« of literature have served to define the roles of race and gender within the nation's varying social climates.. Throughout the course of American history, the ...» Document abstract
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3 word format
Language : english
literature
presentation
date published
24/04/2008
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level : General public
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SummaryThroughout the course of American history, the literature of the nation has served to reflect the social climate of the time in which it was written. Society’s values in regards to both race and gender have thus been contextualized in history by American writers. In some cases, American literary works have served to reinforce existing social boundaries, while in many other works, writers have sought to blow those boundaries apart, calling dominant assumptions into question and thus re-shaping the situation of the subordinated in public discourse.The stories of Native American tribes preceded the formation of a colonized- American identity, but they nonetheless serve as a foundation upon which such an identity could be established. What was lost in translation, as well as how these stories were read reflects the clash of Native- and European-American ideologies.
Table of Contents- The stories of Native American tribes preceded the formation of a colonized- American identity.
- Phyllis Wheatley, in contrast to the Haudenosaunee, did not face the problems of mismatched culture and language.
- Despite works by writers like Wheatley and Bradstreet the literary realm has always been dominated by White men.
- Native Americans are even worse off through Huntly's perspective.
- Many works of literature have served to define the roles of race and gender within the nation's varying social climates.
« There, African-American culture became a huge part of her life. They always had "Negro History week". The novel Tar Baby offers deep insights into race. ...» Document abstract
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4 word format
Language : english
literature
school essay
date published
02/10/2007
review : not yet assessed
level : General public
requested 1 times
SummaryIn Playing in the Dark: Whiteness and the Literary Imagination Morrison rejects the theory that American literature reflects white male views. She argues that “Africanism”, a term she uses “for the denotative and connotative blackness that African peoples have come to signify” (Morrison, Playing, 6), has had a crucial presence in American literature throughout the years. Morrison writes, “These speculations have led me to wonder whether the major and championed characteristics of our national literature —individualism, masculinity, social engagement versus historical isolation; acute and ambiguous moral problematics; the thematics of innocence coupled with an obsession with death and hell —are not in fact responses to a dark, abiding, signing Africanist presence.”(Morrison, Playing, 5)
Table of Contents- In Playing in the Dark: Whiteness and the Literary Imagination Morrison rejects the theory that American literature reflects white male views.
- Toni Morrison is one of the most prominent contemporary authors in American literature.
- Toni Morrison was born Chloe Anthony Wofford on February 18, 1931 to her parents, George Wofford and Ramah Willis Wofford.
- Toni Morrison lived through the height of the Civil Rights Movement.
- When she attended Howard University, a prominent historically Black university, Morrison became more aware of the harsh lives of many Black Americans, which had been less noticeable in the North.
- Morrison shows the issue of self-hatred in her writings.
- Everybody in the world was in a position to give [black women] orders.
- In Beloved, mothers are also depicted in various ways. Baby Suggs is the grandmother in Beloved.
- In Beloved, Seethe's family is torn because of the impact that slavery had on them.
« We are given the categories (race, class, gender) like practised for the whole of human history, the person the state and the larger American society, they ...» Document abstract
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6 word format
Language : english
sociology
presentation
date published
28/12/2006
review : not yet assessed
level : Expert
requested 11 times
Summary“A subject position is a hard place, we cannot read it ourselves; we are given over to others even as we make inevitable public attempts to read our subject position” (Gayatri Chakravorty Spivak).
Discussion of the complexities of Spivak’s notion of the subject in the context of race and/or class and/or gender and/or sexuality and/or nationality.
The question “who am I?” seems to be an important concern for individuals. They need to understand who they are, to know what their identity is. According to the Oxford English Dictionary, “identity” comes from “idem” (“the same”). It comprises two basics meanings: a concept of absolute sameness and a concept of distinctiveness. Like this, identity allows us to situate ourselves in the world in which we live. It allows us to find our position in the society, which gives us the landmarks we need to get ahead. The subject’s identity could be defined as the whole of its characteristics. It is different from its personality and its roles, and can include elements such as nationality, race, class, gender, sexuality, and so on. Answering this question deals with the content of our identity, but also with our way of reading it.
How is the identity built? Identity comes from a process including “internal” and “external” factors. It is shaped by the individual and by the “outside”. The extent to which individuals are able to shape their identities has often been put under question. Some argue that we can speak of “self identity”, giving to the subjects the ability of forming their own identity. On the other hand, a lot of others tempt to say that “what people become, and who they are, are influenced or even determined by other factors, outside their control.” Such factors include economic, social, cultural, and political elements. If they seem to agree on the fact that identity is both constructed from the inside and the outside, the contemporary thesis seem to put under light the importance of the external factors in the construction of identity, like this minimizing the freedom of individuals in the shaping of their identity, and emphasis their lack of control in the process of construction of who they are. Thus, the content of the subjects’ identity seems to be a concept mostly out of their control.
But, if it seems that they can’t really control its content, can the individuals succeed in reading their identity, their position, themselves? In the same way that what we are is, for a lot of authors, mostly out of our control, being aware of what we are also depends on others. In this way, Spivak argues that our position is given to us by the others, considering individuals unable to read it by themselves. In which extent do we rely on the others to read our identity, our position, and thus, to find our place in the society? What are, for the individuals, the consequences of this supposed lack of independency? Do we not have any autonomy in the reading of our position?
Discussion of the complexities of Spivak’s notion of the subject in the context of race and/or class and/or gender and/or sexuality and/or nationality.
The question “who am I?” seems to be an important concern for individuals. They need to understand who they are, to know what their identity is. According to the Oxford English Dictionary, “identity” comes from “idem” (“the same”). It comprises two basics meanings: a concept of absolute sameness and a concept of distinctiveness. Like this, identity allows us to situate ourselves in the world in which we live. It allows us to find our position in the society, which gives us the landmarks we need to get ahead. The subject’s identity could be defined as the whole of its characteristics. It is different from its personality and its roles, and can include elements such as nationality, race, class, gender, sexuality, and so on. Answering this question deals with the content of our identity, but also with our way of reading it.
How is the identity built? Identity comes from a process including “internal” and “external” factors. It is shaped by the individual and by the “outside”. The extent to which individuals are able to shape their identities has often been put under question. Some argue that we can speak of “self identity”, giving to the subjects the ability of forming their own identity. On the other hand, a lot of others tempt to say that “what people become, and who they are, are influenced or even determined by other factors, outside their control.” Such factors include economic, social, cultural, and political elements. If they seem to agree on the fact that identity is both constructed from the inside and the outside, the contemporary thesis seem to put under light the importance of the external factors in the construction of identity, like this minimizing the freedom of individuals in the shaping of their identity, and emphasis their lack of control in the process of construction of who they are. Thus, the content of the subjects’ identity seems to be a concept mostly out of their control.
But, if it seems that they can’t really control its content, can the individuals succeed in reading their identity, their position, themselves? In the same way that what we are is, for a lot of authors, mostly out of our control, being aware of what we are also depends on others. In this way, Spivak argues that our position is given to us by the others, considering individuals unable to read it by themselves. In which extent do we rely on the others to read our identity, our position, and thus, to find our place in the society? What are, for the individuals, the consequences of this supposed lack of independency? Do we not have any autonomy in the reading of our position?
Table of Contents- The relevance of Spivak's approach of the subject's position
- The difficulties that it implies for the individuals
« Legislative History In 1986 and 1988 Congress adopted org Dennis Gilbert; The American Class Structure B. ed.; Social Stratification: Class, Race, and Gender ...» Document abstract
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12 word format
Language : english
social sciences
presentation
date published
26/06/2008
review : not yet assessed
level : Advanced
requested 0 times
SummaryCocaine is considered to be a stimulant drug which is powerfully addictive. The use of cocaine, in either powdered form or in the crack pellet form, is worldwide and is considered to be one of the drugs that are a great threat to the world. The threats associated with cocaine are the violence and the mental and social side effects that accompany its use and trafficking. Cocaine is also considered a worldwide threat because of the physical and psychological effects that are associated with its use which can damage any society. Cocaine use differs within the society as cocaine has many forms that can be taken by individuals through different routes of administration. Two forms of cocaine are the powdered cocaine and the crack cocaine which are used differently by various individuals belonging to different social classes.
Table of Contents- Introduction.
- Review of Related Literature.
- Cocaine: Facts and History
- Effects of Cocaine.
- History of Cocaine Use.
- Social Classes of America.
- Upper Class.
- Middle Class.
- Working Class.
- Lower Class.
- Crack vs. Powdered Cocaine.
- Powdered Cocaine.
- Crack Cocaine.
- Class Disparity on Powdered Cocaine and Crack Cocaine Use.
- Introduction of Cocaine to the Capitalist Economy.
- The Disparity of Crack vs. Cocaine Use.
- Sentencing Policy on Cocaine and Crack Cocaine.
- Racial Disparity.
- Legislative History.
- Conclusion.
« to change, preserving the ballpark's "history" only leads to as an important staple in American life, just social boundaries such as age, race, education, and ...» Document abstract
$5.95
6 word format
Language : english
marketing
case study
date published
22/04/2008
review : not yet assessed
level : General public
requested 0 times
SummaryEven before the Boston Red Sox won the World Series, people were religiously collecting their merchandise. Now, with the onslaught of newly marketed “2004World Champions” merchandise, there are even more t-shirts and hats to go around. Yet, this obsession goes beyond apparel. In the movie Fever Pitch, the protagonist, a schoolteacher named Ben, has Red Sox bed sheets, a Red Sox shower curtain, and just about every other piece of Red Sox memorabilia that has ever been produced. But why does he, along with legions of other sports fans, feel the need to collect team merchandise? Each time a fan buys a player’s jersey, they feel like they are reconnecting with the team, and everything they have experienced with that team. When a fan looks up at his signed baseball, he remembers the time he caught that foul ball at the park. Fans stay connected with the team and their memories by purchasing the team’s licensed merchandise.
Table of Contents- The fanaticism starts at a young age.
- What better way to remember the old days, than to go to a baseball game.
- To remember those trips to the ballgame, fans often buy souvenirs such as t-shirts and hats.
- In the movie Fever Pitch, Ben brought his new girlfriend, Lindsey, to a sports bar to watch a Red Sox game.
- Far before finding a wife the highlight of a boy's day would be playing a game of catch.
- Fans want to be able to relive history, to watch the amazing plays over and over again.
- The lack of seats is the reason why ticket prices are so high.
- The Passion Drivers study identified three types of MLB fans.
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