Racial Tracking

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Based on the film we watched in class, "Racial Tracking," the theories applied to it in chapter 1 are manifest and latent functions of education under the functionalist perspective, class reproduction, hidden curriculum, unequal funding, and segregated and resegregated schools under the conflict perspectives, and education and the self-fulfilling prophecy, and education and labeling under the interactionist perspectives. The film took place in 15 in Calhoun County, Georgia. It dealt with how the school system worked and how black students were not treated fairly because the were not given equal opportunities to be placed in advanced placement classes as the white students were. There were examples of school activities that took place that were segregated and very unfair.

Manifest functions of education are the open, stated, and intended goals or consequences of activities within an organization or institution. Latent functions are the hidden, unstated, and sometimes unintended consequences of activities within an organization. Class reproduction relates to access to quality education being related to social class. The hidden curriculum is the transmission of cultural values and attitudes through implied demands found in rules, routines, and regulations of schools. Unequal funding is a source of inequality in education. Segregated and resegregated schools have serious negative implications for students. Education and the self-fulfilling prophecy say that stereotypes based on IQ and race make some students less capable of learning. Education and labeling result in certain students not being able to receive equal treatment because of the unabilitiy to understand a test.

Based on the film we watched in class, "Racial Tracking," the theories applied to it in chapter 1 are manifest and latent functions of education under the functionalist perspective, class reproduction, hidden curriculum, unequal funding, and segregated and resegregated schools under the conflict perspectives, and education and the self-fulfilling prophecy, and education and labeling under the interactionist perspectives. The film took place in 15 in Calhoun County, Georgia. It dealt with how the school system worked and how black students were not treated fairly because the were not given equal opportunities to be placed in advanced placement classes as the white students were. There were examples of school activities that took place that were segregated and very unfair.

Manifest functions of education are the open, stated, and intended goals or consequences of activities within an organization or institution. Latent functions are the hidden, unstated, and sometimes unintended consequences of activities within an organization. Class reproduction relates to access to quality education being related to social class. The hidden curriculum is the transmission of cultural values and attitudes through implied demands found in rules, routines, and regulations of schools. Unequal funding is a source of inequality in education. Segregated and resegregated schools have serious negative implications for students. Education and the self-fulfilling prophecy say that stereotypes based on IQ and race make some students less capable of learning. Education and labeling result in certain students not being able to receive equal treatment because of the unabilitiy to understand a test.

The hidden curriculum is the transmission of cultural values and attitudes through implied demands found in rules, routines, and regulations of schools. Unequal funding is a source of inequality in education. Segregated and resegregated schools have serious negative implications for students. Education and the self-fulfilling prophecy say that stereotypes based on IQ and race make some students less capable of learning. Education and labeling result in certain students not being able to receive equal treatment because of the unabilitiy to understand a test

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How to assess an unresponsive individual

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How many people are CPR trained? How many people in the room know what to do if their family member becomes unconscious? I'm going to demonstrate the correct method on how to assess an unconscious person.

I personally am a Medic First Aid Facilitator for my company, qualifying employees in the use of CPR/first Aid. The circle of care, as it is called, is the first step in assessing; it consists of the letters SETUP. S, standing for the first action, STOP, don't enter an Environment that your unfamiliar with. Next is Traffic, beware of the hazards on and off traveled highways. U, stands for the Unknowns, entering into an area without knowing your limitations is hazardous. P, stands for Protect yourself, Make sure you have your protective barriers before handling an individual your not familiar with.

The second step consists of assessing what is known as the ABC's, the airway, breathing, and circulation. Check the airway by looking inside the mouth for any obstruction, food, dentures, liquids, or even a retainer. Place your ear near the individual's mouth listening for sign of breathing and looking at the plane of their chest for it to rise and fall. Placing your index and middle finger on the windpipe and slide them over about an inch check circulation. After assessment, it's time to activate an emergency call to 11. Assign somebody to make the 11 call and to return to you when they're done, this assures that the call has been made, and medical attention is on the way. Stay with the individual until medical help arrives, keeping them safe from further harm.

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Primary Sources: An aid to comparing political views of the past

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In Sources of the Western Tradition, by Marvin Perry, Joseph R. Peden, and Theodore H. Von Laue, many primary sources are provided, giving the ideas of historical figures with conflicting views. For instance, the sources from Niccolo Machiavelli and James I provide insights into their contrasting views on political authority. These selections give historians critical information on how political systems differed in the past according to the time and ruler of the state.

When reading the sources, the opposing views of Niccolo Machiavelli and James I become very obvious. Niccolo Machiavelli was a prince who believed, contrary to Medieval times, that there was no divine origin to kingship. He disagreed that kings should adhere to Christian moral teachings (Perry, Peden, and Von Laue 1). Instead he proposed the state resulted from pure human creation. He thought princes should ignore morality and use religion only to unite their subjects and foster obedience to law (Perry, Peden, and Von Laue 1). James I, on the other hand, had completely opposite ideas. He believed in the divine right of monarchy; that monarchs were chosen by and responsible to God only (Perry, Peden, and Von Laue 0). He described the role of parliament as a group who could merrily advise the king of laws to be implemented, while knowing the king had the final word on all creation of laws. A king's relationship to God played a large role in the opposing views of Machiavelli and James I.

The two excerpts from these rulers convey the same type of message, although the way they are demonstrated varies greatly. In The Prince, Machiavelli thoroughly describes many characteristics a prince should have, even going to the extent as to which ones he should display and disguise. The excerpt from James I is quite different in style; it is a concise, direct message clearly stating the high standing of a king and the role of parliament. Machiavelli's and James I's selections are both from a book, but James I's also includes a speech. While Machiavelli agreeably advises and provides suggestions, James I forcefully states his views, enforcing the way the system is and will remain under his rule.

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The variance of style in which each message is relayed is a result of the individual purpose of each author. Machiavelli wrote to reveal his ideas to people capable of understanding, since they were new and contrary to public belief at the time. He wanted to address rulers and enforce his point that a successful ruler should not adhere to morality and religion (Perry, Peden, and Von Laue1). Overall, he wanted to propose a new way of political thinking in contrast to the medieval political theory. Perhaps he thought The Prince, his particular work in question, might influence future leaders. James the first wanted to enforce the current political theory already in place, and justify his position of power. He made this clear by instilling that kings were like Gods and held the utmost authority. They had power to make and break laws solely based on their opinion. He felt the need to enforce the place of the parliament and the common people; he told them they should avoid grievances and interfering with his ways. It was important for everyone to know that he had been in power for a long time, and it was inappropriate for people to question his authority. The authors' opinions, as well as the context they were situated in, give them unique purposes for writing their documents.

Historians can make inferences about the times of the authors based on the readings. Machiavelli notes that his opinions differ from most others, so it is clear he is writing in a time where most people do believe in the divine origin of kinship, such as in medieval times. Since James I refers to his many predecessors a historian would know the system of the divine right of kings had been in place for some time. Obviously Parliament had been established in his state since he addressed his speech to his subjects.

The content of each source provides particular uses and restrictions for a modern historians' analysis. Machiavelli's selection is very descriptive, making it useful in determining exactly what he envisioned a prince should be. This helps a historian know what qualities he believed were necessary for an effectively run state. It, again, instils the idea that Machiavelli did not believe the previous teachings that morality and responsibility to God were the keys to a successful prince. A historian learns with evidence as to why Machiavelli believed the medieval political theory was futile and why his theory was much more effective. A limiting factor for a historian could be that the passage does not go into detail about the origins of his thoughts. There is no explanation as to what inspired his rejection of divine origin to kinship and his new vision of politics. Since the passage is very short, it is difficult to fully understand the basis for Machiavelli's claims. Perhaps more examples of the failures and successes according to the prince's characteristics would help provide a clearer picture.

A historian might find the selection from James I to be very concise and informative, yet lacking in depth due to its length. It is effective in defining what he believes to be the role of Parliament and the power the head monarch has in a state. It gives the reader a clear vision of what James I believed of his place and conveys his expectations for his government and subjects. The passage relays his association of God to kings well, with its discussion of divine origin. Since the source includes a short excerpt from a book and a speech, there is minimal background information. A historian might like to know the events preceding the speech, for instance. They might wonder what provoked James I to feel the need to enforce his powerful position. It might be helpful to know the reactions of the people in Parliament and the common people after the speech he gave and after reading True Law. This source relates only the views of James I but not the issues leading up to and resulting from his words.

Many factors of a primary source determine the obtainable information for a historian's analysis. These could include the format, the purpose of the selection, and the depth of information. Primary sources allow historians to analyze the opposing views of historical figures; their qualities determine the potential for investigation.

Bibliography

Perry, Peden, and Von Laue. Sources of the Western Tradition. Boston Houghton Mifflin Company, 00.

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Missing Pieces

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The book I have read is called Missing pieces, written by Norma Fox Mazer. The most interesting part of this book is that when the 14-year-old girl, Jessie, after years of anxiety, starts to track down her father who walked out of the family when she was a baby. In addition, her conflicts with her mother would touch many people's hearts, as her emotions are very realistic and would echo with our emotions.

The most important character in the book is Jessie Wells, a 14-year-old girl whose father walked out of her family when she was a baby. Her family's incompleteness made her to seem more mature and heavy hearted than normal 14-year-old, she collects ¡§D words¡¨ because they ¡§dominant in doom and gloom¡¨(Mazer 4). She is unique and wants to be identified, as she claimed that ¡§don't call me a teenager, I'm a person¡¨ (Mazer117). She follows her will and sometimes can be describes as stubborn too, even though her mother forbids her from finding her father, she still do it secretly.

Maribeth Wells, Jessie's mother, could be described as the antagonist in the story. She, as a single mother, has to work hard in order to feed her family, but she never complained it. This demonstrates her characteristics as hard-working, responsible, dutiful, and soft hearted. Jessie often described her as ¡§a charity bureau¡¨ since she is always willing to help others (Mazer 6). She is a loving mother who cares her daughter more than anyone else; however, she failed to understand her daughter's emotions and loneliness of not having a father. She strongly discourages Jessie to find anything about her father, James Wells.

The primary conflict of the story is that Maribeth refuses to let Jessie know anything about James Wells, except the little romantic story that she told her. Nevertheless, Jessie decides that she is going to try everything she can to find out more about her father. Jessie's actions angered her mother, as Maribeth took Jessie's actions as breaking their promise and the friendly, loving relationship between a mother and a child. Disappointed Maribeth even cried ¡§I don't know you anymore, you're breaking my heart¡¨ when she found out what was Jessie doing behind her back (Mazer 104). Jessie was infuriated; she accused Maribeth that she ¡§throws out everything of James Wells's¡¨ (Mazer 117). Ever since the conflicts between them, there seemed to be tension and stiffness in the atmosphere of Wells' home.

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The resolution of the conflict approached when Maribeth finally realized that Jessie is no longer a little girl who knows and understands nothing. So as Jessie's birthday draw near, she decides to tell Jessie everything about her father. In addition, when James Wells happens to stay in the town for a few days ¡§working for his computer company as a roving troubleshot¡¨ and Maribeth informs Jessie that she saw her father ¡§came into the diner for dinner¡¨ one night (Mazer 10). She made up her mind that Jessie should be the one to decide if she wants to meet her father or not.

Jessie Wells changed gradually throughout the story, the desire to know more about James Wells turns her from a girl who thinks a lot, but hardly expresses her true feelings, to a girl who is willing to speak out what she feels and thinks. As she turned 15 in the story, she thinks and acts more like a young adult and became more independent, whereas in the beginning of the story, she somehow relied on her mother and never think of doing something alone.

The setting of this story is in a town somewhere in United States, which is not closely connected to the story. Basically a story about a father deserting his daughter and wife can be found in any town, city, or country. As long as a society exists, Jessie's story is everywhere, disregarding race, religion, and place. This is why I like this book, it seems real, it may happens around us, which makes me think more and share Jessie's emotions and thoughts while reading it.

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The long walk

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!!MAGGIE GOES TO FLORIDA!!

!!MAGGIE GOES TO FLORIDA!!

Written & Illustrated byemi

When Maggie was young,

she always dreamt of traveling all over the world.

ThaÏland, Germany, Spain, India and even Jamaica!

Anywhere, but the country she actually lived in, Canada…

Her friends, Mimi, Justine and Elsie were up to whatever she had

in mind since she was the one with the wicked ideas!

One day, she asked her mom if going to Jamaica with her friends would be okay for her;

She then had a plan! She was going to tell her mom that going to Jamaica was for a school project!

It was time for her to go to plan "B".

Maggie's mom knew she'd have another plan…

Maggie gave up. For 1 years, all she could do is dream about Jamaica, the sun, the nice sand and the people that are tanned…

A Saturday morning, her mom pleased her by telling her they were going to Florida for her aunt's wedding!

Florida isn't Jamaica but her, anywhere but Canada!...

THE END!!MAGGIE GOES TO FLORIDA!!

!!MAGGIE GOES TO FLORIDA!!

Written & Illustrated by Nila Jayphait

When Maggie was young,

she always dreamt of traveling all over the world.

ThaÏland, Germany, Spain, India and even Jamaica!

Anywhere, but the country she actually lived in, Canada…

Her friends, Mimi, Justine and Elsie were up to whatever she had

in mind since she was the one with the wicked ideas!

One day, she asked her mom if going to Jamaica with her friends would be okay for her;

She then had a plan! She was going to tell her mom that going to Jamaica was for a school project!

It was time for her to go to plan "B".

Maggie's mom knew she'd have another plan…

Maggie gave up. For 1 years, all she could do is dream about Jamaica, the sun, the nice sand and the people that are tanned…

A Saturday morning, her mom pleased her by telling her they were going to Florida for her aunt's wedding!

Florida isn't Jamaica but her, anywhere but Canada!...

THE END

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Historiographical exerciseThe Holocaust

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The issue being discussed in these two articles is when Hitler and the Nazi leadership made the decision to implement the systematic mass murder of the Soviet and European Jewish population. When was the plan for the "Final Solution" to the Jewish question formulated?

Christopher Browning argues in his article that the sequence of events and the documentary evidence suggest that Hitler did not harbor a "basic decision" or a "secret plan" for the deportation and extermination of Soviet and European Jewry.

Browning suggests that there were two decisions for implementation, one in mid July 141 for the mass killing of all Soviet Jews and the second in early October for the "Final Solution" to the Jewish problem in German occupied Europe. He suggests that both these decisions were made in the "euphoria of victory" in the east.

The first decision, to implement the systematic mass murder of the Soviet Jews is supported by logistical, chronological and statistical evidence. Logistically, the ,000 men of the Einsatzgruppen behind the rapidly advancing German army could not have carried out such mass killings. Reports received from the Einsatzgruppen in the first five weeks of the Barbarossa campaign indicate that the majority of victims were Jewish male leadership and intelligentsia, there is no mention of women and children being targeted. At a 16 July meeting with Goring, Lammers, Rosenberg and Keitel, Hitler spoke of Germany becoming a "Garden of Eden", convinced that victory was imminent, he gave a clear indication (Hitler never gave an explicit order) of what was to happen to the Soviet Jewry. Within a week Himmler had quadrupled the number of SS men operating behind the advancing German army. There was now enough manpower to initiate the mass killing of all Soviet Jewry, including women and children. By mid August, reports showed a sharp increase in the number of Jews being murdered, these included large numbers of women and children.

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It is Browning opinion that at the same time as the decision was made for the mass killings of Jews in the Soviet Union Hitler asked Himmler and Heydrich for a "feasibility study" for the extermination of the European Jewry. On 1 July Heydrich received authorization from Goring to prepare such a plan. In August Heydrich and Goebbels proposed to commence deportations from Germany, Hitler rejected this proposal. Hitler initially wanted to delay deportations until after the war. However, with the victories at Vyazma and Bryansk in early October, again in the euphoria of victory, his "last hesitations were overcome". The end of the war seemed very close and Hitler made the "irrevocable decision", construction of the extermination camps began and by mid October deportation of the European Jewry had started.

Richard Breitman's article argues that the idea that the Nazis turned to genocide as "a last resort" is "simply ludicrous". Breitman argues that along with Hitler's desire to destroy the Soviet Union, he had an equally longstanding goal of destroying Jewry and that Operation Barbarossa gave him the opportunity and the cover needed for the "liquidation of racial enemies in the East". The assignment of Einsatzgruppen and Order Police to the Barbarossa campaign demonstrates the intentions of Hitler, Himmler and other Nazi leaders to commit mass murder in the Soviet Union.

Breitman argues that it was Hitler's plan to rid Europe of Jews prior to the beginning of the war. In January 1 Hitler gave a speech in which he forecast the destruction of the Jewish race. The Nazis had begun to implement programs to eliminate the handicapped and the mentally ill and on a small scale the Jews as early as 1. It could be argued that "with regard to decision making, personnel and technique, the killing program for the handicapped served as a model for the Final Solution"

Hitler and the Fuhrer Chancellery became very adept at deception in order to keep from the German public the gassing of the handicapped, code names were given to officials who participated, death certificates were falsified and the trucks used for the gassings were disguised as coffee trucks. Wording of Nazi documents contained euphemisms, for example the gassing of mental patients was referred to as "evacuations". Hitler had caused trouble for himself by authorizing in writing the killings of the genetically deficient in October 1 and this could explain why there is no written authorization from him for the Final Solution.

Breitman suggests that plans for the Final Solution were well advanced by early 141. Evidence of this can be found from several sources. In early December 140 Himmler gave a speech in Berlin (hand written notes survived), he mentioned Jewish emigration in Poland in order to leave more space for the Poles, who were to be used as a labour source. Himmler made no mention of where the Jews were to go, this is relevant due to the fact that the RSHA had banned Jewish emigration six weeks earlier. He was clearly not referring to Viktor Brack's Madagascar Plan as this was not feasible at this time as the British fleet lay between the continent and Madagascar. Theodor Dannecker's disclosure "that the Fuhrer wanted a final solution of the Jewish question after the war in all parts of Europe ruled or controlled by Germany". Heydrich's January memo stating that Himmler had approved the establishment of categories within the concentration camp system with one category of prisoners to be sent to Auschwitz II , at the time there was only one camp at Auschwitz "Heydrich already knew that Himmler would soon order an expansion". Breitman suggests that these early references to the Final Solution "meant then what they meant in July 141".

I find Richard Breitman's article more persuasive than Christopher Browning's. The many early references to "Final Solution" show there were plans in hand much earlier than Browning's suggested date of July 141. As Breitman asks, why would this term mean something different prior to mid 141 than it did after? Browning's "euphoria of victory" theory may well have had something to do with the timing of the implementation of these plans, but the evidence seems stronger that the plans were already available.

Browning, Christopher R., "The Euphoria of Victory and the Final Solution Summer-Fall 141", German Studies Review, vol. xvii, no. , (Oct. 14), pp. 47 45.

Breitman, Richard, "Plans for the Final Solution in Early 141", German Studies Review, vol. xvii

Browning, Christopher R., "The Euphoria of Victory and the Final Solution Summer-Fall 141", German Studies Review, vol. xvii, no. , (Oct. 14), pp. 47 45.

Breitman, Richard, "Plans for the Final Solution in Early 141", German Studies Review, vol. xvii

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My Mother's Name

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My Mother's Name

One of the Holland's best-known novelists, Hannes Meinkema published her first collection of short stories, The Moon eater, in 174. The following short story, My Mother's Name, first appeared in this collection which portrays women's lives through the eyes of women writers from nine different countries. The situation that she has highlighted in the story reflects her personal life, the divorce of her parents and the arrival of an outsider. This situation offers identical possibilities of despair or contentment.

This story highlights the conflict between a daughter and her mother (Lisbeth). It visualizes the various scenarios, which the daughter and the mother face after the divorce. This divorce completely shattered Lisbeth's personality and left her daughter hopeless. Lisbeth always knew the way everything was ought to be done but after divorce she became entirely unsure about herself. This incident hit her so badly that she got comprehended from doing anything. She stopped taking her daily meals properly and in result she started to loose her weight drastically. On the other hand, her daughter was in no different situation than hers; she was going through the same trauma as her mother. She forgot how to enjoy her life and this resulted in loss of concentration in her studies.

Four years passed by in the same manner. The daughter loved her mother more than anything in the world. Her real life was at home, where she and her mother did all the work together. Both were trying to make their life better. Everything started to go wrong when Lisbeth acquired a new friend, Gerrit. Her daughter was fourteen then. Gerrit completely changed Lisbeth's life and her bond with her daughter. Slowly and gradually, Lisbeth stopped sharing her feelings with her daughter. In result, Lisbeth and her daughter started to draw away from each other. Her daughter got jealous upon hearing the news that Gerrit is coming to live with them. She started to hate her mother. She hated her mother because she was the one who brought Gerrit in to the house. She thought that by bringing him into the house, Lisbeth betrayed her. After some time, she realized that she would not achieve anything but sorrow by being jealous. This situation was not easy to co-op with but she still tried her best to change herself.

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One day, she and Gerrit were home alone while Lisbeth was at a meeting. She decided to do her homework downstairs. Also, she wanted to have some contact between her and Gerrit. While she was studying, Gerrit started talking to her. After a while, he asked her to join him in having a drink. Gerrit gave her three glass of whisky and started asking her personal questions about her relationships. Gerrit took 'full advantage' of the situation while she was drunk. She came to realize what had happened to her in the morning but it was too late. She didn't know how to tell her mother that her boyfriend (Gerrit) had sex with her.

After some time, she managed to gather some courage and told her mom about what had happened. Upon hearing this news, Lisbeth became quite upset. She relieved some of Lisbeth's tension by letting her know that they have used the preventative. Later, the daughter heard Gerrit and Lisbeth arguing. This reminded her of the old days, when Lisbeth used to have arguments with her father. Eventually, Gerrit left the house. After Gerrit's exit from their lives, things were not the same. Lisbeth quit talking to her daughter. Her daughter blamed herself for ruining her mother's life. So, she decided to talk to her mother about all this mess. She started to cry as she asked her mother the reason of being mad. Lisbeth apologized to her and everything became the same as it used to be.

Hannes Meinkema story effectively develops the theme of misery and degraded state of a child after the separation of the parents. Also, she tells the readers how an outsider can create havoc on a relationship.

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