Impact Of Slavery According To Frederick Douglass - Free Essay Example

Sample details Pages: 2 Words: 611 Downloads: 4 Date added: 2019/06/10 Category Literature Essay Level High school Topics: Frederick Douglass Essay Did you like this example? Frederick Douglass Throughout this passage coming from the Narrative of Douglas, Douglass is referring to the women at his new plantation, or his new â€Å"home†. He portrays the idea that slavery truly does have a very impactful and large effect on everyone who witnesses it or is involved with it, rather than just the slaves themselves, specifically through the words, â€Å"soon commenced its infernal work† (Douglass 77-78). Essentially, one could say that slavery changes who a person is entirely, and this is demonstrated perfectly through Douglass’ words throughout this passage. Douglass shows the true impact slavery leaves on everyone through the picture he paints into your head, which stems from his use of imagery when he states, â€Å"cheerful eye† and â€Å"red with rage† (Douglass 77-78). The use of the imagery impacts readers, and brings to life the idea that slavery was life changing as it shows that her once happy self was changed the minute her life was introduced to slavery through her new marriage, as prior to this she had never experienced the horror of slavery. She was once pure and innocent, yet that was all taken away from her when she entered the world of slavery. The torture her and her husband were inflicting on others took a toll on her personality as a whole, and eventually sucked all of the life out of her. Don’t waste time! Our writers will create an original "Impact Of Slavery According To Frederick Douglass" essay for you Create order Following this, Douglass’ use of a metaphor through the words, â€Å"angelic face gave place to that of a demon† (Douglass 77-78) shows yet again the idea that people change entirely through the terrifying, and horrific process that slavery was, and all of the treatment that it entailed. This metaphor compares not only the women to an angel in the past, but now a demon as well, which are two very opposite, and rather heavy things to be compared to mentally. Yet again, the idea that slavery can make someone who was once so pure, or someone who obtained an â€Å"angelic face† into the worst thing possible, â€Å"a demon† is brought to life through this extremely impactful metaphor, as the terms used are on a very deep scale for many. Finally, Douglass brings up once again how amazing and wonderful this woman was prior to this horrid experience and conditions she had to witness others go through. Through the words, â€Å"a woman of the kindest heart and fine st feelings† (Douglass 77-78), the theme above occurs once again, yet this time, with diction. This woman truly was one of the best people that others had known, up until her breaking point throughout her experience. Through these words however, it shows the purity, innocence, and true kindness that she had in her heart and in her soul, as Douglass could have simply stated that â€Å"she was kind†, yet he took it to a much greater extent to show the true meaning behind her as a person. By using rhetorical strategies which form such a impactful, influential, and real effect on the readers, Douglass continuously shows the life lasting, and changing effects slavery had on everyone involved in the process, rather than just the slaves. Also, it shows that it doesn’t just change someone’s life and their views, yet it changes who they are as a person overall. Thus, making it extremely hard for readers to imagine how cruel times were in the past, which pulls on their heart and makes them much more grateful for the life they are given now. It can evoke an emotional response, as many don’t truly understand just how impactful and horrific this time was, yet due to the aid from rhetorical strategies, Douglass helps readers better understand this.

Cell Phones in the Classroom Keep Them Banned, or...

Cell phones are quickly becoming a child and teenager’s new best friend. In fact, they even seem to be replacing human contact, and are now how both children and teenagers communicate with each other. Cell phone sales have sky rocketed at an alarming rate, and many of the consumers are under the age of 18, meaning they are still in elementary and high school. Society has influenced students to feel that they need to own a cell phone to be â€Å"cool†, thus making the issue of cell phones in the classroom society context vs. students (area 13). Cell phones have now begun to be a large distraction in the classroom, and are the newest item that many schools have had to implement a policy for; many of these policies simply ban the use of cell†¦show more content†¦Keeping this in mind, is it possible that allowing a student to have a cell phone in class, thus alleviating the feeling of anxiousness, could potentially make a student less distracted then by them ac tually using the cell phone? Privacy has always been an issue in classrooms, but now with more and more students having access to a cell phone with a camera built in, these issues are becoming more apparent and with a greater intensity. Cell phones with a camera, also known as a â€Å"camera phone†, provide students with an opportunity to quickly send an incriminating or embarrassing photo to a vast number of people in a short period of time. This is not just a concern for teacher’s privacy, but it is also a concern regarding bullying; students now have access to an entirely new form of bullying by sending pictures or texts to the person that is being bulled. Privacy issues are inevitable, and will always be a problem in a school setting; therefore, privacy cannot be the sole reason to ban cell phones from school. If people were to stop and take into consideration the potentially positive effects of having a cell phone in the classroom, the ban on cell phones may not have been put into effect so quickly. Expanding on the ideas of Vicki Davis, a teacher who blogs regularly, cell phones can be used positively in the classroom. Cell phones can allow students to be more organized; every cell phone has a calendar option in which students would be able to writeShow MoreRelatedImportance Of Cell Phones In The Classroom1719 Words   |  7 PagesThe idea of cell phones in the classroom is an immensely debated topic. Researchers and professors have done research and conducted experiments to decide if having technology in the classroom is beneficial or simply a distraction. Many school’s policies on the use of technology vary depending on the type of education system. The statistics given based on whether cell phone use is permitted at school is oftentimes used to support one side of the argument. 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Essay on Quantitative And Qualitative Research On Research Essay Example For Students

Essay on Quantitative And Qualitative Research On Research Essay Quantitative and Qualitative Research aims at establishing new information. It is a systematic approach of collecting and interpreting information aimed at improving the knowledge base (Suanders et al: 2009, p 5). Research strategy implies a broad orientation as to how to conduct any research. According to Creswell 2004(cited in Duffy Chenail: 2008), research could be classified into quantitative research and qualitative research. At its simplest form, the former transforms human encounters into numbers while the latter transforms such experiences into words. However the difference between quantitative and qualitative research are more pronounced than just correlating to quantification. They can symbolize two discrete forms of research strategy based on the association between the theory and research, epistemological and ontological orientations. Epistemology refers to what should be considered as â€Å"acceptable knowledge† for a speciality and whether the social sciences could be researched applying the same doctrines and processes as the natural science. (Bryman Bell: 2011, p. 15), while ontology refers to the nature of existence based on the researcher’s perceptions of how the world functions and the commitment to these perspectives (Suanders et al: 2009, p 110). Quantitative research strategy emphasises on collecting and analysing numerical data using statistically valid systems which would generate measurable and if possible generalizable inferences (Anderson: 2009, p. 45). Furthermore this research demonstrates a deductive tactic to the association between theory and research. In deductive approach, a hypothesis/ hypotheses would be generated based on the association between a particular domain and the constituted theory w. .terparts. Core differences b/n the articles Research design and data collectionThe research design employed by Jacoby et al (2005) and Woywode (2002) is a comparative cross-national study. Comparative research design could support both quantitative and qualitative research. In the former, the study would involve examining specific phenomena between two or more entities and the related variables to compare their outcomes in diverse sociocultural situations using similar research methods amongst two or more countries. The purpose of such a study is to probe into similarities and dissimilarities or to establish in-depth knowledge of the social representativeness in different national settings. Here cross-sectional design format would be employed to collect data using questionnaire or structured interview. The qualitative strategy in comparative design would involve

Was the 5th Century BCE a Golden Age for Athens Essay Example For Students

Was the 5th Century BCE a Golden Age for Athens? Essay subject = History 209 (Ancient Greek History)title = Was the 5th CenturyBCE a Golden Age for Athens?The5th century BCE was a period of great development in Ancient Greece, and specificallyin Athens. The development of so many cultural achievements within Athensand the Athenian Empire has led scholars to deem this period a Golden Age.It is true that his period had many achievements, but in the light of theAthenians treatment of women, metics (non-Athenians living in Athens), andslaves it is given to question whether or not the period can truly be calledGolden.The 5th century and the Athenian Empire gave birth to an amazingamount of accomplishments. One such accomplishment was the minting of standardAthenian coins that were used throughout the Athenian holdings as valid fortrade. The use of standard Athenian-minted coins helped the Athenians establishand maintain control over their empire by helping to control trade and theeconomy of the area to the Athenians benefit. We will write a custom essay on Was the 5th Century BCE a Golden Age for Athens? specifically for you for only $16.38 $13.9/page Order now Since Athens regularly receivedtribute from the states it controlled, Pericles, the leader of Athens, begana building project in Athens that was legendary. Athens had been sacked bythe Persians during the Persian Wars and Pericles set out to rebuild the city. The citys walls had already been rebuilt right after the end of the secondPersian War so Pericles rebuilt temples, public grounds, and other impressivestructures. One of the most famous structures to result from Pericles buildingproject was the Parthenon. The Parthenon and other such structures re-establishedAthenss glory and while some Athenians criticized the projects as too lavish,most Athenians enjoyed the benefits of the program. A major benefit to theAthenian people was that there was an abundance of work in the polis. The5th century BCE was also an important time for Athenian thought. Sophists,paid teachers, taught rhetoric amongst other subjects to wealthy Athenian citizens. The Sophists were criticized by Athenians who thought that Sophists were destroyingGreek tradition by emphasizing rationalism over a belief in superstition, howeverit was this rationalism that became so important to Greek philosophers suchas Socrates and Plato, both who belonged to the 5th century BCE. The Sophistshigh regard for rhetoric was later of great use to citizen addressing the Assemblyin the developing Athenian democracy. Athenian democracy is perhaps consideredthe crowning achievement of the 5th century BCE. Democracy grew out of thestatus that poorer Athenians were gaining as rowers for the ships of the largeAthenian fleet. Since these poorer Athenians now played a large part in theAthenian military, they ga8ined more say in the Athenian government. Thisled to a democratic government where every male citizen over 18 years waseligible to attend and vote in the Assembly, which made all the important decisionsof Athens in the 5th century BC (Demand 223). This democratic governmentis considered by some scholars to show the full enlightenment of the Atheniansin the 5th century BCE. This glorious enlightenment seems somehow less enlightening,however, when one views this period from other than a male Athenians eyes. Athenian enlightenment and democracy was by and for male citizens. The underprivilegedof Athens included women, metics and slaves. The position of Athenian wivesin Athenian society is clearly stated by Xenephon in his Oeconomicus. Ischomacus,a young husband, is conversing with Socrates about the duties of husband andwife. Ischomacus relates how he explained to his wife that the duties neededto support a household consisted of indoor and outdoor activities. Hethen explains to his wife, And since labor and diligence are required bothindoors and outdoorsit seems to me that the god prepared the womans natureespecially for indoor jobs and cares and the mans nature for outdoor jobsand concerns. (Spyridakis 206). This is the general attitude that Atheniansheld toward their wives. The Athenian wife was expected to marry and bringa dowry into her husbands house. Although this dowry was attached to thewoman, she was in no way allowed to control the lands and moneys she mightbring to her husband.. Similarly, women were not allowed to vote or take anypart in the Assembly, being seen as unfit for this privilege. The primaryf unction of a citizens wife was to take care of domestic affairs and providethe citizen with an heir. Athenian wives were rarely seen outside of theirhouses, for respectable wives had at least one slave who would purchase neededitems at market. Poorer Athenian women were seen at market because they lackedslaves to run their errands. Women were considered intellectual non-entitiesand were treated as such in the Athenian Empire. .u7ca38f2501e5f48fbf4c85197c654096 , .u7ca38f2501e5f48fbf4c85197c654096 .postImageUrl , .u7ca38f2501e5f48fbf4c85197c654096 .centered-text-area { min-height: 80px; position: relative; } .u7ca38f2501e5f48fbf4c85197c654096 , .u7ca38f2501e5f48fbf4c85197c654096:hover , .u7ca38f2501e5f48fbf4c85197c654096:visited , .u7ca38f2501e5f48fbf4c85197c654096:active { border:0!important; } .u7ca38f2501e5f48fbf4c85197c654096 .clearfix:after { content: ""; display: table; clear: both; } .u7ca38f2501e5f48fbf4c85197c654096 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7ca38f2501e5f48fbf4c85197c654096:active , .u7ca38f2501e5f48fbf4c85197c654096:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7ca38f2501e5f48fbf4c85197c654096 .centered-text-area { width: 100%; position: relative ; } .u7ca38f2501e5f48fbf4c85197c654096 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7ca38f2501e5f48fbf4c85197c654096 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7ca38f2501e5f48fbf4c85197c654096 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7ca38f2501e5f48fbf4c85197c654096:hover .ctaButton { background-color: #34495E!important; } .u7ca38f2501e5f48fbf4c85197c654096 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7ca38f2501e5f48fbf4c85197c654096 .u7ca38f2501e5f48fbf4c85197c654096-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7ca38f2501e5f48fbf4c85197c654096:after { content: ""; display: block; clear: both; } READ: In the summer of 1969, not everyone was at Woodsto EssayMetics also had a low statusin Athenian society. Metics were not allowed voting privileges in the Atheniandemocracy, but were compulsed to serve a specified time in the Athenian militaryand were taxed by the Athenians. Metics usually were lower-class tradesmenor craftsmen. Although some metics families eventually gained wealth, thevast majority of the metics remained second-class inhabitants of Athens, eventhough they performed some of the polis most activities, such as militaryservice and trade. Slavery was also matter-of -fact in 5th century Athenianlife. Slaves were the property of specific owners and subject to the wishesof their owners. Like women and metics, slaves had no citizenship rights. It was possible for a slave to save enough money to buy his freedom, but afreed slave had only as much status as a metic. Aristotle defended slaveryas necessary and a law of nature, saying in his Politics, That some shouldrule and others should be ruled is not only necessary but expedient; indeed,from the very moment of birth some are set apart to obey and others to command.(Spyridakis 62) and also stating that, He is by nature a slave who is capableof belonging to another (and therefore does belong to another) and who hasaccess to reason in that he senses it and understands it but does not possessit. (Spyridakis 63). Many Athenians viewed slavery as necessary to societyin order to give a citizen more time to participate in government affairs andother matters that were viewed as more important than a slaves work. Althoughsome lower-class Athenians may have been forced to share labor with slaves,most Athenians did not participate in slaves work. Male slaves did harderlabor such as con struction and agriculture. Female slaves ran their mistresserrands and generally took care of domestic affairs under the watchful eyeof their mistress. Slaves also acted as State scribes. In short, slaves didmuch of the work that allowed Athens to prosper in a period of enlightenment.Inlight of the unrecognized people who helped to build the foundations for theAthenian Empire, this Golden Age seem far less golden. However, many majoraccomplishments grew out of this period as well. Before one can or cannotplace a Golden Age label on 5th century Athens, one must consider other timeswhen the ends of mans accomplishments may not have justified the means. Athenscould be compared to post- Revolutionary America, where a democratic governmentwas only available to white male citizens. Yet Americans tend to view thistime with much patriotism and pride. Likewise the Industrial Revolution issaid to be a great accomplishment of mankind, but little recognition is givento the horrible factory cond itions that employees, many women and children,endured. I would say that the 5th century BCE was as much a Golden Age forman as either of the above mentioned time periods. I think that most of ouraccomplishments as humans rest on the shoulders of invisible and overlookedpeoples. Works CitedDemand, Nancy. A History of Ancient Greece. NewYork: McGraw-Hill, 1996. Spyridakis, Stylianos V. and Bradley P. Nystrom,eds., trans. Ancient Greece: Documantary Perspectives. Dubuque: Kendall-Hunt,1985.