistance against the dictatorship (Giberneau 2000) Sport is a powerful means of expressing identity (Trueta 2008). At the 17th minute and 14th second, the crowd will stand and shout ‘Independence’ as this date is representative of the last year they were an autonomous state. Language is important when expressing culture and the use of a language can indicate your current feelings politically (Woolard 1984). The Catalan language as mentioned through the report has been supressed, driving the need for the language to be expressed and recognised internationally. 7.2.5 Survey results A qualitative survey method was undertaken to test the hypothesis of will Catalonia resort to violence to gain independence. The results of the surveys are below (Table 1) Table 1: Combined group results of qualitative survey. Table 1: Combined group results of qualitative survey. The results obtained from the combined groups matches those gathered from the Catalan government in their recent poll. With the representative sample size and closely comparable results the figures gathered are reliable. The survey was conducted in English however the fluency in Catalan and birthplace determined majorly their identity (Webber 1991) which would be closely linked with how they would feel about independence. The difference in percentage between the two opposing opinions (independence vs no independence) is not that high. The surprising figure is that of violence, with many key events happening in the last 12 months such as the arrest of Arthur Mas, change would be assumed. Triggers such as that would provoke a sense of undermining and this may increase the likely hood of violence. Historically within Catatonia has had such events. Figure 6 shows an ice berg model, which is a visual representation of some key events in Catalan history. From the results obtained the mediation stage was considered as the point of conflict Catalonia as both sides have not yet concluded what they want. Figure 6: Key moments in recent Catalan history that has led to a rise in separatism within the state, key events are symbolled.    5.2.6 Social Vulnerability Survey These results are those obtained from quantitative surveys (figure 7). The total number of respondents was 139. Figure 7: Social vulnerability pentagon, highlighting main worries. The closer the result is to the centre the more of an issue they feel as though it is. With the survey showing that people are worried about the governance, environment and future threats gives an idea of the key grievances today. The economy is not a worrying factor as there has been on the rise since 2008 after the recession. The social aspects of life are not worrying factors in society. In regards to the environment, water is not evenly dispersed across the region. The summer months also bring a lot of pollution as tourists leave litter, which was pointed out by a shop keeper during an interview. 5.3 Conclusion To conclude, Catalonia has been experiencing separatism for many generations. The conflict so far within the state has remaining non-violent however this figure could change. The rise in percentage of people who believe violence will start echoes the increasing political tensions however 15% is not enough to accept the hypothesis stated as 85% do not believe there will be a need to resort to violence. The politicians are becoming impatient waiting on a referendum when other democratic places such as Scotland have been allowed to do so, with them not being allowed it feels as though the Franco influences have not yet disappeared. This is reflected on the social vulnerability results with governance scoring low. 5.4 Recommendations The key recommendations for peace within the region are: Allowing the Catalan government, the ability to reinvest the budget which will help in improving infrastructure. The media needs to have an unbiased opinion. Fiscal deficit needs improved and there’s a lot of tension towards Spain and the uneven taxingGentrification of city centre, leaving the city centre inhabitable by people who would be working in the city. To allow for an official referendum. Bibliography Agnew, J., 2001. Regions in revolt. Progress in Human Geography, 25(1), pp.103–111. Anderson, B. 1983 Imagined Communities: Reflections on the Origin and Spread of Nationalism London: Verso. Anderson B (2006) Imagined Communities: Reflections on the Origin and Spread of Nationalism, revised edn. London: Verso Ashworth, G.J., Graham, B.J. and Tunbridge, J.E., 2007.  Pluralising pasts: heritage, identity and place in multicultural societies. London: Pluto Press. BBC News. Catalonia Profile. BBC News-Europe. 14 August 2013. npag. Web. 20 October 2013 . Breen, C. et al., 2016. Heritage and separatism in Barcelona: the case of El Born Cultural Centre. International Journal of Heritage Studies, 7258(April), pp.1–12. Boylan, B.M., 2015. In pursuit of independence: The political economy of Catalonia’s secessionist movement. Nations and Nationalism, 21(4), pp.761–785. Boylan, B.M., 2014. What drives ethnic terrorist campaigns? A view at the group level of analysis. Conflict Management and Peace Science, 33(3), pp.250–272. Borgen, C.J., 2010. From Kosovo to Catalonia : Separatism and Integration in Europe From Kosovo to Catalonia : Separatism and. Goettingen Journal of International Law, 2(3), pp.997–1033. Breuilly, J. (1982) Nationalism and the State. Manchester: Manchester University Press. Casassas, Brubaker, R. (1996). Nationalism reframed: nationhood and the national question in the New Europe. Cambridge: Cambridge University Press. Calhoun, C., 1993. Nationalism and ethnicity.  Annual review of sociology,  19(1), pp.211-239. Coppieters, Secessionist Conflicts in Europe, in D. H. Doyle (ed.), Secession as an International Phenomenon: From Americas Civil War to Contemporary Separatist Movements (2010), 237, 247 Cohen, D. and Crabtree, B., 2006. Qualitative research guidelines project Duffy, M.E., 1987. Methodological triangulation: a vehicle for merging quantitative and qualitative research methods. Image: The Journal of Nursing Scholarship, 19(3), pp.130-133. Gellner, E. (1983). Nations and Nationalism. Oxford UK: Blackwell Fladmark, J.M., 2015.  Heritage and museums: Shaping national identity. Routledge.Woolward 1984 Fearon, J.D., 2004. Why do some civil wars last so much longer than others?.  Journal of Peace Research,  41(3), pp.275-301. Gellner, E. and Breuilly, J., 2008.  Nations and nationalism. Cornell University Press. Giner, S., 1980. The social structure of Catalonia. Occasional publications / Anglo-Catalan Society, 1, p.78. Guibernau, M., 2000. Nationalism and Intellectuals in Nations without States: the Catalan Case. Political Studies, 48(5), pp.989–1005. Guibernau, M., 2014. Prospects for an Independent Catalonia. International Journal of Politics, Culture and Society, 27(1), pp.5–23. Hobsbawm, E.J. & Kertzer, D.J., 1992. Ethnicity and Nationalism in Europe Today. Source: Anthropology Today, 8226112(1), pp.3–8. Illas, E., 2014. Is Catalan Separatism a Progressive Cause?.  Dissidences,  5(10), p.7. Kedourie, E., 1960. Nationalism, Hutchinson. Marinzel, A., 2014. Catalonia: The Quest for Independence from Spain. , p.6 Mellon, J. G. 2008. â€Å"Urbanism, Nationalism and the Politics of Place: Commemoration and Collective Memory.† Canadian Journal of Urban Research 17 (1): 1–13. Moreno, L., 1988. Scotland and Catalonia: the path to home rule.  The Scottish government yearbook, pp.166-181 Muro, D. & Quiroga, A., 2005. Spanish nationalism: Ethnic or civic? Ethnicities, 5(1), pp.9–29. Nairn, T. (1977) The Break-Up of Britain. London: NLB. Patrick, T.Y., 2016. the Zeitgeist of Secession Amidst the March Towards Unification : Future of the European Union Pozo Andrà ©s, M.M. del and J. Braster (1999) ‘The Rebirth of the â€Å"Spanish Race†: The State, Nationalism, and Education in Spain, 1875–1931’, European History Quarterly 29(1): 75–108. Renan, E., 1996. What is a Nation?.  Qu’est-ce qu’une nation. Richards, M. (1998) A Time of Silence: Civil War and the Culture of Repression in Franco’s Spain, 1936–1945. Cambridge: Cambridge University Press Schaeffer, R. K. 1998: Separatism: rationality and irony. In Spencer, M., editor, Separatism: democracy and disintegration. Lanham MD: Rowman & Littlefield, 43–68 Serrano, I., 2013. Just a Matter of Identity? Support for Independence in Catalonia. Regional & Federal Studies, 23(5), pp.523–545. Smith, A.D., 1989. The origins of nations.  Ethnic and racial studies,  12(3), pp.340-367. The Guardian 2011, 2016 The financial times 2013 Webber, J. & Strubell i Trueta, M., 1991. The Catalan language: xprogress towards normalisation, Trueta, M.S., Bulls and donkeys. National identity and symbols in Catalonia and Spain.

The Role of Television in Ending Segregaation in the United States Essa

The Role of Television in Ending Segregaation in the United States In 1964 segregation was banned in public places as part of The Civil Rights Act. Leading on from this, things for black Americans improved until in the 1987 17 large US cities even had black mayors. But before these times there was segregation everywhere, from schools and restaurants to buses and water fountains. Black and white Americans simply did not mix. The decision for desegregation leads from a number of things, with various forms of media playing a central part, including television, and without this, could desegregation really have been obtained at all? By the time of desegregation in the USA, almost everybody had a television and watched it frequently. News programmes were on frequently and viewed by many. These highlighted the problems of racial tension, mainly by the reports ran on real events such as protests and marches and therefore showed the truth, with eye-witnesses being interviewed and photographs being broadcasting. An example of these photographs is in Source G, an image of Birmingham, Alabama in 1963, showing civil rights protesters. It shows great racial tension and the abuse faced by Negroes, which moved white citizens, gaining sympathy and support for the black Americans and the cause that they were fighting for. Although there were these sorts of images in newspapers, the television had more affect, with the pictures being right in front of you and viewers could see that it as real. For the first time it was recognised properly that racial discrimination was a national problem that needed to be resolved, and as it says in Source H, an... ... with the police. Despite this it got them a lot of publicity, bringing the problem frequently in the public eye and causing people to take notice of what was going on. It was publicity and keeping the issue on the surface that caused the changes to be made, but without the forms of media such as newspapers and television, the country would not have known about the extremity of the racism so the groups would have had no success in anything but provoking their local area. Although, as the author of Source I believes, television played a crucial part in ending segregation in the USA, without the other forms of media discussed backing it up, television would have not made any difference to the situation of racism. It takes the contribution of all media types for any one of them to have any kind of impact of segregation.