Malcolm X Views on Racism

Malcolm X views on Racism† English II Ms. Taylor June 18, 2009 Malcolm Little (aka Malcolm X) viewed racism in America as dehumanizing to African Americans and that African Americans were treated with indifference and discrimination. During his lifetime, Malcolm X experienced firsthand how racism affected the lives of African Americans including himself, his family and friends. With some of his first encounters with whites being so terrifying and horrific the firsthand experience was the beginning of his views on how America allowed such treatment to exist. Malcolm X lived during a period in American history when racism and civil rights were at the forefront. This essay will explain what led to his views of racism in America and how his views changed. It will also explain why he embraced the Nation of Islam Muslim organization which works toward the change for the better of African Americans in an array of areas, including spiritual, financial, and social. I will argue why he left the Nation of Islam after he helped strengthen the Nation of Islam membership. Malcolm lost his father Earl Little when he was six years old. Earl Little was viciously beaten by a white mob and run over by a trolley in Lansing, Michigan (Bloom, 2008). The death of his father divided his family. After the father’s death, Malcolm’s mother, Louise Little, struggled to raise him and his seven siblings. The pressure of trying to raise eight children on welfare and the horrific death of her husband, Louise Little eventually had a nervous breakdown and was ultimately institutionalized. Malcolm and his siblings were then separated and placed in orphanages. For Malcolm, the role the state agency plays in breaking up his family became symbolic of how deeply racism is ingrained in society and its institutions. He stated â€Å"I truly believe that if ever a state social agency destroyed a family, it destroyed ours. We wanted and tried to stay together. Our home didn’t have to be destroyed. † (Bloom, 2008). From this point racist social barriers and Malcolm’s own sense of rebellion threw Malcolm into the criminal world as he became partially, broken by imperialism (Wood, 1992). The aforementioned encounters began molding Malcolm’s views on racism in America. As a youth Malcolm was sent to a detention home in Mason, Michigan the home was run by a white family the Swerlins. He had expected the worst due to his past experiences with whites but he was surprised to find that they were kind and generous. Malcolm then started feeling as though he was there mascot. The Swerlins and their friends would talk freely about â€Å"niggers,† using hurtful language, as though he wasn’t there. From here he went to another detention home. Once he was released he went to go live with his sister Ella where he continued to hang around people who were a bad influence on him. It wasn’t before long Malcolm was back in jail his one last hustle with two white women and a friend landed him back in jail for burglary. â€Å"His court appointed lawyer was appalled to see white women being lured into crime by black men and told him he had no business messing around with white girls! †(Helfer, 2006). While in prison Malcolm was introduced to the Nation of Islam (NOI) by his brother Reginald who visited him often. During his time in prison he recalled all the white people he’d encountered. â€Å"In one way or another he felt they all used blacks to better their own lives leaving blacks living under the same or worse conditions as before†(Helfer, 2006). Malcolm began to read a variety of books morning and night, he felt that knowledge was the ammuniton needed to fight the battle against the white devil whom he blamed for his wasted years. Malcolm also developed a relationship with the Honorable Elijah Muhammad through mail correspondence. After corresponding back and forth for a considerable length of time, Elijah Muhammad provided Malcolm with instructions of how he could enter into the Nation Of Islam. Malcolm commited himself whole heartedly to the Nation Of Islam and was welcomed into the brotherhood. â€Å"The teachings of the Nation of Islam that he receives in prison effect a further change in both Malcolm's character and his view of white people. He simultaneously abandons his wild past and embraces a systematic hatred of whites† (Bloom, 2008). After his release from prison Malcolm continued to embrace the Nation of Islam which worked toward the improvement of African Americans in an array of areas including spiritual guidance, financial independence, and social skills. At this time Malcolm was given the X to replace his last name because Elijah Muhammad believed that Little was a slave name. Malcolm seen the Nation of Islam as a place that gave his life purpose and a sense of pride for African Americans. Soon after Malcolm’s last name changing he became a minister for the Nation of Islam. He would become very well known for his eloquent speeches and his ability to persuade others. During the time of his ministry, some of Malcolm’s close friends were murdered at mosques in Louisiana and New York that were apparently raided by white police officers for no reason. These unjust and tragic events angered Malcolm. This tragic act caused Malcolm’s first disagreement with the Nation Of Islam, because he felt that the Nation Of Islam should defend itself more aggressively over this tragedy. After this, Malcolm began to question the beliefs and philosophy of the Nation of Islam. His faith was soon crushed after he discovered that the Honorable Elijah Muhammad, whom he believed was a prophet, was secretly having relations with as many as six women whom were members of the Nation of Islam. Malcolm was so devastated by this deception and blatant hypocrisy he soon terminated his membership in the Nation Of Islam and founded the Muslim Mosque, Inc. After establishing his own Muslim organization, Malcolm took a pilgrimage to Mecca, Saudi Arabia which changed his opinion about whites. Malcolm greatly expanded his views on race in America by integrating the wisdom he gained from his travel to Mecca. The trip opened Malcolm’s eyes to see that Muslim’s come in all different races and genders. The trip proved life altering, as Malcolm met â€Å"blonde-haired, blued-eyed men I could call my brothers†(Wood, 1992). He returned to the United States with a new outlook on integration and a profound truth that all white people weren’t racist and evil people. After my research it validated my prior assumptions about Malcolm X himself being racist while under the teachings of Elijah Muhammad. His views changed about racism in America that he could also call a white man his brother as well as a black man. He realized you should judge the individual not an entire race of people as a whole but only the individuals that display or encourage acts of racism. References Alkalimat, A. (1999). ed. , Malcolm X: A Research Site: University of Toledo and Twenty-first Century Books) http://www. brothermalcolm. net Bloom, H. (2008). Bloom’s Guides Comprehensive Research & Study Guides: Alex Haley’s The Autobiography of Malcolm X Hefler, A. (2006). A Graphic Biography Malcolm X Wood, J. (1992). Malcolm X In Our own Image

Not an Ayn Rand Essay

The fiction novel, The Fountainhead, by Ayn Rand is based off of her philosophy of Objectivism. Ayn Rand defines and separates her philosophy of Objectivism into four different and distinct parts. The first part Ayn Rand explains is Metaphysics. Metaphysics is an objective reality where you only accept facts as reality and not fantasies or desires. The next part of Objectivism is Epistemology, which is reasoning by perceiving reality by using knowledge or facts as your guide. The third part is Ethics and self-interest.The final part of Objectivism is laissez-faire capitalism, which is equal trade while the government acts as a police force only. The third part of Objectivism, Ethics and Self-Interest, is explained by Ayn Rand as â€Å"Man—every man—is an end in himself, not the means to the ends of others. He must exist for his own sake, neither sacrificing himself to others nor sacrificing others to himself. The pursuit of his own rational self-interest and of his own happiness is the highest moral purpose of his life. † – Ayn Rand.This quote is best represented as Individualism in Objectivism. Ayn Rand’s book, The Fountainhead, compares the ideals of individuals in society and shows how the individualists act differently and, by the end, become identified and looked upon as good when they stick to their own ideals. Howard Roark is created as the protagonist of The Fountainhead. Roark is also the best representation of Ayn Rand’s philosophy, Objectivism. Lois Cook is introduced into the book by asking Peter Keating to build an ugly house to her satisfaction, saying â€Å"Let’s be gods.Let’s be ugly† (Cook, 241) . Both Howard Roark and Lois Cook both make their own pursuit for self-interest and to their own happiness as the highest moral purpose of their lives. Even though Lois Cook can be seen as an individual, her self-interests can be seen as immoral, which can be concluded that Lois is not an In dividualist, while Howard Roark is best fit as an individualist in the eyes of Ayn Rand. When we look into the story The Fountainhead, we encounter the characteristics that both Howard Roark and Lois Cook portray.When Ayn Rand wrote The Fountainhead, she intended to keep the syntax simple so readers could get an understanding of Objectivism and individualism. We can clearly see that the protagonist, Howard Roark, is portrayed as an objectivist and individualist, who also rejects the worst of social standards, while Lois Cook is seen as a radical, who objects the best of social standards. When we go even further into The Fountainhead, we discover that Howard Roark loves his type of modernistic design in architecture rather than referring to the older and more identifiable types of architecture from history, such as Greek or Roman architecture.Because he prefers to modernize his own designs, he is suspended from Stanton’s institute of technology and has been removed from severa l jobs. Roark was offered a job to build a new bank, but he won’t change any of his own designs. The worst part about Howard Roark’s out of luck situation is that his designs are brilliant. Even Peter Keating refers to Howard Roark in needs of assistance, because Howard Roark’s designs are wonderful and unique to the eyes of people.Even then, when Howard Roark isn’t given credit for designing the buildings, credit was all given to Keating, who didn’t have enough faith for himself to, at the least, attempt to create his own architectural designs. While we continue to look at Howard Roark, we can see that while Ayn Rand created Howard Roark, he stays as his own without sacrificing or abandoning his own beliefs to gain himself a higher status in society, and Roark only pursues his own self-interests to bring himself to his highest moral purpose.Howard Roark has his own individual goals that others would see as foolish and stupid, while he stayed as an individual with his own ideals and succeeded. These are what Ayn Rand would consider individualized, because Howard Roark attempts to make a change within society and has his own values, while society wishes to remain the same and put down others who don’t follow what they believe in. Howard Roark seeks to create, not just his original designs and building, but also a sense of originality.Henry Cameron, Howard Roark’s inspiration, once told him that unless he changed his ideals of architecture, he would never make it big in the business. Howard Roark denied what he said anyways, saying that he wishes to continue with his own work. Even when he got hired by Francon & Heyer, Howard Roark continued to stick with his own modernistic designs over conforming on older architectural designs. Howard Roark even made his own architecture and building firm which was built on his own modern beliefs and ideals. Further on in the book, Howard Roark continued to stay with his own ide als and beliefs when he went to court twice.During the first trial, he was sued for the construction of a building, which was plotted by Ellsworth Toohey. Toohey did this so he could eliminate the innovative Howard Roark from the architect business, which was almost successful. Roark was found guilty and had to shut down his architect firm, but still had faith in his own ideals. The second trial was on the action of Howard Roark destroying the Cortlandt homes project, after his plans being changed. During the trial, Howard Roark made some statements about selfishness and about remaining individual with oneself.Howard Roark goes on about people who create and how they suffer from the corruptness of societies, which is in reference to Peter Keating when he asked Roark for help all of the times Keating asked Roark for help on certain designs, which made Keating famous. Howard Roark was later found not guilty and won the trial Howard Roark ended up marrying Dominique Francon after becau se he was confident with his own individual ideas while Peter Keating wasn’t able to be individual. Howard Roark is definitely created as an individualist by Ayn Rand, because he prevails through all of the situations he encounters with his own ideals with him.Whether or not the outcomes for Howard Roark were good or bad, he never changed his ideals or beliefs in every situation, making him an individualist. While Howard Roark is fully known to be an individualist, Lois Cook has a sense of individualism, but is too radical and immoral to be classified as an individualist. As we look into The Fountainhead, Cook has shown herself against most of the social norms. Even though Howard Roark doesn’t follow social standards, Lois Cook goes to the immoral extremes of denying good hygiene and conditions of living areas.She doesn’t think about the corrupt power of higher authorities or any of the other enormously poor social problems. The reason that Ayn Rand shows her re aders Lois Cook was to show a person who attempted individualism, but did not fully become individual. Lois Cook has characteristics like an individualist but isn’t exactly one. Lois Cook wants to be someone original, different, an individual, but her ideals are extreme and immoral. Is it not very easy to argue that poor hygiene is a good idea. It also isn’t easy to argue that anyone could enjoy poorly designed buildings.It is pointed out obviously that Lois Cook is radically immoral and isn’t an individual. Some might suggest that Lois Cook is a person who creates. Others might argue that her nonconformity makes her and individualist still. But, her ideals could be best organized as nihilistic. Nihilism is a want to destroy and rejection of morals. Lois Cook could be best compared with Ellsworth Toohey, who also wanted to destroy people’s reputations, people such as Howard Roark in the architectural business. Ayn Rand explained being individual also mean t to have morals.Lois Cook didn’t have many morals when she was introduced into the book for the short period of time, so she couldn’t be classified as an individualist under the ideals of objectivism and individualism. Ayn Rand intentionally placed Lois Cook in The Fountainhead in order for the readers to see a difference of characteristics between Individualism and Lois Cook. We can conclude from this that Lois Cook was merely an example of how Individualism is misinterpreted by the minds of people who haven’t really thought about the ideals of individualism or beliefs of objectivism.In conclusion, Howard Roark is indeed an individualist, while Lois Cook is not an individualist. Howard Roark shows the qualities and characteristics that Ayn Rand defines as an individualist. While Lois Cook shows some characteristics of being an individualist, her nihilistic and immoral ideals show that she cannot be an individualist and will never be with her ideals if she cont inues to not accept facts that there are some social norms that are needed for man’s survival and individualism.

Consumer Law And Deceptive Marketing Guidelines Case Study

Consumer Law And Deceptive Marketing Guidelines - Case Study Example Most good companies would avoid such a situation and try to provide a product as per the specifications. Thus it would be wise to study both sides of the aspect and neutrally evaluate the outcome in best interests of society and individuals as well as reasons for companies providing a service or a product, albeit with a rider that profitability than service is their prime concern. The history of consumer protection is not as old as that of the consumers. In 1962, President John F Kennedy introduced 'The Consumer Bill of Rights.' However, before 1965, there was no effective legal protection available for consumers across the world. The idea was first conceived by Garland Dempsey. In December 1965, probably the first refund of $ 787 was provided by a finance company to Mr. and Mrs. Henry Outlaw, the lucky neighbors of Garland Dempsey in North Philadelphia. Mr. Dempsey filed the complaint on their behalf in regard to a swindle of the refinancing of a loan. Another such case, the Gallman case got nationwide approval and led to passage of Consumer Credit Protection Act of 1968 by the Congress. This act was later aptly called "The Truth in Lending Act", the first in the series of consumer protection legislation. Today, across the world, consumer protection laws have evolved protecting consumers from all kinds of manufacturing and retailing defects, protection from fraudulent advertisements, invasion of privacy, deceptive marketing techniques and many such issues. Sections of population defend both sides of the arguments which lead to millions of litigations across the world with sometimes heavy penalties for defaulting companies in the event of intentional deception or even unintentional action leading to loss or damage to a consumer in a financial/personal manner. With the passage of time, certain conventions have emerged for the corporate sector to strictly adhere to, failing which they can be held guilty of consumer rights violation.

The Banjo Lesson Term Paper Example | Topics and Well Written Essays - 1000 words

The Banjo Lesson - Term Paper Example Eakins brought new painting methods such as carrying out studies of live models, overt discussion of male and female anatomy as well as dissections and bisections of cadavers to enable further comprehension and familiarity of the human body. Consequently, the ideologies of Eakins had tremendous impact on Tanner, who proved to be among Eakins’ favorite artists, thus, two years after Tanner’s departure from the academy, Eakins had to paint his portrait as an honor. During the entire period that Tanner was in the Academy, he secured thorough anatomy knowledge and was able to apply his comprehension of the weighty human figure structure to painting. Later on during the First World War, Tanner worked for the Public Information Department in the Red Cross and was able to paint real life images from the war. The Painting The Banjo Lesson was painted by Henry Ossawa Tanner in 1893 when he returned to visit Philadelphia in the United States from his newly found home in France. I n this painting, an elderly man is engrossed in teaching one who is assumed to be his grandchild the lessons of playing banjo. When given a first glance, one may not notice how tanner explored very important painting themes. In the culture of America, black community was highly regarded as a group of entertainers, and similarly, the painting of the black elderly man teaching how to play Banjo is seen in all the 19th century American art (Linn). This implies that the banjo instrument was closely associated with the black community. However, such paintings are always reduced and portrayed as minstrel type. In this regard, Tanner strives to work against the highly regarded stereotype by giving a much sensitive interpretation through his painting. The two protagonists in the painting portray a very important aspect in human life known as specific time of human interaction. Both the teacher and the learner are intimately attached on the important task right in front of them. The two are oblivious of the rest of the world around them, thus magnifying the sense of actual contact and meaningful cooperation. The painting portrays a real world and contact, ultimately achieving the most important ideology of Tanner of human quality exploration, through a masterful painting. Tanner successfully employed the difficult task of merging two different and varying sources of light. For instance, a natural white-blue light glow from outside comes in from the left side, while from the right, enters a warm light from the fireplace. The illumination of the picture is achieved where the two sources of light meet. Analysts have interpreted this aspect to imply Tanner’s personal transition between his American past and his new home in France. Tanner is considered to be amongst the most talented and highly esteemed African American painters. This is wholly attributed to his hard work in making painting a reality, since his painting mostly relied upon depicting accurate form of h uman nature as well as the natural surroundings. Throughout his entire life, he was fully devoted to carrying out studies of the world that he was living in, and most importantly, the actual people he encountered face to face. For instance, Linn asserts that the popularity as well as the importance of The Banjo Lesson was as a result of searching for post Civil Rights symbols of the African American heritage

Business Communication - how to become more effective within the Essay - 1

Business Communication - how to become more effective within the organization - Essay Example in today’s business environment ushered in by technology and globalization, which is characterized by dispersed work groups that operate away from the home office. The current vogue in such a flexible working arrangement has added to the difficulty of getting business communication right. As it is, there are already enough sociological and psychological factors that prevent business communication from going around the organization in the sense that it was intended. This paper thus discussed all the perceived shortcomings in communication practices that have made businesses falter, and subsequently explored the methods by which business communication can be made more effective for the immediate and long-term benefit of the organization. People in organizations spend over 75 percent of their time in an interpersonal situation (Van Acker, online). Thus, it is no surprise to find that at the root of a large number of organizational problems is poor communications. Effective communication is an essential component of organizational success whether it is at the interpersonal, inter-group, intra-group, organizational or external levels (How-to Books, online). For human communication to be high in quality or effective, it must take into account not only the choice of language but also the movement of vocal cords, the reception of sound and its translation into neural signals, syntactic and phonological processing (Hauser, 1996). Even facial expressions and gestures influence the quality and outcome of communication (How-to Books). As for the communication message, social psychologists give it three components: content, context and treatment. Content is the essence of what one person desires to communicate to another, whil e context is the way the communicator presents the content of his message to his audience. As for treatment, it is how communication is arranged and conducted by the speaker, which supports the content and context of the message. In a business

Social Research problem statement Coursework Example | Topics and Well Written Essays - 1000 words

Social Research problem statement - Coursework Example pt of security today, is not restricted to political or social factors alone but engulfs a wide range of aspects including environmental, social economic and climate change (Homer, 1991). The issue of Global warming and its potential hazardous aftermath has been addressed by various security experts and academic scholars as being of crucial significance and raised alarm over the capacity of such environmental issues to foreshadow critical issues such as food and water scarcity, and fair and equal allocation of resources, which would in turn lead to large scale migration resulting in heightened tensions and widespread, disputes (Matthew, 1989). Environmental change has been, since long, considered as a major security threat by security analysts the world over and as a consequence several polices have been implemented to address and tackle the issue and recognize the repercussions of sudden and unexpected changes in the climate as an impending menace for international security. For instance, according a report presented in 1994 by Sir David King, chief scientist – British Government, climate change is a far greater threat to the world’s stability than international terrorism (BBC news, 2004). Similarly climate change was acknowledged as a major concern and hence included in the British Foreign Policy, as a major security threat, by the then Foreign Secretary of Britain, Mrs. Margaret Beckett, in the year 2006 at a conference in Berlin (British Embassy – Berlin, 2007). A report presented to the U.S. government suggested declaring ‘climate change’ as a major security issue owing to its potential to cause serious damage to the security of American citizens as well as its impact on the United States military operations. The study titled National Security and the Threat of Climate Change seeks methods in which the impending environment change is a threat multiplier in already feeble regions and aggravating conditions that result in failed states which in

Personal Statement Essay Example | Topics and Well Written Essays - 500 words - 39

Personal Statement - Essay Example More recently, I have begun to excel more in Biology than in Chemistry or Physics and this is where I wish to continue my studies. Biological Technologies is an important field and is fast becoming an important aspect in the industry and to medicine. Specializations such as Bio-Materials and Genetics are seeing significant developments. I believe that there are still many new and exciting discoveries waiting to be found, hidden within nature, and of beneficial use to humans and the environment. It would be beyond my wildest dreams to become a part of the next discovery. A Masters in Biotechnology will enable me to gain the knowledge and skills that I will need in this pursuit. I see my future to be devoted to research. I want the continuous search for new things to be my career. My dream, as many scientists share, would be to discover something that will be ground-breaking and help many people. I aspire to one day go down in history through this, and though no plan is set in stone, I wish to gather as many experiences as I possibly could. For the mean time, I would rather consider all of my options first, as glory will not put food on the table. But I hope in the future to be able to pursue more of the things I am passionate about. I am creative and I have substantial significant technical knowledge of the biomedical science sector. I possess a specialist’s expertise and understanding alongside the skills required to fully grasp it. As an individual, I am not easily put off by challenges. I believe that once you set your heart on something you will be surprised how many problems and seemingly insurmountable obstacles can be overcome. I am reliable, self-motivated and trustworthy. I always aim to work as methodically, efficiently and accurately as I could. I am quick to learn and I am able to comprehend things swiftly. When there is something I am not quite certain of I am willing to ask for help, recognizing other people’s wisdom. I

Informal housing in Caracas Essay Example | Topics and Well Written Essays - 2000 words

Informal housing in Caracas - Essay Example 552). The processes of globalization have generated a distinct pattern of spatial urban organization that is typified by people’s segregation in the extension informal settlements. Urban restructuring has led to rising metropolitan fragmentation and increased socio-territorial inequality (Peters, 2008, p. 1). This paper explains the way globalization has changed the production of housing in Caracas. In spite of being located in the most urbanized and the wealthiest country of Latin America, Caracas accommodates numerous rancho settlements that are distributed all across the city. These settlements are characterized by invasions of squatter land. Disinvolvement of the government has perpetuated self-help housing techniques in Caracas. The aspects of informal housing in Caracas discussed in this paper include regulation of informal housing, housing production, exchange and consumption in the barrios of Caracas, the influence of globalization on housing, and the role of different actors in the developmental process. Informal housing in Caracas is quite politicized, with the demand exceeding the supply. Commodity forms dominate the production, exchange, and consumption of the informal settlements in Caracas. Globalization caused political and economic restructuring thus altering the metropolis’s fabric. Slum upgrading and microcredit are some of the factors that have played a role in the development of housing in Caracas. The mobilized and generated type of squatting is the most common in Latin America. Development of the informal housing in Latin America engages the political organizations. The state is somehow involved in the process. Informal housing in Latin America is quite politicized. The squatter communities are collectively involved in the process of settlement development and shelter acquisition. Such

Describe, discuss and explain the significance of the Indian Removal Article

Describe, discuss and explain the significance of the Indian Removal Act - Article Example The Act resulted to Seminole War that lasted between 1835 to 1842, and cost Jackson administration almost 60 million dollars. The law made Cherokees develop their own written language, print newspapers and resist any forceful evictions. The Supreme Court decision asserted that Georgia had no authority over the Cherokees and their lands but the president ignored the court ruling. In 1836, Georgia Militia attacked several Creeks and forced about 15,000 Creeks to move to the West of Mississippi (Stewart, 2007). In 1835, the Treaty of New Echota was signed ceding all Cherokee land for $ 5.6 million and their free transportation to the West of Mississippi. This led to the trail of tears whereby more than 16,000 migrating Cherokees died. The Choctaw, Chickasaw, Creeks, Cherokees and Seminoles travel from their lands was marked with diseases such as Cholera, death from starvation and inadequate food supplies (Stewart, 2007). The Indian removal act gave European American farmers a claim on t he land that was initially occupied by the Five Civilized Tribes and opportunity for intense agricultural activity. Generally, the Indian removal act was oppressive and led to Seminole wars from 1835 to 1842 and trail of tears from 1838 to 1839. The US army troops forced the Indian troops to abandon their traditional lands (Stewart, 2007). The Indian removal act that was signed in to law by President Jackson led to massive federal spending on wars and relocation. Cherokees heavily resisted the law through a court decision by the president chose to ignore the ruling. The Act led to Seminole Wars and Trail of tears whereby many affected individual dies due to wars, disease and starvation (Stewart,

Tsotsi vs The Kite Runner Essay Example for Free

Tsotsi vs The Kite Runner Essay In the novel, The Kite Runner written by Khaled Hosseini and the film Tsotsi written by Athol Furgard, many similarities can be found. Both stories include the inner battle that people face throughout their life, the meaning of bravery and what brotherhood truly represents. In todays society, people find it difficult to perceive their values and what they believe in. The inner battle isnt the only concept that the novel and the movie share, but many more parallel ideas will be revealed through themes. Very few would believe that the pureness of flying kites and the criminality associated with gangs could somehow be so similar. Although these stories were written nearly a decade ago, they are still able to accurately depict what life in Afghanistan and South Africa are like today. Bravery, Brotherhood, and Redemption are all themes in which one or more characters from The Kite Runner and Tsotsi undergo at least once throughout their stories. Redemption is the act of sacrifice and getting rid of sins. Redemption just means you just make a change in your life and you try to do right, versus what you were doing, which was wrong. Ice T. Bravery is courageous behavior or character. I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear. Nelson Mandela. Finally, Brotherhood is the relationship between brothers or a close group of friends. I believe in the brotherhood of all men, but I dont believe in wasting brotherhood on anyone who doesnt want to practice it with me. Brotherhood is a two-way street. Some might ask, what is the true meaning of bravery? There is no correct answer to this question as everyone has their own interpretations on bravery. Bravery can take many forms, and not just in situations where there is combat. Any time that someone has to overcome fear and take action can be classified as bravery. An example of bravery in The Kite Runner would be when the main character, Amir returns to Afghanistan to save his brothers  son, Sohrab. After discovering that Sohrab is in an orphanage in Afghanistan, Amir decides to bring him back to America, as a way of ridding himself of his past sins. While searching Afghanistan for Sohrab, Amir discovers that his childhood enemy, Assef is the Taliban leader who has Sohrab captive. He must overcome his fears and face the bully of his past, to redeem himself and free Sohrab. Amir defeats Assef in a fight, and successfully takes Sohrab back to America. This is a true act of bravery as Amir was willing to sacrifice his life to insure Sohrabs safety. If he had lost or been caught, Assef, being a member of the Taliban, wouldve had Amir killed instantly. In the movie Tsotsi, there are two specific examples of bravery. While returning to the house for the second time, Tsotsi and his gang hold John hostage while searching for valuable items. The real reason for Tsotsis return was to find things that would help him take care of the baby such as baby formula and a bottle. John sets off the house alarm while no one is watching him and Tsotsi and his friends begin to panic. Butcher proceeds to aim his gun at John, for setting off the alarm. As he is about to pull the trigger, Tsotsi shoots Butcher in the back of the head. This requires true bravery as Butcher was his good friend, but he had to sacrifice his friend to ensure that the babys father stayed alive and out of harm. Redemption, the act of sacrifice in order to forgive ones self. His father had once said to Rahim Khan A boy who wont stand up for himself becomes a man who cant stand up to anything (Page 23). Amirs guilt lies in the fact that his mother had died giving birth to him and he feels that he is responsible for his mothers death. At one point in the story, Amir begins to believe that his father blames him for her death, due to an unhealthy father-son relationship. It is at this point where we realize that Amir has been trying to redeem himself in his fathers eyes and meet his fathers standards for his entire life. But his guilt does not end there. Amir has a strong desire to win Babas love and for that he believes that he must win the kite flying competition and ultimately sacrifice anything, including Hassan. Although he does not say it, he shows it in the rape scene that occurs later on, when he watches his best friend getting raped and does  absolutely nothing about it. It is ironic because Amir thinks he can redeem himself in the eyes of his father by bringing him the losing kite and make him proud. In the movie Tsotsi, there is one prime example of redemption that occurs. Throughout the entire movie, the main character, Tsotsi can be seen wearing black clothing at all times. It represents his impurity and his evil intentions. While wearing black, he kills a man, threatens a woman with a gun, and bullies an old man. In the last scene of the movie, Tsotsi wears white, symbolizing his purity and his good intentions. He accepts his mistakes, goes to return the baby and to seek forgiveness for his sins. This change in clothing may not seem big, but it shows the audience the change that Tsotsi has gone through, the purity in his heart, and also shows that he wants to be a better person. Brotherhood, the relationship between brothers or close group of friends. In The Kite Runner, the major example of brotherhood is the relationship between Hassan and Amir. Throughout the book, there are events that show off this brotherhood. When Ali and Hassan decide to leave, Baba, a man who is seen as the toughest man in Kabul, starts to break down in tears due to the fact that his best friend is leaving him. Hassan and Amir share a special bond as they have known each other since childhood and have been each others best friend. One example of their brotherhood would be, Amir and Hassan, The Sultans of Kabul., which was engraved onto the tree. This symbolizes that they will always be friends and Rulers of Kabul. Another example of their brotherhood would be that Amir returns to Afghanistan to help Hassans son and bring him back to America. In the movie Tsotsi, a key example of brotherhood is between Tsotsi and Boston. Tsotsi first finds Boston on the street, outside of the bar, throwing up and lying in his own vomit. Tsotsi takes him in, cleans him up, and accepts him as part of the gang. They are together for a total of six months before getting into an argument which leads to Tsotsi punching Boston in the face multiple times. Once Boston becomes conscious again, Tsotsi brings him back to his home, apologizes and they start over again. Tsotsi  tells Boston that he is going to get him money, so that he can continue his education and fulfill his dreams of becoming a teacher. Although these stories seemed to be complete opposites at first, upon further analysis we can conclude that they are actually very similar. They share multiple themes with one another including redemption, brotherhood and bravery.

Ethical and legal level of counseling

Ethical and legal level of counseling 1. The concept of ethics and legal Ethics is generally defined as a philosophical discipline that is concerned with human conduced and moral decision making (Van Hoose, 1985). Ethics are normative in nature and focus on principles and standards that govern relationship between individuals, such as those between counselors and clients. Morality, however, involves judgment or evaluation of action. It is associated with such words as good, bad, right, wrong ought, and should (grant, 1992). Counselors have morals, and the theories counselors employ have embedded within them moral presuppositions about human nature that explicitly and implicitly question first What is a person and second, what should a person be or become? (Christopher, 1996) For improving the ethical and legal level of counseling, first, the counselor needs to understand what the word ethical means. Before the first counseling session, the counselor should realize how important about making good professional decisions that are both ethics and legal while being helpful to his or her clients. According to the Websters New World Dictionary (1980), it means 1. having to do with ethics; or of conforming to moral standards, 2. conforming to professional standards of conduct. Notice that these two definitions are distinctly different. This first is a personal phenomenon that is, what is moral is decide most often by individuals. In contrast, the second encompasses behaviors that are considered ethical by some professional group. In the mental health profession, that group could be the American Counseling Association (ACA), or the American Psychological (APA), just to name a few. 2. The development of codes of ethics for counselors The first counseling code of ethics was developed by the American Counseling Association (ACA) (Then the American Personnel and Guidance Association, or APGA) based on the original American Psychological Association code of ethics (Allen, 1986). The initial ACA code was initiated by Donald Super and approved in 1961 (Callis Pope, 1982). It has been revised periodically since that time. The ACA also produces A Practitioners Guide to Ethical Decision Making, video conferences on resolving leading-edge ethical dilemmas (Salo Hamilton, 1996), and an Ethical Standards Casebook (Herlihy Corey, 1996). The ACAs latest ethics code is entailed a Code of Ethics and Standards of Practice. This code is one of the major signs that counseling has developed into a mature discipline because professions are characterized, among other things, by a claim to specialized knowledge and a code of ethics. In the CAC, ethics standards are arranged under topical sectional headings. They contain material similar to that found in many other ethical codes, yet they are unique to the profession of counseling. 3. Following the Guideline for Acting Ethically For improving the higher level of the ethics of counseling, the counselors should follow guideline for acting ethically. Swanson (1983) lists guidelines for assessing whither counselors act in ethically responsible ways. The first is personal and professional honest. Counselors need to operate openly with themselves and those with whom they work. Hidden agendas or unacknowledged feelings hinder relationship and place counselors on shaky ethical ground. One way to overcome personal and professional honest problems that may get in the way of acting ethically is to receive supervision (Kitchener, 1994). The second guideline is acting in the best interest of clients. This ideal is easier to discuss than achieve. At times, a counselor may impose personal values on client and ignore what they really want (Gladding Hool, 1974). At other times, a counselor may fail to recognize an emergency and too readily accept the idea that the clients best interest is served by doing nothing. The third guideline is that counselors act without malice or personal gain. Some clients are difficult to like or deal with, and it is win these individuals that counselors must be especially careful. However, counselors must be careful to avoid relationships with likable clients either on a person or professional basis. Errors in judgment are most likely to occur when the counselors self-interest becomes a part of the relationship with a client (Germaine, 1993). The final guideline is whether counselors can justify an action as the best judgment of what should be done based upon the current state of the profession (Swanson, 1983). To make such a decision, counselors must keep up with current trends by reading the professional literature; attending in-service workshops and conventions, and becoming actively involved in local, state, and national counseling activities. The ACA Ethical Standards Casebook (Herlihy Corey, 1996) contains examples in which counselors are presented with issues and case studies of questionable ethical situations and given both guidelines and questions to reflect on in deciding what an ethical response would be. Each situation involves a standard of the ethical code. As helpful as the casebook may be, in many counseling situations the proper behavior is not obvious (Gladding, 2001). For example, the question of confidentiality in balancing the individual rights of a person with AIDS and society s right to be protected from the spread of the disease in one with which some counselors struggle. Likewise, there are multiple ethical dilemmas in counseling adult survivors about what to do in a given situation, it is crucial for counselors to concern and talk over situations with colleagues, in addition to using principles, guidelines, casebooks, and professional codes of ethics. 4. Counselor Competence and Referral The ACA Code of Ethics (1995) clearly states that Counselors must practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. The APA Ethical Principles (1992) makes a similar statement and adds that: Psychologists provide services, teach, or conduct research in new area or involving new techniques only after first undertaking appropriate study, training, supervision, and consultation from person who are competent in those areas or techniques. The ethical standards are quite clear regarding what a counselor should do if he is not competent to treat a certain client problem. His first and best choice is to make an appropriate referral. If there is no one to whom he can refer (which would be an exception rather than a common occurrence), then it is incumbent on he to educate himself through reading books and journal articles on the presenting problem and to seek supervision of his work with the client. The counselor has the responsibility for the welfare of the client; therefore, it is his professional duty to obtain for that client the best services possible be it from him or from a professional colleague. Clients are not subjects for your trial and error learning but deserve the best professional care possible. One of counselors responsibilities is to recognize his or her strengths and weaknesses and to offer services only in the areas of his or her strengths. Defining a counselors areas of component usually involves critical and honest self-examination. Calling this subjective component an internal perspective, Robinson and Cross caution counselors to do everything possible to gain the skills and knowledge based to the profession. Counselors need to stretch their skills continually by reading and attending to new and developing trends, through attaining postgraduate education, and through attending seminars and workshops aimed at sharpening and increasing both knowledge and skill bases. All counselors must take full responsibility for adhering to professional codes of conduct that address the concepts of proper representation of professional qualifications, for providing only those services for which they have been trained, and for seeking assistance with personal issues that are barriers to providing effective service. Regardless of the area of the area of service being discussed, counselors are the first-line judge of their professional competence. Although credentialing bodies, professional organizations, and state legislatures may set standards for practice, the counselor must be the most critical evaluator of his or her ability to provide services. This often becomes quite a challenge when ones living dependents on having clients who will pay for service. In fact, the ethical is not always the easy choice. 5. Improving Ethics Decisions Making in Counseling The making ethics decision is the crucial key for achieving a higher level of the ethics of counseling. Ethics decision making is often not easy yet is a part of being a counselor. It requires virtues such as character, integrity, and moral courage as well as knowledge (Welfel, 1998). Some counselors operate from personal ethical standards without regard to the ethical guidelines developed by professional counseling associations. They usually function well until faced with a dilemma for which there is no apparent good or best solution (Swanson, 1983). At such times, ethical issues arise and these counselors experience anxiety, doubt, hesitation, and confusion in determining their conduct. Unfortunately, when they act, their behavior may turn out to be unethical because it is not grounded in any ethical code. The researchers found five types of ethical dilemmas most prevalent among the university counselors they surveys there: a. confidentiality, b. role conflict, c. counselor competence, d. conflicts with employer or institution, and e. degree of dangerousness. The situational dilemmas that involved danger were the least difficult to resolve and those that dealt with counselor competence and confidentiality were the most difficult. The surprising finding of this study, however, was that less than over-third of the respondents indicated that they relied on published professional codes of ethics in resolving dilemmas. Instead, most used common sense, a strategy that at times may be professionally unethical and at best unwise. It is in such types of situations that need to be aware of resources for ethical decision making, especially when questions arise over controversial behaviors such as setting or collecting fees or conducting dual relationships (Gibson Pope, 1993). Ethical reasoning, the process of determining which ethical principles are involved and then prioritizing them based on the professional requirements and beliefs, is also crucial (Lanning, 1992). In making ethical decisions, counselors should take actions based on careful, reflective thought about responses they think are professionally right in particular situations (Tennyson Strom, 1992). Several ethical principles relate to the actives and ethical choices of counselors: Beneficence (doing well and preventing harm), Non malfeasance (not inflicting harm), Autonomy (respecting freedom of choice and self-determination), Justice (fairness), and Fidelity (faithfulness or honoring commandments) (Herlihy, 1996). All these principles involve conscious decision making by counselors throughout the counseling process. Of these principles, some experts identify non malfeasance as the primary ethical responsibility in the field of counseling. Non malfeasance not only involves the removal of present harm but the prevention of future harm and passive avoidance of harm. It is the basis on which counselors respond to clients who may endanger themselves or others and why they respond to colleagues unethical behavior. 5.1 Educating Counselors in Ethical Decision Making Ethical can be improving in many ways, but one of the beat is through course offering that are now required in most graduate counseling programs and available for continuing education credit. Such courses can bring about significant attitudinal changes in students and practicing professionals, impairment, and multiculturalism (Coll, 1993). Because ethical attitudinal changes are related to ethical behavioral changes, courses in ethics on any level are extremely valuable. Van Hoose (1979) conceptualizes the ethical behavior of counselors in terms of a five-stage developmental continuum of reasoning: Punishment orientation. At this stage the counselor believes external social standards are the basis for judging behavior. If clients or counselors violate a societal rule, they should be punished. Institutional orientation. Counselors who operate at this stage believe in and abide by the rules of the institutions for which they work. They do not question the rules and base their decisions on them. Societal orientation. Counselors at this stage base decisions on societal standards. If a question arises about whether the needs of society or an individual should come first, the needs of society are always given priority. Individual orientation. The individuals needs receive top priority at this stage. Counselors are aware of society needs and are concerned about the law, but they focus on what is best for the individual. Principle (conscience) orientation. In this stage concern for the individual is primary. Ethical decisions are based on internalized ethical standards, not external considerations. As Welfel and Lipsitz (1983) point out, the work of Van Hoose and Paradise is especially important because it is the first conceptual model in the literature that attempts to explain how counselors reason about ethical issues. It is heuristic (i.e., research able or open to research) and can form the basis gor empirical studies of promotion of ethical behavior. Several other models have been proposed for educating counselors in ethical decision making. Based on Gumaer and Scott (1985), for instance, offer a method for training group workers based on the ethical guidelines of the association for specialists in group work. This method uses case vignettes and Carkhuffs three-goal, model of helping: self-expectation, self-understanding, and action. Kicherner (1986) proposes an integrated model of goals and components for an ethics education curriculum based on research on the psychological processes underlying moral behavior and current thinking in applied ethics. Her curriculum includes counselors to ethical issues, improving their abilities to make ethical judgments, encourage responsible ethical actions and tolerating the ambiguity of ethical decision making (Kitchener, 1986). Her model and one proposed are process oriented and assume that counselors do not learn to make ethical decisions on their own. Pelsma and Borgers (1986) particularly emphasize the how as opposed to what of ethics that is, how to reason ethically in a constantly changing field. Other practitioner guide for making ethical decisions are a seven-step decision making model based on a synthesis of the professional literature, a nine-step ethical decision-making models follow based on critical-evaluative judgments and seven other models created between 1984 and 1998 (cottone Claus, 2000). These ethical decision-making models follow explicit steps or stages and are often used for specific areas of counseling practice. However, through empirical comparisons and continued dialogue, the effectiveness of the models may be validated. In addition to the models already mentioned the ACA Ethics Committee offers a variety of educational experience. For example, members of the committee offer learning institutes at national and regional ACA conferences. In addition, they publish articles in the ACA newsletter. Finally, to promote counseling practices, the committee through ACA publishes a type counselors guide entitled: What you should know about the ethical practice of professional counselors, which is on the ACA website as well as printed (Williams Freeman, 2002). 6. Focus on Clients Rights When clients enter a counseling relationship, they have a right to assume that you are competent. In addition, they have certain rights, known as client rights, as well as responsibilities. These rights have their foundation in the Bill of Rights, particularly the first and fourth amendment of the constitution of the United States, which are freedom of religion, speech, and the press and right of petition and freedom from unreasonable searches and seizures, respectively. The concept of confidentiality, privileged communication, and informed consent are based on the fourth amendment, which guarantees privacy. Privacy has been defined as the freedom of individuals to choose for themselves the time and the circumstances under which and the extent to which their beliefs, behaviors, and opinions are to be shared or withheld from others (Corey et al., 1988). 6.1 Improving Confidentiality and Privileged Communications The concept of privacy is the foundation for the clients legal right to privileged communication and counselors responsibility to hold counseling communications confidentiality is a professional concept. It is so important that both the APA (1992) Ethical principles and the ACA (1995) Code of Ethics each devote an entire section to confidentiality. However, a clients communications are not confidential in a court of law unless the mental health professional is legally certified or licensed in the state in which he or she practices. Most states grant the clients of state-certified or licensed mental health professionals (such as psychologists, professional counselors, and marriage and family therapists) the right of privileged communications. This means that clients, not counselors, have control over who has access to what they have said in therapy and protects them from having their communications disclosed in a court of law. In order for communication to be privileged, counselors should follow four conditions. First, the communication must originate in confidence that it will not be disclosed. Second, confidentiality must be essential to the full and satisfactory maintenance of the relationship. Third, in the opinion of the greater community, the relationship must be one that should be sedulously fostered. Finally, injury to the relationship by disclosure of the communication must be greater than the benefit gained by the correct disposal of litigation regarding the information. If as a counselor can claim these four conditions, then his clients communications are not only confidential, but they are also privileged and, therefore, are protected from being disclosed in a court of law. One must remember, however, that there is always a balance between a clientss right to privacy and societys need to know. Despite the importance given to confidentiality and privileged communication, pope, and Keith-Spiegel (1987) reported that 62 percent of psychologists in a national survey indicated that they had unintentionally violated a clients confidentiality and 21 percent had intentionally violated a clients confidentiality. These alarming statistics suggest that mental health professionals are at risk for violating this core ethical principle. Therefore, all mental health professionals need to be aware of the professional standards regarding confidentiality, the professional is guilty of breaching the confidentiality. Secretaries are considered extensions of the certified or licensed mental health professionals to which they are accountable. 6.2 Improving Informed Consent The ACA (1995) Code of Ethics is very specific with respect to what should be disclosed to clients in order for them to give informed consent: When counseling is initiated, and throughout the counseling process as necessary, counselors inform clients of the purposes, goals, techniques, procedures, limitations, potential risks and benefits of services to be performed, and other pertinent information. Counselors take steps to ensure that clients understand the implications of diagnosis, the intended use of tests and reports, fee, and billing arrangements. Clients have the right to expect confidentiality and be provided with an explanation of its limitations, including supervision and treatment team professionals; to obtain clear information about the case records; to participate in the ongoing counseling plans; and to refuse any recommended services and be advised on the consequences of such refusal. If a counselor is asked by a client to disclose to a third party information revealed in therapy, have the client sign an informed consent form before making any disclosure. The counselor may be surprised to learn that counselor are not even permitted to respond to inquiries about whether they are seeing a person in therapy even the clients name and status in counseling are confidential, unless the client has granted permission for this information to be released. One exception is when the client is paying for the services through an insurance company. This automatically grants the insurance company limited access to information regarding the client. The client needs to be made aware of the parameters of the information that will be shared with the insurance company prior to beginning therapy. Again, it is evident how important it is to have potential clients sign an informed consent form before they become clients. 6.3 Improving Clients Welfare All the preceding discussion rests on the permission rests on the premise that the counselors primary obligation is to protect the welfare of the client. The preamble to the APA (1992) Ethical Principles specifically states that it has as its primary goal the welfare and protection of the individuals and groups with whom psychologists work. A similar statement is made by ACA (1995) Code of Ethics: the primary responsibility of counselors is to respect the dignity and to promote the welfare and of clients. Dual relationships, counselors personal needs have already been discussed; attention now needs to be given to the third concern. An additional set of guidelines comes into play when a counselor is doing work or working with a couple or family. In a group setting, special issues include qualifications of the group leader, informed consent when more than the group leader will be participating in therapy, the limits to confidentiality and to privileged communication when third parties are present in therapy, and understanding how individuals will be protected and their growth nurtured in a group situation. Unlike individual counseling, clients who want to be involved into a group experience need to be screened before being accepted into a group. This screening not only ensures that the client is appropriate for the group but also protects other group members from a potentially dysfunctional group member. It is evident that client welfare, whether in individual therapy or in group work, rests squarely on the shoulders of the counselor. The counselor must be cognizant of the various aspects of the counseling relationship that can jeopardize the clients welfare and take the steps necessary to alleviate the situation. Robinson Kurpius and Gross offer several suggestions for safeguarding the welfare of each client: Check to be sure that you are working in harmony with any other mental health professional also seeing your client. Develop clear, written descriptions code of what clients may expert with respect to therapeutic regime, testing and reports, recordkeeping, billing, scheduling, and emergencies. Share your professional code of ethics with your clients, and prior to beginning therapy discuss the parameters of a therapeutic relationship. Know your own limitations, and do not hesitate to use appropriate referral sources. Be sure that the approaches and techniques used are appropriate for the client and that you have the necessary expertise for their use. Consider all other possibilities before establishing a counseling relationship that could be considered a dual relationship. Evaluate the clients ability to pay and when the payment of the usual fee would create a hardship. Either accept a reduced fee or assist the client in finding needed services at an affordable cost. Objectively evaluate client progress and the therapeutic relationship to determine if it is consistently in the best interests of the client. Improving the Ethics of Counseling in Some Specific Situations Counselors should check thoroughly the general politics and principles of an institution before accepting employment because employment in a specific setting implies that selves in institutions that misuse their services and do not act in the best interests of their clients, they must act either to change the institution through educational or persuasive means or find other employment. The potential for major ethical crises between a counselor and his or her employer exists in many school setting. School counselors are often used as tools by school administrators. When the possibility of conflict exists between a counselors loyalty to the employer and the client, the counselor should always attempt to find a resolution that protects the rights of the client; the ethical responsibility is to the client first and the school lore other setting second (Huey, 1986). One way school counselors can assure themselves of an ethically sound program is to realize that they may encounter multiple dilemmas in providing services to students, parents, and teachers. Therefore, before interacting with these different groups, school counselors should become families with the ethical standards of the American school counseling association, which outlines counselors responsibilities to the groups with whom they work (Henderson, 2003). One of the most common situations of counseling is about the family and marriage. The reason is that counselors are treating a number of individuals together as a system, and it is unlikely that all members of the system have the same goals. To overcome potential problems, Thomas (1994) has developed a dynamic, process-oriented framework for counselors to use when working with families. This model discusses six values that affect counselors, clients, and the counseling process: (a) responsibility, (b) integrity, (c) commitment, (d) freedom of choice, (e) empowerment, and (f) right grieves. Then, when a counselor faces the counseling of family or marriage, he or she should try to follow this framework. The use of computers and technology in counseling is another area of potential ethical difficulty. The possibilities exist for a breach of client information when computers are used to transmit information among professional counselors. Other ethically sensitive areas include client or counselor misuse and even the validity of data offered over computer links. In addition, the problem of cyber counseling or web counseling that is, counseling over the internet in which the counselor may be hundreds of miles away is fraught with ethical dilemmas. Thus, the national board of certified counselors has issued ethical guidelines regarding such conduct. Other counseling settings or situations with significant potential for ethical dilemmas include counseling the elderly, multicultural counseling, working in managed care, diagnosis of clients, and counseling research (Jencius Rotter, 1998). In all of these areas, counselors face new situations, some of which are not addressed by the ethical standards of the ACA. For instance, in working with older adults, counselors must make ethical decisions regarding the unique needs of the aging who have cognitive impairments, a terminal illness, or who have been victims of abuse. In order to do so, counselors may apply principle ethics to these situations that are based on a set of obligations that focus on finding socially and historically appropriate answers to the question: What shall I do? In other word, Is this action ethical? They may also employ virtue ethics, which focus on the character traits of the counselor and nonobligatory ideals to which professional aspire. Rather than solving a specific ethical question, virtue ethics are focused on the questions: Am I doing what is best for my client? Counselors are wise to integrate both forms of ethics reasoning into their deliberations if they wish to make the best decisions possible. In making ethical decisions where there are no guidelines, it is also critical for counselor to stay abreast of current issues, trends, and even legislation related to the situation they face. In the process, counselors must take care not to stereotype or otherwise be insensitive to clients with whom they are working. For instance, a primary emphasis of research ethics is, appropriately, on the protection of human subjects in research. In the area of research in particular, there are four main ethical issues that must be resolved: a. informed consent, b. coercion and deception, c. Confidentiality and privacy, and d. reporting the results. (Robinson Gross, 1986) All of these areas involve people whose lives are in the care of the researcher. Anticipation of problems and implementation of policies that produce humane and fair results are essential. 8. Improving the Legal Aspects of Counseling Counselors must follow specific legal guidelines in working with certain populations. But counselors may often have considerable trouble in situations in which the law is not clear or a conflict exists between the law and professional counseling ethics. Nevertheless, it is important that providers of mental health services be fully informed about what they can or cannot do legally. Such situations often involve the sharing of information among clients, counselors, and the court system. Sharing may be broken down into confidentiality, privacy, and privileged communication. Confidentiality is the ethical duty to fulfill a contract or promise that the information revealed during therapy will be protected from unauthorized disclosure. Confidentiality become a legal as well as an ethical concern if it is broken, whether intentionality or not. It is annually one of the most inquired about ethical and legal concerns received by the ACA Ethics Committee including dilemmas regarding right to privacy, clients right to privacy, and counselors avoiding illegal and unwarranted disclosures of confidential information (Williams Freeman, 2002). Privacy is an evolving legal concept that recognizes individuals rights to choose the time, circumstances, and extent to which they wish to share or withhold personal information. Clients who think they have been coerced into revealing information they would not normally disclose may seek legal recourse against a counselor. Privileged communication, a narrower concept, regulates privacy protection and confidentiality by protecting clients from having their confidential communications disclosed in court without their permission. It is defined as a clients legal right, guaranteed by statute, that confidences originating in a therapeutic relationship will be safeguarded (Arthur Swanson, 1993). Most states recognize and protect privileged communication in counselor-client relationships. As opposed to individuals, the legal concept of privileged communication generally does not apply in group and family counseling (Anderson, 1996). However, counselors should consider certain ethical concerns in protecting the confidentiality of group and family members. One major difficulty with any law governing client and counselor communication is that laws vary from state to state. It is essential that counselors know and communication to their cli

Essay Comparing Masks in A Dolls House and The Stranger (The Outsider) :: comparison compare contrast essays

Masks in A Doll's House and The Stranger In the real world there exist many different people, of different races and ages, each one unique. Some live secluded lives with few friends and others live very rich and complex lives surrounded by friends and acquaintances. No matter what type of life is led it is human nature to adjust one's external personality to suit the specific situation, much like putting on and removing different masks. People tend to be polite and respectful to others in public even though they may not know the person well or not care for them, yet behind closed doors that mask may disappear and their true feelings may come to the surface. People may adjust their external behaviour and attitudes when around others because they may not like their true selves and either want to change themselves or just merely fit in with society and be liked by others. Another mask that is often worn is the powerful and superior one and so to feel superior when among others pushes them around and becomes a bully. This same person could be gentle, nice and kind when around family but may feel the need to appear superior around other people. This form of adjusting one's personality or mask to suit a situation in life, is also common among characters in novels, dramas, and other forms of literature. In certain characters it is evident in the novel The Stranger and the play A Doll's House . In some instances it is quite easy to notice but other times it may be difficult to identify the changes in character's masks as the changes slowly develop throughout the plot. A form of mask wearing was found at the beginning of the novel The Stranger, where Meursault goes to the beach to go swimming and meets Marie Cardona. She was lying on a float when Meursault was swimming towards it. "She turned toward [him]. Her hair was in her eyes and she was laughing."(20) Later on when both Meursault and Marie go swimming together "She laughed the whole time,"(20) and then on the dock while they were drying themselves off Marie playfully says "I'm darker than you."(20) She puts on a type of giggly, flirty mask when around Meursault, probably

Ireland :: essays research papers

Why are the Irish so lucky? What is a leprechaun? Is there really gold at the end of a rainbow? And why does everyone drink green beer on St. Patrick's Day? These questions all have one thing in common, they are myths from the Emerald Isle we all call Ireland. In this paper I will try to explain these myths through Ireland's people, their Celtic tradition, and their religion. To understand the people of Ireland, you first need to understand where Ireland is and what it's like there. Ireland is an island, to the West of England. The climate in Ireland is rainy, year round. Ireland has a little bit of everything from the mountains and castles, to the coasts and pastures. People first came to Ireland about 10,000 years ago. Ireland was one of the last parts of Europe to become inhabited. The people who came to Ireland probably went across the land bridges that linked England to Scotland, and Scotland to Ireland. These first people lived mostly along the coasts of Ireland eating berries, small animals, and shell fish. Then about 6,000 years ago, these tribes of people started to become more advanced and civilized. They raised cattle and sheep and farmed the land for crops. They also moved further inland and had very extravagant burial grounds. Next around 2000 BC, the Bronze age came upon Ireland. The Irish people quickly became infamous for their weapons made of metal, especially their swords. This encouraged trade amongst other European countries, mainly England, Spain, and Portugal. By 500 BC the Celtic people had started to invade Ireland. The Celts as they were known were a very aggressive tribal group that originated as a Germanic tribe. They had defeated the Romans for a slight time period, but eventually they were run out of Europe. Their only safe haven was Ireland. For some reason, the Romans stopped their Empire at England. In Ireland, the Celtic people easily over threw the simple Irish tribes. This happened for two main reasons, 1) The Celts were much better fighters, and 2) There was about five times as many Celts as there were Irish tribes men. The Celts were not just great fighters though, Roman writers described them as being 'lively, imaginative people fond of fighting and hunting as well as poetry and storytelling. They had a complex tribal community made up of chieftains, warriors, poets, and Druids, (the priests of their mystical

Scarlett Letter Essay -- essays research papers

The Scarlet Letter by Nathaniel Hawthorne, is a tale set around the lives Puritan people, and how a women branded by them learns to live with their hypocrisy. The story strikes many points about Hester’s inner struggles, her relationship with her daughter Pearl, and how to except herself, but one of the greater focuses does not lie within her, but with the Puritans themselves. What I speak of is how Hawthorne criticizes the Puritan people on their hypocrisy. Specifically, by use of the Scarlet Letter. Throughout the book there are many instances were Hawthorne shows the Puritans hypocrisy with the Scarlet Letter, which shows how intense his loathing is for them. May it be Hester’s letter, Dimmesdale’s, or Pearls letter, Hawthorne finds a way to relate them.   Ã‚  Ã‚  Ã‚  Ã‚  More than anyone, the people that criticize the letter the most is not Chillingworth, nor even Hester, but the towns people. Because the town is completely Puritan one would think they would be somewhat forgiving. Despite this though, they show there hypocriticalness through many chapters in the book, even as early as the second chapter. In the market place scene one can immediately see the extreme despise of the Puritans towards Hester’s letter. â€Å"as for the red letter which she hath stitched so curiously, I’ll bestow a rag of mine own rheumatic flannel, to make a fitter one!† Spoken by an old dame, this is only one of many negative comments made by some of the Puritans. Yet as expected, the...

Evaluation of another group’s performance

In drama we have been studying TIE, or theatre in Education. We practised pieces for which we chose certain subjects, like drugs or bullying, and performed it in front of a target year eight audience. I am evaluating a piece shown on Tuesday 7th December in the Drama studio in front of two classes and one year eight target audience class. The piece was about bullying and social acceptance, with informational themes and values. The main character was called Heather, and along with being bullied, she desperately wanted to be part of the â€Å"popular† gang. The ring leader of the popular bullies was called Sam. Throughout most of the play, she made fun of Heather and upset her a lot, and the gang copied her, but somewhere along the line, Sam's friends got a sudden spark of guilt, and turned on Sam to become friends with Heather, who, so drawn with her craving for popularity had attempted to steel an expensive bag, and started trying to become Sam. But all ended well, as Sam apologised to Heather after being dumped by her best friend Katy, and everyone became friends. They conveyed their characters very well to the audience; their voices were loud and clear, their costume, movement and gestures reflected their characterisation, and the things they said and did fitted their character, like when the bimbo, Sam, was upset, she ran away crying, but not just normally, she had an extra high pitched voice, and held her bag high and ran very femininely. Their facial expressions suited the concept in which they were used, and so were very effective and persuasive to the audience. They sustained their characters well throughout most of the piece, but at the beginning it seemed some of them were shy and timid, though they did break through into confidence early on. Their characterisation was very successful, especially in the comedy elements, like for example when Hannah played the policeman using the handcuffs and the language that it stereo typical to policemen, sustaining the role with humour. Their characters were believable, firstly because they were very familiar characters, and secondly because they played them very well. On a scale of one to ten, I would say their characterisation was believable at about seven. They used a lot of effective body language, like hand and face gestures and posture that reflected their character well. Their voice also was effective to the piece. Heather, for example, used a squeaky voice to portray a geek. Their costume was used well, with the angel and devil, and was effective because you knew immediately what they were. The characters also used props, like the clipboard the angel was holding and reading, which gave a sense of organisation. The bag was also useful in the stealing scene, because you knew at once what she was stealing, and when you don't have to work out things like that, you can concentrate on the piece itself. The group used a few explorative elements and drama mediums. They used for example, freeze frames these were valuable and effective because you could tell what they were when the happened, and could see things like thought tracing and conscience alley behind the scenes. The conscience alley itself could have been more effective, as it didn't build up much tension and was sort of cheesy. It was too short, and the only reason you knew what it was, is because of the devil and angel costumes. The staging and space was set out very well, although was sometimes too far upstage. Mostly however the whole space was used. There was some blocking (even when the blocked person was talking), mostly between the angel and devil. Staging furniture was also used to create a stand for a shop and chairs in a classroom. This was used and worked well because you could visualise the rest of the setting coming into place with just a few features. They didn't use a set, although this could have been effective if used and set out properly. The performance itself was successful. It used some information like child line phone numbers and advice. They also used humour, which is useful as it gets the attention of younger and older viewers. Without humour, the piece would have been boring and most of the audience wouldn't have liked it. I think they did achieve what they set out to do, as they entertained while informing, and formed a good piece of TIE drama, although it would have been better with more information. The atmosphere created was alright. There wasn't much tension, or a climax of any kind, but uses of silence and music worked well. Voice projection and accent was also used effectively. The overall strength of the piece in my opinion was the characterisation; the development of voice and costume. The overall weakness was probably the blocking; it did ruin some scenes and therefore affect the entire performance. I think the audience definitely enjoyed the piece, whether or not they saw the meaning of it is another question. But any negative response is mostly due to the lack of understanding the project and goal; TIE. In conclusion, I think this piece was very good, and I give it 7/10 for effort, 7/10 for characterisation, 7/10 for staging and 4/10 for use of drama mediums. Basically, I give it 28/40, which is a c grade.

Tuskegee Syphilis Experiment

The Beneficence Principle wants maximum benefits and minimum harm. The Tuskegee Syphilis Experiment did the exact opposite of that. The government doctors of the US Public Health Service studied the maximum harm and minimum benefits of untreated syphilis. According to Talebearer Clark, the founder of the experiment, â€Å"Macon County Is a natural laboratory – a ready made situation. The rather low Intelligence of the negro population, depressed economic conditions, and the very common promiscuous sexual relations, not only contribute to the spread of syphilis UT also to the prevailing indifference with regard to treatment† (Dianna, 1993).The government doctors studied patients with syphilis from the earliest of stages all the way to death, the goal being to see if syphilis was the same in blacks as it was in whites. The doctors told the patients they could cure their â€Å"bad blood† and invited them in for treatment. The doctors never told them how bad their co ndition was or what stage they were at. They simply â€Å"gave the men placebos, vitamins, aspirin, and tonics to keep up the appearance of treatment (Dianna, 1993). The third part to The Ethics Framework for Public Health questions the known or potential burdens of the program.The Tuskegee Syphilis Experiment clearly violates this ethical principle (as well as many others). In this principle It states â€Å"If data suggests that a program is reasonably likely to achieve its stated goals, then the third step of the framework asks us to identify burdens or harms that could occur through our public health work† (Champed and Elliot 2010). The doctors in the Tuskegee Experiment clearly knew they were achieving their goal, which was recording the effects of untreated syphilis, but failed to identify and inform the burdens and/or harms that were occurring in their public health work.The men were never informed of the problems they had, and in fact were led to believe they were get ting better. The goal of the Tuskegee Experiment was to find out if syphilis had the same effect in black people as It did In whites, at that time blacks were thought to be â€Å"fundamentally and genetically deferent† (Dianna, 1993). As sad as it Is to say, at the end of the experiment there were a few benefits, one being doctors now know the effects of syphilis on anybody, regardless of race or gender, If left untreated.Another benefit to come from this experiment would be ethics in Public Health and the be no Belmont Report or Ethics Framework for Public Health in our textbook. There are many long-term repercussions to advancing public health goals because of this experiment. It caused blacks, and others living in low class, oppressed populations to have distrust and lack of respect for the information given to them by doctors. They were misled and misinformed by these â€Å"doctors† and no longer want their information or help. And because of this they do not step forward or help for health issues when it's needed.

Pericles Funeral Speech and Jefferson Declaration of Independence Essay

September 11, 2001, two planes crash into the World Trade Center, people diving out windows to their deaths, a plane crashes into the Pentagon, hijackers overtaken by passengers and crash the plane into a field in Pennsylvania. December 2003, mass graves uncovered in Iraq, compliments of Saddam Husayn. May, 2004, a web page shows terrorists cutting off the head of Nick Berg. August 2004, over 350 children are executed by terrorists in a school in Russia. Democracy is being threatened by enigmatic zealots all over the world. The United States have fought for Democracy as far back as the Revolutionary War, and both World Wars. Once again our military is being asked to make the ultimate sacrifice in the attack on democracy against these zealots. Fighting for democracy has been the cause of wars since the days of Pericles. Pericles states that â€Å"Our constitution does not seek to copy the laws of our neighbors; we are an example to others, not imitators of them†. During his time there was usually one ruler that had the power over life and death, the mass of people did not matter. In Athens this was far from the case. Athens created its own government, one that was for the people, and benefited the people. Pericles said with conviction, â€Å"As far as public life is concerned, we live as free men†. The people of Athens had a government that supported them; they were all equal in the eyes of the government. The city of Athens stood by itself; it needed no others to help it. She left her gates open to all and did not concern herself with excluding foreigners. Her military stood alone. Athens never advanced into another territory with Allies; she did it alone. He also marvels in the fact that Athens does not live for the fear of war. He states that they live free, but are always ready if in danger. He even goes so far to say that his enemies are happy with a victory over a small part of the army. Pericles praises Athens for her form of government – democracy – because it is only in a democracy that citizens are encouraged to contribute and participate in self-rule. Democracy brings equality, merit brings public success, social and economic mobility is encouraged, and the law protects all: â€Å"We alone consider the man who refuses to take part in city affairs useless,† Pericles announces. And he gets in a  dig at Sparta by proudly proclaiming that â€Å"rather than look upon discussion as a stumbling-block in the way of action, we think it is an indispensable preliminary to any wise action at all.† Pericles encourages his audience â€Å"to realize the greatness of Athens† and enjoy everything the city has to offer: â€Å"Further, we provide many ways to refresh the mind from the burdens of business. We hold contests and offer sacrifices all the year round, and the elegance of our private establishments forms a daily source of pleasure and helps to drive away sorrow. The magnitude of our city draws the produce of the world into our harbor, so that to the Athenian the fruits of other countries are as familiar a luxury as those of his own.† What Pericles talks about in his speech is almost dimmed in importance by how he delivers the message. It is Pericles’ rhetoric that makes this speech famous and the model for so many others in the course of history. Throughout his speech, Pericles holds up glory as the incentive for men to rush to battle for their freedom: Athens is a glorious city because of the sacrifices of previous generations of men, and this generation, too, must shoulder its burden. And while fighting for your country can help bring about a victory, it also has the benefit of bringing you personal glory, something Pericles believes can be gained in no other way than by dying for your country: â€Å"Realize for yourself the power of Athens, and feed your eyes upon her day after day, till you become her devoted lover. Then, when all her greatness breaks upon you, reflect that it was by courage, sense of duty and a keen feeling of honor in action that men were enabled to win all this, and that no personal failure in an enterprise could make them consent to deprive their country of their valor, but they laid it at her feet as the most glorious contribution they could offer. By this mutual offering of their lives made by them all, they each of them individually received that renown which never grows old. For a sepulcher they have won not so much that tomb in which their bones are here deposited, but that noblest of shrines wherein their glory is laid up to be eternally remembered upon every occasion on which deed or story shall fall for its commemoration. For heroes have the whole earth for their tomb.† Pericles’ speech is certainly persuasive. Its passion is based in reality. It is a powerful to see a nation mourn its war dead. In the end Pericles  accomplishes his goal to inspire a city in mass mourning for its lost warriors. Woodrow Wilson was faced with a call to arms when in 1917 he proclaimed American entrance into World War I a crusade to make the world â€Å"safe for democracy.† Pericles, in his funeral oration, talks of valor as being very honorable. He comments that â€Å"Choosing to die resisting, rather than to live submitting† is a bold and courageous act and it deserves praise and glory. He says the soldiers â€Å"fled only from dishonor, but met danger face to face†. Abraham Lincoln was faced with a similar task. The Gettysburg Address was delivered on November 19, 1863, at Gettysburg, Pennsylvania, during dedication of the Gettysburg National Cemetery. Lincoln’s speech is more humble than Pericles, but just as passionate. He is careful in not mentioning either side of the war; he only speaks of the nation as a whole. â€Å"Now we are engaged in a great civil war, testing whether the nation, or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as the final resting-place for those who here gave their lives that this nation might live.† Lincoln pays tribute to not only the Union army, but the Confederate as well, by saying â€Å"The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract.† There are obvious parallels between Pericles’ and Lincoln’s speeches. They both set out to accomplish the same thing just in different ways. Another famous writer and scholar with a similar view of Athenian society, Sophocles, chose to voice his opinion through playwright. Specifically in his two great tragedies Oedipus the King and Antigone. Pericles and Sophocles, although coming from different ends of the spectrum (the aforementioned oratory or rhetoric and the latter fictional), both consider the individual and the state in their works and come to similar conclusions with some exceptions. Pericles expresses his views in his â€Å"Funeral Oration†,  where he boasts of the great qualities of Athens, its citizens and soldiers. Sophocles injects his thoughts and ideas into his two masterpieces, Oedipus the King and Antigone. In the following paper, I will compare the men’s ideas and views on the subject of the individual and the state. In particular, their thoughts on the importance of military excellence, honor, courage, and views on women. Both men considered loyalty in battle and involvement in public matters very important. According to Pericles, military achievements and honor make up for anything wrong one does as a citizen (for example, refusing to take part in city affairs). The Greeks obviously looked upon excellence in the military very highly. of all our neighbors, we alone consider the man who refuses to take part in city affairs as useless†¦.For there is justice in the claim that steadfastness in his nation’s battles provides a cloak to cover a man’s other imperfections; the good action blots out the bad, and his merit as a citizen more than outweighs his faults as an individual (Pericles 58-59, 60). Sophocles expresses similar views on the matter in his play Antigo ne, Creon talks of loyalty to the state as having utter importance: As I see it, whoever assumes the task, the awesome task of setting the city’s course, and refuses to adopt the soundest policies but fearing someone, keeps his lips locked tight, he’s utterly worthless†¦.But whoever proves his loyalty to the state – I’ll prize that man in death as well as life (Antigone 48-49). Creon backs up his words with actions. He goes on to talk of Eteocles and Polynices, the two sons of Oedipus: Eteocles will be given a proper burial, since he went down fighting for Thebes, being loyal to his city; Polynices, on the other hand, committed treason and went against everything Creon stands for and believes in, therefore â€Å"he must be left unburied, his corpse carrion for the birds and dogs to tear, an obscenity for the citizens to behold! These are my principles. Never at my hands will the traitor be honored above the patriot† (Antigone 49). As examined, patriotism was held very highly by the Greeks, as seen in Pericles’s oration and Sophocles’s plays we again come across an intersection in both statesmen’s ideas, this time on the subject of courage. Pericles, in his funeral oration, talks of valor as being very honorable. He comments that â€Å"Choosing to die resisting, rather than to live submitting† (Pericles 60) is a bold and co urageous act and it deserves praise and glory. He says the soldiers â€Å"fled only from  dishonor, but met danger face to face† (Pericles 60). Do these characteristics bring anyone we know to mind? The answer is yes, and two people come to mind: Antigone and Oedipus. Sophocles’s heroin (Antigone) is the ultimate example of the subject Pericles discusses. True, Antigone was not a soldier, but she went against her uncle’s beliefs and commands, and did what was right according to the gods. In burying her brother and then announcing her actions to the world, she â€Å"fled only from dishonor, but met danger face to face.† Antigone questioned Creon and proudly stated she was the offender, and did not regret her actions. Oedipus, instead of giving in to fate, battled it for as long as he could until fate finally beat him. Although it seems that Sophocles writings parallel Pericles views on women’s inferiority, certain excerpts provide a basis that Sophocles’ views contradict those presented in the Funeral Oration. Pericles states, â€Å"if I must say anything on the subject of female excellence†¦.Great will be your glory in not falling short of your natural character; and greatest will be hers who is least talked of among the men whether for good or for bad† (Pericles 61-62). In an excerpt from Sophocles’ Oedipus the King, it is seen that Oedipus gives great weight to Jocasta’s opinion. Oedipus compares stories with Jocasta on the death of the king. He listens to Jocasta’s side of the story, not putting her in a subordinate position or looking at her as inferior (Oedipus the King 23). In Summation, Pericles and Sophocles (although coming from different ends of the spectrum) both consider the individual and the state in their works and come to similar conclusions with some exceptions on the different aspects of the relationship. They both praise loyalty, involvement in state affairs, and honorable death. To note, in my research I found more expression of Sophocles’s views which correlate with Pericles’s in Antigone and not so much in Oedipus the King. All three of three of the pieces were written in times when the definition of freedom, independence, democracy were still new and not well defined in their respective societies. But still in each piece the message is similar and very clear. That message is that it is necessary and good for people to sacrifice themselves for their beliefs and the good of their society.

A Lesson Before Dying English Literature Essay

Wheaˆâ€ ¹naˆâ€ ¹ It aˆâ€ ¹was aˆâ€ ¹quiet once more, Bear, Grope, and aˆâ€ ¹Brother were all dowaˆâ€ ¹n on the floor, and merely aˆâ€ ¹Jefferson was standing. He aˆâ€ ¹wanted to run, butaˆâ€ ¹ aˆâ€ ¹he couldnt tally. aˆâ€ ¹ aˆâ€ ¹He couldaˆâ€ ¹ntaˆâ€ ¹ even thaˆâ€ ¹ink. He couldnt aˆâ€ ¹rememberaˆâ€ ¹ aaˆâ€ ¹ thing he had done all twenty-four hours. The Writer does n't stating us straight whether Jefferson is guilty or guiltless. Alternatively, he provides the prosecuting officer ‘s and the defence lawyer ‘s versions of the narrative. This creates uncertainties about Jefferson ‘s artlessness. This pick makes it easier to see the subject that we seldom know without uncertainty whether person is guiltless or guilty, but alternatively must trust on evideaˆâ€ ¹nce. Subject Gaines page 5 â€Å" Old aˆâ€ ¹Grope got aˆâ€ ¹the bottle out ofaˆâ€ ¹ the shaˆâ€ ¹elf, but aˆâ€ ¹he did non saˆâ€ ¹et it on the counter. He could see the boaˆâ€ ¹yaˆâ€ ¹s had been drinkiaˆâ€ ¹ng. † â€Å" Bear had baˆâ€ ¹een drinkaˆâ€ ¹ing, aaˆâ€ ¹nd his eyes were calendered, he walkaˆâ€ ¹aˆâ€ ¹ed falteringly, grinniaˆâ€ ¹ng all taˆâ€ ¹he taˆâ€ ¹ime as he continued around the aˆâ€ ¹counter. â€Å" Go back, † aˆâ€ ¹ Grope told hiaˆâ€ ¹m. † Anaˆâ€ ¹d â€Å" He did n't cognize what to make. He waaˆâ€ ¹s standing by the spirits aˆâ€ ¹shelf, and saˆâ€ ¹uddaˆâ€ ¹enly realiaˆâ€ ¹zed he needaˆâ€ ¹ed aˆâ€ ¹a drink and neaˆâ€ ¹eded it badaˆâ€ ¹ly. † Jefferson ‘s friends were drunk. It affected their consciousness to their state of affairs which would hold been easy to forestall. Alcohol is clearly has an impact on the black community. Jefferson is unable to construct a solid defence because he was intoxicated and can non retrieve the twenty-four hours of the slaying. Grant is unable to halt contending Griffin because he is intoxicated, and he evades holding a serious conversation with Vivian by imbibing. Alcohol is a subject, most of the imbibing is done to get away world. Subject Page 5 â€Å" A caˆâ€ ¹ornered aˆâ€ ¹animal aˆâ€ ¹likesaˆâ€ ¹ to strikeaˆâ€ ¹ rapidly outaˆâ€ ¹ of fright, a traitaˆâ€ ¹ inheraˆâ€ ¹ited fromaˆâ€ ¹ his ascendants in aˆâ€ ¹the deepest jungle of blackesaˆâ€ ¹t Aaˆâ€ ¹frica-yes, yes, that he can do- but to planaˆâ€ ¹ ? aˆâ€ ¹ To Plan, genaˆâ€ ¹tlemen of theaˆâ€ ¹ jury? aˆâ€ ¹No, aˆâ€ ¹gentlemen, this skull holaˆâ€ ¹ds no aˆâ€ ¹plans. Whaaˆâ€ ¹t you see here is a thingaˆâ€ ¹ that acts aˆâ€ ¹oaˆâ€ ¹n commaˆâ€ ¹and. † Jefferson defense mechanism lawyer provinces that Jefferson could non hold murdered Alcee Grope , because he is excessively stupid. The comparing of a human to an animate being here is agencies by which white people dehumanise black people. Racism is a large subject in the novel it affects how the characters act and how they are treated. This subject affects the whole narrative. Subject Jefferson ‘s defence lawyer, 8 â€Å" I ‘m aˆâ€ ¹the instructor, aˆâ€ ¹ † I said. â€Å" And I taˆâ€ ¹eaaˆâ€ ¹ch what thaˆâ€ ¹e white folks aaˆâ€ ¹round heraˆâ€ ¹e state me to teach-reading, writinaˆâ€ ¹g, aˆâ€ ¹and ‘rithmetic. They ne'er told me hoaˆâ€ ¹w toaˆâ€ ¹ maintain a blacaˆâ€ ¹k male child out of aˆâ€ ¹a liquoraˆâ€ ¹ saˆâ€ ¹tore. † Grant is speaking to his aunt and is being loath to her petition of learning Jefferson. This transition reveals why Grant is hesitating to learn Jefferson. Even though Grant has a high degree of academic accomplishment, he feels unsuitable because his is ain instruction has been based on get the hanging the instructions of white America. Grant knows that he would be assisting to distribute its instructions. Word picture Grant, 13 â€Å" Theaˆâ€ ¹re waˆâ€ ¹as ever intelligence comiaˆâ€ ¹ng back to aˆâ€ ¹theaˆâ€ ¹ quarteaˆâ€ ¹r abouaˆâ€ ¹t person aˆâ€ ¹who haˆâ€ ¹aaˆâ€ ¹d been killeaˆâ€ ¹d or sent aˆâ€ ¹to prison for killing somaˆâ€ ¹eone else: Snowbaˆâ€ ¹all, stabbed to decease at a cabaret in Portaˆâ€ ¹ aˆâ€ ¹Allen ; Claudee, killed by a adult female in New Orlaˆâ€ ¹eans ; Smitty, sent to the saˆâ€ ¹tate peaˆâ€ ¹nitentiary at Angolaˆâ€ ¹a for manslaughaˆâ€ ¹ter. And there weraˆâ€ ¹e others who didaˆâ€ ¹ non travel anyaˆâ€ ¹where but merely dieaˆâ€ ¹d sloaˆâ€ ¹wer. † Sing his pupils chop wood reminded him of himself and former schoolmates. He reflects on the destinies of his schoolmates, who all died immature age. He is remembers his former instructor Matthew Antoine ‘s stating most of his pupils would decease immature despite his best attempts. Grant ‘s schoolmates that stayed in in deep South are unable to populate life to its fuaˆâ€ ¹llest because of legal and economic barriers embedded in racism. This point to a powerful combination of poorness and racial subjugation that African Americans faced in the 40 ‘s Puting Grant, 62 â€Å" I can'aˆâ€ ¹taˆâ€ ¹ state you anything about liaˆâ€ ¹fe, † he aˆâ€ ¹said â€Å" Whaaˆâ€ ¹t do I know about lifeaˆâ€ ¹ ? I stayed here. Yoaˆâ€ ¹u haveaˆâ€ ¹ to travel off to cognize about life. aˆâ€ ¹ There ‘s aˆâ€ ¹no life here. Thaˆâ€ ¹ere'saˆâ€ ¹ nil but ignoaˆâ€ ¹rance here.aˆâ€ ¹ aˆâ€ ¹You want aˆâ€ ¹to know about life? Well, aˆâ€ ¹it ‘s tooaˆâ€ ¹ aˆâ€ ¹late. Forgaˆâ€ ¹et itaˆâ€ ¹ . Just gaˆâ€ ¹o on and beaˆâ€ ¹ the niggaˆâ€ ¹er you were born to be, aˆâ€ ¹but forget about aˆâ€ ¹life. † aˆâ€ ¹ Grant is speaking to his former instructor. There are similarities between his statement that â€Å" theraˆâ€ ¹e ‘s no liaˆâ€ ¹fe † in Baaˆâ€ ¹yonne and Grant ‘s observation on how his schoolmates are deceasing easy by populating hapless. Both believe that the chance to populate life to its fullest is an of import constituent of human self-respect. This explains why Grant is loath to learn Jefferson ; he believes that self-respect is unachievable without chance since Jefferson is on decease row. Word picture Matthew Antoine 65 â€Å" Anythingaˆâ€ ¹ Iaˆâ€ ¹ ought to taˆâ€ ¹ake toaˆâ€ ¹ him? † Graaˆâ€ ¹nt, â€Å" Food, I suppose. aˆâ€ ¹Maaˆâ€ ¹ybeaˆâ€ ¹ someaˆâ€ ¹ clean apparels. aˆâ€ ¹ I caaˆâ€ ¹ n't thaˆâ€ ¹ink of anything else. † â€Å" I was believing more aboaˆâ€ ¹ut the bible, † Revaˆâ€ ¹erend Aaˆâ€ ¹mbrose Reverend Ambrose asks Grant what he should convey when sing Jefferson. Grant ‘s conversation shows Grant ‘s beliefs about self-respect. He suggests comfortss ; clean apparels and nutrient. While the Reverend believes that Bible are more of import to assisting the doomed inmate. It is non until the terminal that he is able to admit the importance of faith. Conflict Grant, 101 I rubbaˆâ€ ¹ed my aˆâ€ ¹fistaˆâ€ ¹ withaˆâ€ ¹ my left manus, and aˆâ€ ¹graduaˆâ€ ¹ally begaˆâ€ ¹an aˆâ€ ¹to relax. aˆâ€ ¹ â€Å" That laˆâ€ ¹ady yaˆâ€ ¹ou radius of, aˆâ€ ¹boy caaˆâ€ ¹aˆâ€ ¹res a batch aˆâ€ ¹about you, † I said toaˆâ€ ¹ him. aˆâ€ ¹ â€Å" She ‘s waitingaˆâ€ ¹ at that scaˆâ€ ¹hool right nowaˆâ€ ¹ foaˆâ€ ¹r me to convey aˆâ€ ¹her intelligence abouaˆâ€ ¹t a turn you. That ‘s aaˆâ€ ¹ aˆâ€ ¹lady yoaˆâ€ ¹u radius of, boy. That ‘s a lady. Becaˆâ€ ¹ause it ‘s she who keaˆâ€ ¹eps me coming aˆâ€ ¹here. Not aˆâ€ ¹your nannan, non aˆâ€ ¹my aˆâ€ ¹ant. Vivian. If I didn'taˆâ€ ¹ have Viviaaˆâ€ ¹n, I wouldn'taˆâ€ ¹ be inaˆâ€ ¹ this aˆâ€ ¹damn holeaˆâ€ ¹ . † After Jefferson insults Grant ‘s girlfriend Vivian, Grant tells Jefferson that he continues to see the Jefferson in prison non because he feels obliged to his aunt or Miss Emma, but because Vivian encouraged him to. Love has great influence. Vivian ‘s love transforms Grant with simple suggestion. Allow became more dedicated to his occupation and held a Christmas pageant for the kids, something he usually would n't make. Jefferson easy opened up to Grand because he showed Jefferson kindness and love. Power of love to transform people is a subject in this book. Subject Grant 130 He jusaˆâ€ ¹t sat aˆâ€ ¹there aˆâ€ ¹looking at me. ‘aˆâ€ ¹Go on and shriek, Jefferson. aˆâ€ ¹Go oaˆâ€ ¹n and aˆâ€ ¹scream foraˆâ€ ¹ Guidry, aˆâ€ ¹if that'saˆâ€ ¹ what aˆâ€ ¹you want. ‘ Weaˆâ€ ¹ looaˆâ€ ¹ked at each other, and I could see iaˆâ€ ¹n those large reddened aˆâ€ ¹eyes thaaˆâ€ ¹t he was non traveling to shout. He was full of aaˆâ€ ¹nger – and who coulaˆâ€ ¹d fault him? – But he aˆâ€ ¹was no sap. He needed me, and aˆâ€ ¹he waaˆâ€ ¹nted meaˆâ€ ¹ hereaˆâ€ ¹ , if merely to aˆâ€ ¹insult me. † Jefferson feels self-pity, and he wants everyone else to experience his commiseration. As Grant is seeking to hold a meaningful conversation, Jefferson is n't being concerted. Having ne'er experience much kindness in his life, he finds it difficult to swear Grant and abuses Grant to maintain distance. Jefferson threatens to shout but Grant knew he was n't traveling. In the terminal, he decides that he wants Allow around to aim his hatred and choler towards. Word picture Page 130 â€Å" Easteaˆâ€ ¹r was when they nailed Him to taˆâ€ ¹he crosaˆâ€ ¹s. And He nevaˆâ€ ¹er said a mumblingaˆâ€ ¹ word. † Grant and Jefferson are speaking about Christmas, and Jefferson refers to Christ. The transition sets up the word picture of Jefferson as a Christ figure. Like Jesus, Jefferson ‘s religious purification concludes in his executing. Death is portion of the immature Jefferson ‘s development into a symbol of innoceaˆâ€ ¹nce and moral pureness. Symbol Jefferson, 139 â€Å" Hoaˆâ€ ¹w do people come up with aaˆâ€ ¹ day of the month aaˆâ€ ¹nd clip aˆâ€ ¹to take lifeaˆâ€ ¹ from anotheaˆâ€ ¹r adult male? Who madaˆâ€ ¹e them Godaˆâ€ ¹ ? † â€Å" Tweaˆâ€ ¹lve white work forces aˆâ€ ¹say a black adult male a must dieaˆâ€ ¹ , and anotheraˆâ€ ¹ aˆâ€ ¹white maˆâ€ ¹anaˆâ€ ¹ aˆâ€ ¹sets taˆâ€ ¹he dateaˆâ€ ¹ and clip witaˆâ€ ¹hout confer withing one blaˆâ€ ¹ack individual. aˆâ€ ¹ Jusaˆâ€ ¹tice? † Grant ‘s relationship with Jefferson has changed his attitude toward capaˆâ€ ¹ital penalty. In the beginning of the narrative Grand was uninterested when watching Jefferson ‘s test. But now, nevertheless, he is disturbed when hearing that a day of the month has been set for Jefferson ‘s decease, believing that no 1 has the right to kill another. He finds it upsetting that white people can make up one's mind the destiny of black people. Fictional character Grant, 157 â€Å" It wasaˆâ€ ¹ theaˆâ€ ¹ kindaˆâ€ ¹ of aˆâ€ ¹ ‘here ‘ youraˆâ€ ¹ maˆâ€ ¹otheraˆâ€ ¹ or your aˆâ€ ¹big sisteraˆâ€ ¹ or aˆâ€ ¹your aˆâ€ ¹graˆâ€ ¹eat-aunt aˆâ€ ¹or your gaˆâ€ ¹randmother would hold said. aˆâ€ ¹ It was theaˆâ€ ¹ kaˆâ€ ¹ind of ‘here ‘ taˆâ€ ¹hat asked the inquiry, aˆâ€ ¹ When will allaˆâ€ ¹ this terminal? When will aˆâ€ ¹a adult male non haveaˆâ€ ¹ to fight toaˆâ€ ¹ have aˆâ€ ¹money to aˆâ€ ¹get what haˆâ€ ¹e needs ‘here ‘ ? When willaˆâ€ ¹ a adult male be able to laˆâ€ ¹ive withouaˆâ€ ¹t haviaˆâ€ ¹ng to killaˆâ€ ¹ another adult male aˆâ€ ¹ ‘heraˆâ€ ¹e ‘ ? † Grant is inquiring for so he can purchase a wireless for Jefferson. Grant believes that black work forces struggle financially and kill other work forces, particularly in the Deep South. Men suffer more because of racism, and adult females pointlessly try to minimise it. This transition besides shows Grant as holding a sexist position. Word picture Grant, 174 â€Å" Jefferaˆâ€ ¹son, † aˆâ€ ¹ I said eventually, I want to be your friend I want you aˆâ€ ¹to inquire aˆâ€ ¹me quaˆâ€ ¹estions I want you to saaˆâ€ ¹y anything that comes to your aˆâ€ ¹mind, anytaˆâ€ ¹hing you want to aˆâ€ ¹say to me. I do n't caaˆâ€ ¹aˆâ€ ¹re what I tis say it. I ‘ll maintain it to myseaˆâ€ ¹lf if you wantaˆâ€ ¹ I ‘ll speak about itaˆâ€ ¹ toaˆâ€ ¹ other peoaˆâ€ ¹ple if you want. aˆâ€ ¹ Will you do that for me? â€Å" aˆâ€ ¹He nodded his heaaˆâ€ ¹d. After giving Jefferson a wireless his attitude started to alter ; he became easier to near. Jefferson was able to reconnection with the outside universe. When sentences to imprison he was filled with choler and hatred, but that hatred started to off because the wireless was the most expensive gift he had of all time received. With this Grant to additions Jefferson ‘s trust. Word picture Grant 185 I aˆâ€ ¹teach becauseaˆâ€ ¹ it is theaˆâ€ ¹ merely thinaˆâ€ ¹g aˆâ€ ¹an aˆâ€ ¹educatedaˆâ€ ¹ aˆâ€ ¹blackaˆâ€ ¹ adult male can make aˆâ€ ¹in theaˆâ€ ¹ Southaˆâ€ ¹ today. I don'taˆâ€ ¹ like it ; I hate it. aˆâ€ ¹ aˆâ€ ¹I do n't likeaˆâ€ ¹ populating here Iaˆâ€ ¹ waaˆâ€ ¹nt to run aaˆâ€ ¹way. â€Å" Thataˆâ€ ¹ is non aˆâ€ ¹a heaˆâ€ ¹ro. A hero does foaˆâ€ ¹r others. He would make aˆâ€ ¹anaˆâ€ ¹ything for peopleaˆâ€ ¹ he loves, because aˆâ€ ¹he knows aˆâ€ ¹it aˆâ€ ¹would do theaˆâ€ ¹ir livesaˆâ€ ¹ better. aˆâ€ ¹I am non aˆâ€ ¹that sort oaˆâ€ ¹f persoaˆâ€ ¹n, but aˆâ€ ¹aˆâ€ ¹I want you toaˆâ€ ¹ be. You could aˆâ€ ¹give somethingaˆâ€ ¹ to her, to me, to those kids in theaˆâ€ ¹ qaˆâ€ ¹uarter. You caË †â€ ¹ould giveaˆâ€ ¹ something I neveaˆâ€ ¹r could†¦ The waˆâ€ ¹hite peopleaˆâ€ ¹ out there are stating you do n't haaˆâ€ ¹ve it-aˆâ€ ¹that you'aˆâ€ ¹re a aˆâ€ ¹hog, aˆâ€ ¹ non a adult male. Buaˆâ€ ¹t aˆâ€ ¹I know aˆâ€ ¹they areaˆâ€ ¹ wroaˆâ€ ¹ng. † Grant is speaking to Jefferson about the potency he sees in him. Allow understands now even with Jefferson ‘s deficiency of instruction, he can excel him by confronting his destiny with bravery and self-respect. Grant knows he can non expose the same bravery because he us excessively selfish.It is merely one time Grant has realized this, that he can truly believe in Jefferson ‘s possible to be a hero. By exposing bravery, and love for others he can turn out white people incorrect. Removing the justification for holding slaves and suppressing black people. Fictional character Grant, 191 You aˆâ€ ¹think aˆâ€ ¹you educated? † â€Å" I went to college † â€Å" Toaˆâ€ ¹ Teach reading, authorship, and, arithmetaˆâ€ ¹ic, Reverend. † â€Å" Whaaˆâ€ ¹t did you learnaˆâ€ ¹ about your ain peoaˆâ€ ¹ple? Whaˆâ€ ¹aˆâ€ ¹at did you laˆâ€ ¹earn her – heraˆâ€ ¹ 'round at that place? † aˆâ€ ¹I did n't answeraˆâ€ ¹ him. â€Å" No, aˆâ€ ¹you notaˆâ€ ¹ educated, boy, † he aˆâ€ ¹said, saˆâ€ ¹haking his aˆâ€ ¹head. â€Å" You faaˆâ€ ¹r from being educated. You learned your reading, aˆâ€ ¹writing, aaˆâ€ ¹nd ‘rithmetic, but youaˆâ€ ¹ do n't aˆâ€ ¹know aˆâ€ ¹nothing. Yoaˆâ€ ¹u do n't even cognize yourselaˆâ€ ¹f. Well? † â€Å" You'aˆâ€ ¹re doiaˆâ€ ¹ng the speaking, Reverend. † aˆâ€ ¹ â€Å" And educateaˆâ€ ¹d, male child, â €  aˆâ€ ¹he said, beating his thorax. â€Å" I ‘m the 1 that ‘s eduaˆâ€ ¹cated. I know people like you look down aˆâ€ ¹on people likeaˆâ€ ¹ me, but † – he toucheaˆâ€ ¹d his thorax once more – â€Å" I ‘m the 1 that ‘s educated. † A She beenaˆâ€ ¹ lying every twenty-four hours of her aˆâ€ ¹life, youraˆâ€ ¹ aunt in there.T chapeaus how you got through that university. I ve seen her custodies bleed paˆâ€ ¹icking cotton. Reverend Ambrose is stating Grant that he is really more educated than him. Grant may hold a college grade, but the Reverend is educated through experience. He understands himself, his people and their agonies. While Grant does non. Reverend Ambrose Tells Grant what Tante Lou, Grants aunt went through to pay for his college. Besides how her articulatio genuss scarred from praying for Grant. Grant does n't cognize about any of this. This transition reveals the Reverends idea and why he feels the Bible would be more good to Jefferson instead than comfortss. Word picture Page 215 â€Å" it look like thaˆâ€ ¹e Godhead merely work aˆâ€ ¹for wite folaˆâ€ ¹kaˆâ€ ¹s cause of all time sens one wasn nothin but a litlaˆâ€ ¹e male child I been on my on haulaˆâ€ ¹in H2O to the fiel oaˆâ€ ¹n thaˆâ€ ¹at ol H2O cart humor all them dimaˆâ€ ¹e buaˆâ€ ¹keaˆâ€ ¹ts an that dipaˆâ€ ¹per merely hittiaˆâ€ ¹n an old doaˆâ€ ¹rthy merely traˆâ€ ¹ottin and troaˆâ€ ¹ttin an aˆâ€ ¹me up theiraˆâ€ ¹ hittiaˆâ€ ¹n her humor thaˆâ€ ¹at rope†¦ † Jefferson is reading his journal to Grant. In his diary reveals sophisticated contemplations about whether God prefers white people to black people. Jefferson has gone from eschewing every out to showing his deep ideas and experiencing. In making it helped him to accomplish some self-respect before his decease. Word picture Jefferson, 227 â€Å" The miaˆâ€ ¹nister did non aˆâ€ ¹sleep at all that dark, anaˆâ€ ¹d at twenty-four hours interruption he got upaˆâ€ ¹ knelt beside his beaˆâ€ ¹d to aˆâ€ ¹say his aˆâ€ ¹prayers, so he went to the kitcaˆâ€ ¹hen the warm H2O for his bath. His married woman, aˆâ€ ¹ Mrs. Becky, came into the kitchen to repair him a bowl ofaˆâ€ ¹ Dioscorea trifida for his breakfast. aˆâ€ ¹When heaˆâ€ ¹ finished hisaˆâ€ ¹ bath, haˆâ€ ¹e sat down ataˆâ€ ¹ the tabular array to eaˆâ€ ¹at. † The Author narrates the narrative in 3rd individual, from experiences of assorted people on the twenty-four hours of Jefferson ‘s executing. Rather than from Grant ‘s position for the bulk of the book. These characters do non look elsewhere in the novel. By concentrating on characters that are disjoint from the narrative, the writer reveals that Jefferson has become a hero in the eyes of the people in the one-fourth. Fictional character Page 237 I am aˆâ€ ¹not with you this minute becaˆâ€ ¹ause- becaaˆâ€ ¹useaˆâ€ ¹ I would non hold been able to standaˆâ€ ¹ . I would noaˆâ€ ¹t hold been able to walk with you aˆâ€ ¹those last aˆâ€ ¹fewaˆâ€ ¹ stairss. I would hold embarrassed aˆâ€ ¹you. Baˆâ€ ¹ut the old maaˆâ€ ¹n will non. Heaˆâ€ ¹ will be staˆâ€ ¹rong. Grant expresses sorrow and shame that he was unable to walk with Jefferson to the electric chair, acknowledging that Reverend Ambrose is really braver than him. By non depicting the minute of executing The Author places the reader in the same place as Grant, unable to accomplish the closing that would come with straight witnessing the executing. This deficiency of closing suggests that Jefferson ‘s household and Grant will ne'er to the full heal from the experience. Word picture Grant,249 I waˆâ€ ¹anted to travel I wanted to travel to- God, whaˆâ€ ¹at does a personaˆâ€ ¹ bash who knowsaˆâ€ ¹ there is onlaˆâ€ ¹y oneaˆâ€ ¹ hr to laˆâ€ ¹ive? And â€Å" He is withaˆâ€ ¹ Reverend Ambrose, beaˆâ€ ¹cause Revaˆâ€ ¹erend Ambraˆâ€ ¹ose believes. aˆâ€ ¹ Do you aˆâ€ ¹believe, Jefferson? aˆâ€ ¹ Is he aˆâ€ ¹with you Jefferson? aˆâ€ ¹ Have I done aˆâ€ ¹anythinaˆâ€ ¹gaˆâ€ ¹ to makeaˆâ€ ¹ you non beliaˆâ€ ¹eve? aˆâ€ ¹If I have paˆâ€ ¹lease forgive me for aˆâ€ ¹being a foaˆâ€ ¹ol. Grant ‘s credence of faith at the terminal shows he understands its importance in people ‘s lives. Grant ‘s struggle with Reverend Ambrose was due to his obstinacy. By admiting that he may be incorrect that Grant is able resolutenesss the issue of faith with the Reverend. By seeing faith ‘s importance in for others he shows consideration and empathy, which were the aˆâ€ ¹qualities that he tried to learn Jefferson. Fictional character Grant, 249 â€Å" Donaˆâ€ ¹'t tellaˆâ€ ¹ me to beaˆâ€ ¹lieve. Don'taˆâ€ ¹ tell me aˆâ€ ¹to belieaˆâ€ ¹ve in the aˆâ€ ¹same Godaˆâ€ ¹ or Torahs taˆâ€ ¹hat menaˆâ€ ¹ believe in aˆâ€ ¹aˆâ€ ¹who commiaˆâ€ ¹t these aˆâ€ ¹murdeaˆâ€ ¹rs. Don'taˆâ€ ¹ state me to baˆâ€ ¹elieve that aˆâ€ ¹God canaˆâ€ ¹aˆâ€ ¹ bless this state aˆâ€ ¹and that work forces aˆâ€ ¹are judgedaˆâ€ ¹ by their peaˆâ€ ¹ersaˆâ€ ¹ . Who amongaˆâ€ ¹ his peersaˆâ€ ¹ judged him? aˆâ€ ¹Waˆâ€ ¹as Iaˆâ€ ¹ there? Was the aˆâ€ ¹ministeraˆâ€ ¹ at that place? Was aˆâ€ ¹Haaˆâ€ ¹rry Williaaˆâ€ ¹ms there? aˆâ€ ¹Was Farrell aˆâ€ ¹Jarreau? aˆâ€ ¹ Waˆâ€ ¹as my aunt? aˆâ€ ¹Was Vivaˆâ€ ¹ian? aˆâ€ ¹No, his peaˆâ€ ¹ers did aˆâ€ ¹not justice hima蠈 ¢â‚¬ ¹aˆâ€ ¹aˆâ€ ¹ , and I will notaˆâ€ ¹ belieaˆâ€ ¹ve. † Grant delaies outside the schoolhouse for intelligence of Jefferson ‘s executing, Grant is intelligibly angry. From what he has experienced he has concluded that there must non be a God, because God would non let unfairnesss like Jefferson ‘s executing. The people closes to Jefferson had no say. Jefferson ‘s destiny was decided below the belt by white people. With this experience begun to understand his people a better. Grant is now being educated. Fictional character Grant 251