The Connection Between Language and Race Essays - Culture

The Connection Between Language and Race Language exists as much to conceal as to signify. Whatever admirable relations such terminology signifies, the use of such language can be a way of embedding racist attitudes. Race' was first used in the English language in 1508, in a poem by William Dunbar, and through the seventeenth and eighteenth centuries it remained essentially a literary word denoting a class of persons or things. It was only in the late eighteenth century that the term came to mean a distinct category of human beings with physical characteristics transmitted by descent. Race has been used to distinguish who is who and language has been used to communicate with each other verbally and by writing. The importance of language is a key aspect and interaction in our everyday lives. We use language to communicate to the people around us about how we feel and question/understands this world that we are in. We communicate great with our words, emotions, and timbre of our voice in an abundance of situation. Would you talk to a small child with the same words you would in a business meeting? The ability to socialize with each other, form relationships, collaboration, and it's what separates humans from other animal species. Communication drives our lives and better ourselves. I have always been interested in languages. Our language is the most important part of our being. I think it is important to learn other languages because it help us learn about other people and their culture, it's so simple that we can learn just from socializing this is one of the most basic parts of our identity. Language isn't the only way that humans communicate but it makes it so much easier to do s o with language. No matter where you go in the world, there was always be different languages everywhere. For example if you come to Los Angeles, it is a lot of people from different places coexisting in the same region. Languages can be gray in many ways what they also can make it difficult for people to communicate as well. If you speak English but someone else speak Spanish it may be difficult to understand what the other person is saying, making the conversation more difficult than if you both spoke the same language. Although it may be difficult for us to all speak the same language, we can definitely learn how to speak others language through tutoring and other resources. Especially if you like traveling around the world it is a good idea to know more than one language. Thus language is not the creation of one person or of one period but it is an collection, on which hundreds of generations and numerous individual workers have worked. Language is like a update to mankind. It raised Man from a low state of being to a articulate frame of mind. Additionally, man differs from animals is that man alone is the sole possessor of language. No doubt animals have some level of communication but that is not only inferior in degree to human language, but, is completely different and complex. Also, language helps with the spread of culture. Sometimes an idea or situation is not able to be explained with language, this makes it hard to translate. Language is so important to humankind I really can't imagine life without it. It can easy to forget how useful our words can be and the history that comes with it. Race refers to a person physical person such as hair, eyes and color. It also represents the concept of dividing people into groups based on physical characteristic (which is a result from your genetic ancestry). People may wonder does race play a role in our society today I would say yes! Throughout history we have witnessed the effects and even today there are still race issues going on in our society. Racism ties together with race so, people may may wonder does this still exist, I would say yes based on the way society is structured it highly suggest that it definitely exist. For example, higher prestige jobs tend to be based on race and background more so than the skills you're

Free Essays on Lydia

Beetlejuice: the Movie and Depression The story is thus: a wholesome, small town couple Adam and Barbara Maitland are killed in an auto accident and their ghosts are doomed to dwell in their house for 125 years. Soon after, the big city Deitz family (frazzled Charles, neurotic and narcissistic Delia and depressed Lydia) moves in and takes over. Adam and Barbara's carefully decorated house is gutted and transformed into Delia’s idea of â€Å"art†. Disgusted by the triple intrusion, Adam and Barbara try to haunt the family out of their home, but unfortunately, their cheap parlor tricks and hovering around in designer bed sheets are unsuccessful rookie efforts. They need a professional. Enter Betelgeuse, the afterlife's leading bio-exorcist. After summoning Betelgeuse, Adam and Barbara discover that he's a vile, dangerous creature that wants to escape the afterlife and raise hell in the land of the living. Now with two problems on their hands, Adam and Barbara must take care of their dilemma with the Deitzes and keep Betelgeuse confined to the afterlife. Lydia is presented to the movie watcher as a young female wearing a black dress with a black veil covering her face as though in mourning. From the beginning of the movie Lydia presents herself as an outsider, a loner that no one, especially her parents, understands. Charles and Delia, Lydia’s father and stepmother, add to this feeling by being so preoccupied with their own problems and needs that Lydia is left to fend for herself. Lydia describes herself as strange and unusual. She demonstrates some of the symptoms of adolescent depression; the feeling of being different, withdrawn, poor family relations, and the desire for attention. You can see Lydia’s desire for attention from her parents in her mischievous nature, and gothic appearance. Childhood depression is most likely to be triggered by the trauma of loss, change or an otherwise negative life event during the formati... Free Essays on Lydia Free Essays on Lydia Beetlejuice: the Movie and Depression The story is thus: a wholesome, small town couple Adam and Barbara Maitland are killed in an auto accident and their ghosts are doomed to dwell in their house for 125 years. Soon after, the big city Deitz family (frazzled Charles, neurotic and narcissistic Delia and depressed Lydia) moves in and takes over. Adam and Barbara's carefully decorated house is gutted and transformed into Delia’s idea of â€Å"art†. Disgusted by the triple intrusion, Adam and Barbara try to haunt the family out of their home, but unfortunately, their cheap parlor tricks and hovering around in designer bed sheets are unsuccessful rookie efforts. They need a professional. Enter Betelgeuse, the afterlife's leading bio-exorcist. After summoning Betelgeuse, Adam and Barbara discover that he's a vile, dangerous creature that wants to escape the afterlife and raise hell in the land of the living. Now with two problems on their hands, Adam and Barbara must take care of their dilemma with the Deitzes and keep Betelgeuse confined to the afterlife. Lydia is presented to the movie watcher as a young female wearing a black dress with a black veil covering her face as though in mourning. From the beginning of the movie Lydia presents herself as an outsider, a loner that no one, especially her parents, understands. Charles and Delia, Lydia’s father and stepmother, add to this feeling by being so preoccupied with their own problems and needs that Lydia is left to fend for herself. Lydia describes herself as strange and unusual. She demonstrates some of the symptoms of adolescent depression; the feeling of being different, withdrawn, poor family relations, and the desire for attention. You can see Lydia’s desire for attention from her parents in her mischievous nature, and gothic appearance. Childhood depression is most likely to be triggered by the trauma of loss, change or an otherwise negative life event during the formati...

Molecular Biology Lab Report Example | Topics and Well Written Essays - 1750 words

Molecular Biology - Lab Report Example Dpn I and Fse I together: fragments of 0.5 kb, 1.1 kb, 1.6 kb and 2.3 kb Dpn I, Eag I and Fse I together: fragments of 0.3 kb, 0.5 kb, 0.6 kb, 1.0 kb, 1.1 kb and 2.0 kb a) How many restriction sites are there for each enzyme What, if any, are the unique restriction sites on this plasmid Ans. Dpn I = 3, Eag I = 2, Fse I = No RS. There are unique restriction sites for Fse I, this restriction enzyme works in conjunction with the Dpn I and Eag I. b) Construct a restriction map of the plasmid and draw it below. Cloning Strategies Question 4 (28%) Describe outline cloning strategies, including vector types (individual vectors need not be specified) and methods used at each stage, for the following scenarios: Worked example You wish to isolate the coding sequence of a human liver enzyme. You have purified the corresponding bovine enzyme and have raised a polyclonal antibody against it. - Make a cDNA library from human liver tissue - this will be enriched for the genes for liver enzymes. - Create the library in an expression vector with a strong promoter so the genes are expressed in the host. - Screen the induced expression library for the presence of the desired liver enzyme using the bovine polyclonal antibody. The antibody will bind to the colonies which produce the protein they recognise. Although the match may not be exact there should be enough conserved homology to ensure recognition. - Positive colonies will be identified by visualising the label on the bound antibody/secondary antibody in the colony hybridisation. a) You have a cDNA clone containing the 900 bp coding sequence of a cell surface protein from pygmy goat monocytes. How can you use this to find the homologous cDNA from the merino sheep b) Having...The results are as follows: step. f1 IG SEQUENCE: to make single stranded DNA for sequencing UNIVERSAL PRIMER SEQUENCE: for primer to anneal to, to initiate sequencing SELECTABLE MARKER (eg lacZ'): to allow selection of clones containing the insert MCS POLYLINKER: insert fragment of DNA here 3.0 kb You must describe the function of the essential features of each plasmid and give some indication of the plasmid size. For expression vectors you must bear in mind the host cells in which the coding sequence will be expressed. a) Nonsense: The nonsense-mediated mRNA decay pathway degrades mRNAs transcribed from genes in which an amino-acid codon has changed to a nonsense codon; this prevents the translation of such mRNAs into truncated, and potentially harmful, proteins. c) Splicing: A stage in the processing of mRNA, occurring only in eukaryotic cells, in which intervening sequences (introns) are removed from the primary RNA transcript (hnRNA) and the codig exons are joined together to form the mature mRNA molecule. url:www.geneontology.org . d) Promoter: A nucleotide sequence of DNA to which RNA polymerase binds and initiates transcription. It usually lies upstream of (5' to) a coding sequence. A promoter sequence aligns the RNA polymerase so that transcription will initiate at a specific site. e) Reading Frame: A series of triple

The Ethics of Mountaintop Removal Essay Example | Topics and Well Written Essays - 1000 words

The Ethics of Mountaintop Removal - Essay Example Moreover, mountaintop removal is associated with the destruction of the physical environment for the surrounding communities which minimizes on the overall good done to the neighboring communities. Human beings generally love the aesthetic view of their surroundings which makes them feel happy about what they see around (Camacho, 2010). Mountaintop removal while mining coal, however, destroys this aesthetic view by deforestation and surface destruction among other scenery destructive activities (Mcgarvey & Johnston, 2013). In fact, deforestation in itself is responsible not only for changing the climatic conditions of an area but also affects the freshness of air that the inhabitants of the neighboring communities breathe (Zullig, M.S.P.H & Hendryx, 2011). This is with regard to the fact that vegetation is responsible for facilitating the gaseous exchange between oxygen and carbon dioxide. Such an interference with the natural sceneries is, therefore, an undesirable activity which re mains to be a total interference to the moral and ethical standards of inhabitants of the neighboring community. Without regulation of the mining activities of companies involved in the mining of coal, it may be impossible to maximize on the principles of utilitarianism which entails creating more â€Å"good† to the community while reducing the bad effects of the mining activities in the neighborhood.The coal industries can be considered to be more consumptive than preservative in their mining processes.

To Hang or Not to Hang Essay Example for Free

To Hang or Not to Hang Essay The debate and controversy surrounding the issue of death penalty has been revisited numerous times.   Bohm (1991) rightly concludes that â€Å"over the last decade and a half, few issues have received greater attention in criminology and criminal justice than the proper role of capital punishment in this society.†[1](p.4)   And like most social debates, the battle has been fought beyond the legislative halls and into the everyday grind of daily life.   Opinions are abundant as individuals passionately make the cases in support of or in opposition to the penalty of death.    And through the written word, this writer wishes to contribute to the debate. Thesis   It is this writer’s view that the death penalty should be abolished.   However, it must be clearly stated that this opinion is not primarily founded on the usual moral or religious reasons.   Rather, abolishment of the death penalty should be had as it is a waste of potentially productive human life and is contrary to the interests of the state.   This paper, in the latter sections, will also introduce an alternative model to death penalty that will reconcile the points-of-view of those in favor and those opposed to the penalty. In order to sufficiently discuss the arguments for the abolition, it is necessary that the movement, dubbed the ‘Abolitionist Movement’, be traced to its roots.   According to Schabas (1997), â€Å"the abolitionist movement finds its roots in the writings of European theorists Montesquieu, Voltaire and Bentham, and English Quakers John Bellers and John Howard. However, it was Cesare Beccarias 1767 essay, On Crimes and Punishment that had an especially strong impact throughout the world. In the essay, Beccaria theorized that there was no justification for the states taking of a life.†[2] (p.13)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Those in favor of abolishing the death penalty usually present a case founded on the following arguments that the death penalty (1) is a cruel, inhumane and degrading punishment, (2) does not serve as an effective deterrent to crime and (3) is morally reprehensible as only the Supreme Power has the right to take a human life, especially considering that the courts’ pronouncement of guilt may be subject to error.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first argument is reiterated by Amnesty International (AI), the leading international non-governmental Human Rights organization calling for the abolition.   According to AI, â€Å"[a]n execution, just like torture, involves a deliberate assault on a prisoner. Even so-called humane methods such as lethal injection can entail excruciating suffering.†[3]   In Why Abolish the Death Penalty? (2007), the same organization called on the United Nations to abolish the penalty by likening it to torture: â€Å"[l]ike torture, an execution constitutes an extreme physical and mental assault on a person already rendered helpless by government authorities.†[4] If tortuous acts are now found to be universally reprehensible, there is no logical argument why capital punishment could not be considered in the same light.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly, the statistics with regard to the relationship between capital punishment and crime rates are contradictory and inconsistent.   Many factors affect criminality in the society: socio-economic conditions, poverty rates, levels of education etc.   By saying that the institution of capital punishment will ensure a crime-free society, or atleast lessen the incidences of criminality, is misleading and uncorroborated by statistical data.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thirdly, there is a question of morality involved in this debate. Does the state have the moral ascendancy to take away a person’s life?   There are obviously religious issues that are interlocked within this debate. However, even despite whatever religious arguments there may be, there is still the great issue of the court’s fallibility.   There have been many cases, well-documented at that, wherein a pronouncement of guilt has been overturned. How then could one ensure that we are not killing innocents? Upon closer examination, â€Å"the practice of the death penalty reveals that no criminal justice system is, or conceivably could be, capable of deciding fairly, consistently and infallibly†¦ criminal justice systems are vulnerable to discrimination and error. Expediency, discretionary decisions and prevailing public opinion may influence the proceedings.†[5] Anti-Thesis Those who support the continued application or the reinstitution of the death penalty use the issue of deterrence as their main argument.   It is the first and foremost duty of the state to protect its citizens from dangers to their persons and property.   The death penalty is one way of accomplishing this task. In Debating the Death Penalty: Should America Have Capital Punishment? The Experts on Both Sides Make Their Best Case (2004), Bedau writes that â€Å"[p]erhaps the most straightforward argument for the death penalty is that it saves innocent lives by preventing convicted murderers from killing again.†[6](187) This conclusion is rooted in the logic that for those of reasonable intelligence and unimpaired faculties, there is usually a thought-process (even if short-lived) that precedes the commission of an act; a thought process that weighs the pros, cons and possible consequences. In the above quoted work by Bedau, Professor James Q. Wilson explains that     Ã¢â‚¬Å"[p]eople are governed in their daily lives by rewards and penalties of every sort. We shop for bargain prices, praise our children for good behavior and scold them for bad, expect lower interest rates to stimulate home building and fear that higher ones will depress it, and conduct ourselves in public in ways that lead our friends and neighbors to form good opinions of us. To assert that ‘deterrence doesnt work’ is tantamount to either denying the plainest facts of everyday life or claiming that would-be criminals are utterly different from the rest of us.†[7] (189) â€Å"In order to understand the complex question of capital punishment as a deterrent,† writes Bedau in The Death Penalty in America: An Anthology (1964), â€Å"it is necessary to place it within the context of the nature and purposes of punishments in general. Punishments under law are usually framed with a two-fold purpose—retribution and prevention.†[8](258) A punishment serves to incapacitate the offender in order that he or she will no longer to able to commit more crimes.   This may be done relatively (through incarceration) or absolutely (through capital punishment).   â€Å"But by far the most common way to employ a punishment as a preventative of crime is to adopt a sufficiently severe penalty so as to compel general obedience out of fear of the consequences of disobedience—the classic doctrine of deterrence.†[9] (260) It must be noted that the State is not a gleeful party in this debate that revels with each death of a wayward citizen.   The death of a citizen is a tragic event; tragic but necessary with the view of safeguarding the rest of the unerring population.   Not only will it ensure that rapists and murderers will feel the full brunt of the law’s retribution, it will discourage others with similar deviant tendencies. Those who cry for abolition, twist Sacred Scripture to suit their needs.   An example of how misleading abolitionists’ arguments can be is reflected in this passage from Bedau (1964)[10]: Many who oppose capital punishment make a strong argument out of the Sixth Commandment: Thou shalt not kill ( Exod. 20:13). But they fail to note the commentary on that Commandment which follows: Whoever strikes a man so that he dies shall be put to death. If a man willfully attacks another to kill him treacherously, you shall take him from my altar that he may die ( Exod. 21:12,14). It is faulty exegesis to take a verse of Scripture out of its context and interpret it without regard to its qualifying words. (124)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Capital Punishment, therefore, is a necessary measure to ensure that the state has sufficient leverage against those who commit heinous crimes.   Its modern application is spared for those individuals who have insurmountable evidence against them.   Supporting the death penalty does not mean that there are some people who deserve to die.   Rather, it means that every individual in society deserve to have safe streets for themselves and for their children. Synthesis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like the proponents for each faction in this debate, I too have a passionate argument for the abolition of capital punishment.   However, I oppose it not merely on the bases of the conventional arguments, outline in the first section.   Personally, I am not wholly convinced with the arguments and rationale of either side. To clarify my claim, I cannot in good conscience support capital punishment because it is a waste of a potentially productive human life.   Furthermore, on some level, I feel that death is not the ultimate retribution.   For heinous crimes like the rape of a minor or the murder of a child, as a citizen, I would expect nothing less than the full wrath of the law unto a person. If the death penalty were abolished from systems entirely, the remaining ‘heavy’ retributive method left for the state would be lifetime imprisonment without the possibility of parole.   This would, and is probably already, straining the resources of the states by having to build more prisons with money that could have otherwise gone into other areas of society that need rehabilitation: healthcare, education, etc. Therefore, I see another model as an alternative: Death Penalty should be the choice of the condemned person.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If the thought of death is unpalatable to the inmate, as it could understandably be, there should be a system of Death row livelihood put into place.   But instead of the inmates getting the revenues or even a portion of it, the money created should either be put back into the government system, using the funds to benefit causes like education that are definitely of more societal worth than expending money on killing these people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many non-threatening jobs that could be done by inmates from the safety of their own prison cells, like sorting mail or doing laundry.   This would create an entire labour force that supports itself.   Unlike slavery or involuntary servitude, these inmates have been found guilty of heinous crimes, none of which (ideally) would be of having the wrong skin-tone.   One of the main reasons for the existence of a penitentiary system is not merely to punish but also to rehabilitate those who have been found of being a danger to the rest of civilized society. How then does killing them or keeping them incarcerated accomplish that? We would be making more animals than saving human beings.   By putting them to work, it would not only make the abolitionists happy but also the coffers of the state would get healthier. And more importantly, it cannot be involuntary servitude should the inmate opt to work instead of being injected with a deadly cocktail, or being electrocuted, hung or shot by a firing squad.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Surely after years of human evolution, we can find a better, more intelligent way of punishing those that dare to wreak havoc and endanger the rest of civil society. Reference Page Amnesty International.   Death Penalty. Retrieved from www.amnesty.org on 22 July, 2008 Amnesty International. Why Abolish the Death Penalty (2007). Retrieved from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   www.amnesty.org on 22 July, 2008 Bedau, A. (2004). Debating the Death Penalty: Should America Have Capital Punishment? The Experts on Both Sides Make Their Best Case. Oxford University Press. New York. Bedau, A. (1964) The Death Penalty in America: An Anthology. Aldine Publishing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chicago. Bohm, R. ed. (1991) The Death Penalty in America: Current Research. Anderson   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Publishing Co. Schabas, W. (1997). The Abolition of the Death Penalty in International Law. Cambridge University Press, second edition    [1] Bohm, R. ed. (1991) The Death Penalty in America: Current Research. Anderson Publishing Co. [2] Schabas, W. (1997). The Abolition of the Death Penalty in International Law. Cambridge University Press, second edition [3] Amnesty International.   Death Penalty. Retrieved from www.amnesty.org on 22 July, 2008 [4] Amnesty International. Why Abolish the Death Penalty (2007). Retrieved from www.amnesty.org on 22 July, 2008 [5] ibid. [6] Bedau, A. (2004). Debating the Death Penalty: Should America Have Capital Punishment? The Experts on Both Sides Make Their Best Case. Oxford University Press. New York. [7] Ibid. [8] Bedau, A. (1964) The Death Penalty in America: An Anthology. Aldine Publishing. Chicago. [9] Ibid. [10] Ibid.

Picasso Essay -- essays research papers fc

Art represents beauty. It represents the soul and spirit of the artist. It's a form of communication that the artist can use as a substitution for words. Art has flourished the world for thousands of years and it has no intentions on stopping. One of "the most important figure's in modern art" (Selfridge, 15) is a man by the name of Pablo Picasso. He has taken the world into many places and has enabled us to see many abstract creations through his artwork alone. (Selfridge, 20) Born on October 25, 1881, Picasso was a miracle right from the start. There were complications with birth and everyone was sure that he wasn't going to make it, but then Picasso's uncle, Salvador Ruiz, was able to make this tragedy a miracle. He "exhaled a puff of cigar smoke into the baby's nostrils and suddenly†¦, he joined the world of the living"(Selfridge, 23). Picasso's miraculous ways didn't end there. He was soon to become one of the most well known artists of all times. Picass o's love for art was somewhat genetic. (Duncun, 45) His father, Jose Ruiz Blasco, was a painter as well and he loved art. Picasso was quick to express his desire for art. At the age of four, he was drawing detailed pictures with astounding results. (Duncun, 47) During school, Picasso would pay little if any attention to his work or the lecture that the teacher was giving. Instead, he spent his time making sketches of his fellow classmates. (Duncun, 52) At the age of 13, Picasso was enrolled at an art school where his father taught, and suddenly his academic habits changed. He began to apply himself to his work, showing interest in what he was doing, and his grades showed a vast improvement. (Galwitz, 92) The family moved to Malaga and on the way there they stopped at their uncle Salvador's house. While they were there, Salvador was so intrigued by Picasso's work that he provided him with a studio and an allowance. (Galwitz, 95) The family moved to Barcelona and Picasso attended scho ol at the Lota, a school of fine arts. He was beyond everyone else in the school and it wasn't much of a challenge. (Galwitz, 96) Picasso continued to paint, but he wasn't satisfied. He wanted more and had dreams to revolutionize painting. He realized that the only way of doing this would be to attend Madrid's Royal Academy of San Fernando, which is well known for having the most demanding artistic trainin... ...ciety" area c. very quickly moved back to less elite area d. started an affair with 18 year old Marie Theresa Walter J. Served as a director of a Spain's Prado Museum 1. Painted a mural for the Spanish Pavilion K. Nazi Party 1. Harassed Picasso a. taking and damaging his paintings 2. Prohibited displaying his work 3. Was over when liberated from Germans L. Joined communist Party M. Met Francoise Gilot 1. Was 40 years younger than him 2. Moved in together 3. Had a son in 1947, daughter in 1949 N. Won Lenon Peace Prize O. Health Problems 1. in 1965,at age of 83, health started to fail 2. in 1973 passed away P. Conclusion 1. Many great achievements 2. Art genius 3. Was committed to life 4. Personal Comment Bibliography BIBLIOGRAPHY Ø Duncun, David Douglas. Goodbye Picasso. New York: Grossel & Dunlap; 1974. Ø Galwitz, Klaus. Picasso at 90; The Late Work. New York: G.P. Putman's Sons; 1971. Ø Jaffe, Hans L.C. Picasso. New York: Harry N. Abrams, Inc., 1983. Ø Selfridge, John W. Pablo Picasso. New York: Chelsea House Publishers, 1994. Ø Wertenbaker, Lael. The World of Picasso 1881-1973. New York: Time-Life Books, 1967

1950s America Speech Essay

1950s America Speech The 1950s were a remarkable time in the history of the United States of America. Many of the events that occurred during this time inspired and molded the future of an entire generation. The economy was booming, bringing millions of Americans into the middle class. Government, Business, and Unions worked together to keep the economy going, but I believed the biggest force in the economy in the 1950s decade is the consumers. â€Å"Consumer Culture† is a culture where consuming goods become a marker of social states and a way of creating meaning in the people’s lives. The demand of the consumers created many jobs for people. As a result there were millions of things the United States produced, and abundance of things to buy. America had the newest, coolest, popular car out like the Chevrolet Corvette and the Ford Thunderbird. America also produced the wristwatch, TVs, and the famous, girly toy in the world-the Barbie Doll. The best part was credit cards were invented around this time allowing consumers to buy now, and pay off later. Now with the economy going so great, there was a high cost in demand allowing jobs to be formed. Blue Color Jobs were people who are plumbers, bus-drivers, cab-drivers, warehouse workers and construction workers. White Color Jobs were people who are accountants, sales representatives and mid-management positions. In the 1950s women were the housewife and mostly stayed at home. However, in the late 50s women started to have jobs mostly like being teachers, nurses, stewardess, and secretaries. In 1950 the gross national product (also known as GNP) had $284. 6 billion dollars; the US was by far the largest economy in the world! By the end of the decade the GNP stood at $482. 7 billion dollars. The 1950s played a huge role in segregation. â€Å"Separate but equal† was a famous quote to allow segregation seem okay. In truth, African Americans were always separate but never equal. However, in 1948 armed services were officially desegregation. Schools weren’t desegregated yet. An African-American girl had to walk 2 miles get to a black school when a white school was only 6 blocks away. On May 17, 1954 with its Brown v. Board of Education decision, the U. S. Supreme Court ends segregation in public schools. This is the beginning of the Civil Rights Movement. Just like today, Americans were sports crazy in the 1950s. Basketball, football, boxing were all typical sports that Americans loved, but one sport stood out of all of them. You guessed it; baseball. All these sports expanded in popularity due by technology and mass media such as television, magazines, and radio. Integration was spreading to sports allowing the famous, â€Å"Rookie of the Year†- Jackie Robinson to play baseball. Baseball remained the most popular of American sports mainly because the New York Yankees winning 7 out of 9 World Series. LEGOs building bricks were the most popular activity to do. It required imagination allowing the creator to build anything she/he wants to build. These LEGOs building bricks were for mainly children around 7 to 12 years of age. Skateboarding was a very popular activity for teenager during the 1950s. Fashion changes all the time. What’s interesting about the 1950s fashion is that it’s still acceptable nowadays. The teenage boys would were blue jeans, a white t-shirt, and a black leather jacket. To form a â€Å"cool† look. The hair style has longer than usual hair allowing longer sideburns for guys. This fashion was mainly influenced by Elvis Plessey. Grown up men would wear suits, a tie, and a hat to top it off. Most of the men would carry a suitcase. This fashion is known as the business man. Fashion for teenage girls is more sophisticated. What was in† during the 1950s were the tight sweater for a top, poodle skirt (a long, full skirt with the image of a poodle on it), bobby socks (ankle-high socks) and saddle shoes (sturdy shoes with a contrasting band of color). Teenage girls wore their hair up in a ponytail and wore a lot of Make-up. The only difference in clothes between teen age girls and women is women didn’t wear the poodle skirt. Most women would wear a full-length dress and carry a purse. Music is everywhere; it’s only annoying when it’s stuck in your head and you hear it repeat over and over through-out the whole day. But something special happen in the 1950s; this was the decade Rock n’ Roll was introduced by â€Å"The King†-Elvis Plessey. Some of his famous songs include: That’s All Right Mama, Heartbreak Hotel, Viva Las Vegas and the one I have stuck in my head right now, You Ain’t Nothing but a Hound Dog. Not only does Elvis introduce a new type of music, but also Influence teens such as appearance in fashion, and behavior. He also influenced future musicians such as the Beatles. Elvis Plessey is one of the most famous musician/ actor in the 1950s. Let the Rock n’ Roll rule forever. Booooom! The baby boom started in 1946 and stop in 1964. A baby boom is when any period marked by a greatly increased birth rate. The term â€Å"baby boom† most often refers to the dramatic post–World War II baby boom (1946–1964). There are an estimated 78. 3 million Americans who were born during this demographic boom in births. Reasons why people started to have babies all around the same time because: WW2 ended, people started to marry at a young, around the age of 20 was average and were ready to start a family. Science began to take off. In the 1950s Francis Crick and James Watson discover the double-helix structure of DNA. An immunization vaccine is produced for polio. The first successful ultrasound test of the heart activity was in the 1950s. The CERN is established. (European Organization for Nuclear Research) The world’s first nuclear power plant is opened in Obninsk near Moscow. NASA is organized. (Later on we have a â€Å"Space Race† with the Soviet). President Harry S. Truman inaugurated transcontinental television service on September 4, 1951 when he made a speech to the nation. AT&T carried his address from San Francisco and it was viewed from the west coast to the east coast at the same time. One of the most popular cars in the 1950s was a Cadillac. If you owned one you would symbolize wealth, power, and success. Elvis Pressley owned a Cadillac and so did captains of their own, individual industry. Even Hollywood big-shots and the common worker who saved enough owned a Cadillac. For most people, the name Cadillac evokes images of the finned, chromed, and gadget-laden â€Å"Fabulous Fifties† models. These Cadillacs proved that America was emerging unscathed from the war and to the contrary, demonstrated a new-found prosperity which found expression in cars. For four decades starting from 1950, Cadillac had no series competition in the US market. The 1950s were â€Å"The Golden Age of Television†. Television was introduced to Americana in 1939 and began to gain a foothold after WW2. In the 1950s TV were and still are American’s source of entertainment. In the year of 1950, 5 million TVs were sold! In 1950, just fewer than 20% of American homes contained a TV set. Ten years later, nearly 90% of homes contained a TV-and some even had color TVs. The three major networks: NBC, CBS, ABC. Some of the top favorite TV shows: The Texaco Star Theater, Arthur Godfrey’s Talent Scouts, I Love Lucy, The $64,000 Question, and Gunsmoke. Gradually, by the mid-fifties, there came electronic color television, which was followed by launching of remote control and transistorized television sets towards 1959. Thus, we can conclude that television in the 1950s brought an element of reality, news and fun for the people and also helped create a sense of awareness against all the social ills. The availability of movies and movie-related shows, reality shows, daily soaps and of course the news programs have made it the prime media of entertainment in every household. The 1950s truly were the decade of the TV. TVs allowed families to bond in the newly created suburbs. TVs also allowed advertisement. So in a way you’re communicating and discovering new products and news about what’s going on in the world. A women’s best friend is TV because around the 1950s women usually stayed at home and watched TV shows. The 1950s really had events and importance; also it isn’t much different from our lives today. Many of the events that occurred during this time inspired and molded the future of an entire generation.