The Bear Slayer and The Georgia-Russia Conflict an Example of the Topic Government and Law Essays by

Observations on The Bear Slayer and The Georgia-Russia Conflict The articles The Bear Slayer, by David Quammen, and The Georgia-Russia Conflict: Lost Territory, Found Nation, by Donald Rayfield, present themselves as good subjects in the study of East Europe with goals of further understanding the socio-political foundations that constitute one of the more important aspects of their cultures. The topics herein primarily involve three nations: Georgia, Russia, and Romania; and a glimpse of a period of their oftentimes tumultuous histories. Need essay sample on "Observations on The Bear Slayer and The Georgia-Russia Conflict" topic? We will write a custom essay sample specifically for you Proceed Observations on these articles, based on its importance on the entire East European sphere such as Estonia, Latvia, Lithuania, Belarus, Poland, Ukraine, Czech Republic, and other nations included in this geography are as follows: The first observation worth noting is in the article in The Atlantic, written by David Quammen, in the seventh paragraph, which goes: Nicolae Ceausescu ruled Romania for twenty-five years, with ever-increasing harshness and megalomania, eventually treating it as his personal kingdom. Like some other tyrants, he was an inherently uninteresting man whose life story ascended to drama only by way of woeful consequentiality and evildescribed him to a reporter as a man of native intelligence, phenomenal memory, and iron will, although other portraits are less flattering. (1) Revelations on a tyrant/dictator such as these, even if repeated throughout history, as personified in Hitler, Hussein, Mussolini, Marcos, Kim Jong-il, and other national leaders of the same mold, come as an astonishment. Their seeming uncontested grip on their national economic and military powers along with the evident, as least during the first years of their leadership, idol-worship of the masses are undoubtedly perplexing for the Western democracy standpoint. What is most mystifying of these leaders is that they had not exemplified characteristics expecting of a dictator. Mostly, these leaders had been average, if not failures, during their younger careers, and had only gotten power by their deft in manipulating the situation as well as the more influential people in their society, into their bidding. Although perhaps as a compliment, dictators throughout history had displayed characteristics of unparalleled charisma in their dealings with their respective nation. We had been witnesses to their public speeches, from the onset of the modern media, which were always greeted by wild/hysterical approval by the masses. The second observation worth noting is in the article by Donald Rayfield, particularly the tenth paragraph in the Open Democracy News Analysis, which states: In itself, Ossetia has little attraction for Russian acquisition: nobody builds villas there, and there are no tourist resorts or prospects of building facilities or visitors. More than 20,000 Georgians-who would not wish to be Russian citizens-also live there among a total population of 70,000if not to rejoin Georgia, then to live as if they were a part of it, and not a part of Russia. (1) A depressing reality surrounding every war, other than the numerous instances of human deaths, is the realization that some wars, such as the Georgia-Russia war of August 8-12, 2008, should not have happened at all (Rayfield 1). This failure of realization on the part of the leaders, or perhaps on mankind as well, had been the case with all the wars in history. The major reasons for the two World Wars have been petty ones, as history would reveal, and could have been avoided if greed and egotism were not to have prevailed among the leaders. Ancient issues regarding territories, racial supremacy and religious inclinations, often the main reasons for such wars, have also been the reasons for the occurrence of the Georgia-Russia War. Conclusion Since the term Eastern Europe was coined during the Soviet era, and since most of the countries belonging to the region were once a part of the U.S.S.R., the Western World sees them to this day as being backward, or developing. However, this is not what reality is, economically at least, as it is a fact that some of the countries in the region have attained economic superiority to be included in the worlds thirty richest nations. On the other end, since most of East European nations once belonged to the Soviets, and had adapted administrative systems similar to those of the USSR, the region had been beset by tyrant rulers and dictators. Even Russia itself, after making democratic reforms, possesses some traits similar to those practiced by the Soviets. It may be because for these reasons that the entirety of East Europe, without exception to any member-nation, may be susceptible of falling prey to totalitarianism, with the aid of the Russian government and other existing Soviet-style hardliner leaders. Works Cited Quammen, David. The Bear Slayer. The Atlantic.com August 2003. 28 July 2009 http://www.theatlantic.com/doc/200307/quammen Rayfield, Donald. The Georgia-Russia conflict: lost territory, found nation. Open Democracy.net 18 August 2008. 28 July 2009 https://www.opendemocracy.net/article/the-georgia-russia-conflict-lost-territory-found-nation

Free Essays on Shakespeare’s Portrayal Of Women

Shakespeare tends to portray women very much alike in both Othello and A Midsummer Night’s Dream. In both stories one can clearly see that Shakespeare sees women as very dependant people. He portrays them to be nothing without their male counter-part in both plays. In Shakespeare’s play Othello, the three women play a vital role. Only one of the women in the play survives, and all the women have no separate identity within the play. Bianca is the mistress of Cassio, Emilia is married to Iago, and Desdemona is married to Othello. This same type of scenario is present in A Midsummer Night’s Dream. Hermia and Helena are chasing Lysander and Demetrius throughout the entire play. Right away you can see how Shakespeare must have viewed women. He obviously viewed them as people of society whose existence was only relevant to that of a man. In both plays the women are almost laughed at as well. There is a cruel sense of insecurity that lies in Helena throughout A Midsummer Night’s Dream, that even when Lysander falls for her because of the love potion, she won’t believe it. She feels as though Lysander and Demetrius are mocking her and she becomes even more embarrassed about the situation. In Othello, Iago easily persuades Desdemona when she retrieves the handkerchief for him. It is also interesting that she does not even question him when she gives it to him, this may also be an example of the females ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. This is also a situation that we see in A Midsummer Night’s Dream, during the play-within-a-play, when Pyramus commits suicide because he thinks he has lost Thysbe. As a result, Thysbe finds her Pyramus dead and wastes no time at all committing suicide herself. These are all signs that the women are very dependant on the men, and some may argue... Free Essays on Shakespeare’s Portrayal Of Women Free Essays on Shakespeare’s Portrayal Of Women Shakespeare tends to portray women very much alike in both Othello and A Midsummer Night’s Dream. In both stories one can clearly see that Shakespeare sees women as very dependant people. He portrays them to be nothing without their male counter-part in both plays. In Shakespeare’s play Othello, the three women play a vital role. Only one of the women in the play survives, and all the women have no separate identity within the play. Bianca is the mistress of Cassio, Emilia is married to Iago, and Desdemona is married to Othello. This same type of scenario is present in A Midsummer Night’s Dream. Hermia and Helena are chasing Lysander and Demetrius throughout the entire play. Right away you can see how Shakespeare must have viewed women. He obviously viewed them as people of society whose existence was only relevant to that of a man. In both plays the women are almost laughed at as well. There is a cruel sense of insecurity that lies in Helena throughout A Midsummer Night’s Dream, that even when Lysander falls for her because of the love potion, she won’t believe it. She feels as though Lysander and Demetrius are mocking her and she becomes even more embarrassed about the situation. In Othello, Iago easily persuades Desdemona when she retrieves the handkerchief for him. It is also interesting that she does not even question him when she gives it to him, this may also be an example of the females ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. This is also a situation that we see in A Midsummer Night’s Dream, during the play-within-a-play, when Pyramus commits suicide because he thinks he has lost Thysbe. As a result, Thysbe finds her Pyramus dead and wastes no time at all committing suicide herself. These are all signs that the women are very dependant on the men, and some may argue...

The Treaty of Tordesillas

The Treaty of Tordesillas Just months after  Christopher Columbus  returned to Europe from his maiden voyage to the New World, the Spanish-born Pope Alexander VI gave Spain a head-start in the quest for domination over newly discovered regions of the world. The Lands of Spain The Pope decreed that all lands discovered west of a meridian 100 leagues (one league is 3 miles or 4.8 km) west of the Cape Verde Islands should belong to  Spain  while new lands discovered east of that line would belong to  Portugal. This papal bull also specified that all lands already under the control of a Christian prince would remain under that same control.​ Negotiating to Move the Line to the West This limiting line made Portugal angry. King John II (the nephew of  Prince Henry the Navigator) negotiated with King Ferdinand and Queen Isabella of Spain to move the line to the west. King Johns rationale to Ferdinand and Isabella was that the Popes line extends all around the globe, thus limiting Spanish influence in Asia. The New Line On June 7, 1494, Spain and Portugal met at Tordesillas, Spain and signed a treaty to move the line 270 leagues west, to 370 leagues west of  Cape Verde. This new line (located at approximately 46 ° 37) gave Portugal more claim to South America yet also provided Portugal with automatic control over most of the Indian Ocean. Treaty of Tordesillas Accurately Determined While it would be several hundred years before the line of the Treaty of Tordesillas could be accurately determined (due to problems determining longitude), Portugal and Spain kept to their sides of the line quite well. Portugal ended up colonizing places like Brazil in South America and India and  Macau  in Asia. Brazils Portuguese-speaking population is a result of the Treaty of Tordesillas. Portugal and Spain ignored an order from the Pope in enacting their treaty, but all was reconciled when Pope Julius II agreed to the change in 1506.

Week four Essay Example | Topics and Well Written Essays - 250 words

Week four - Essay Example Nurses are constantly encouraged to seek new knowledge. They also tend to base their practices where patients are concerned about evidence. Nurses also characteristically position themselves to offer direction, information and input concerning decisions that have to do with resource allocation. In hospital environments decisions that are concerned with staffing, salaries, and issues that have to do with the practice environment need to be under the jurisdiction of nurses. This is because in most instances, it is the nurses who use all these resources and facilities on a daily basis and so are more likely to recognize what is required. In addition, medical institutions that esteem diversity are more likely to view the nursing profession with considerable respect. In institutions where nurses are not valued, even though they are responsible for most of the tasks, the nursing staff usually has to labour to create strategic plans that uphold diversity and respect through leadership development (Tagney and Haines, 2009). The perceptions of the significance of nursing as a profession appears to vary across different medical organizations. For example, in medical centers whose aim is to develop cures or vaccines through comprehensive research programmes, nurses tend to feel left out and irrelevant. Moreover, in institutions where all activity is centered around patient care nurses tend to feel empowered, and that ther contributions are

Attitudes towards homosexuality in the long 19th century Essay

Attitudes towards homosexuality in the long 19th century - Essay Example However, one thing that is evident is the fact that modern attitudes towards homosexuality have been a centre stage for battles between religious and legal concepts. Before the eighteenth century, Christianity was seen to be reluctant in dealing with issues of homosexuality. However, incidences of hostility towards homosexuality began to be experienced in many parts of the world. Later, the underpinnings of homosexuality involved incorporation of legal sanctions and religious teachings. The main issue is would seem was the subscription to social norms and homosexuality seen as defiant behaviour which the society feared. According to Clinard and Frank (2011, pp11), norms make crucial contributions to the process of maintaining order. During this time, it is reported that most of the American colonies began to enact severe penalties for sexual crimes. By the end of the 19th century, there emerged competition between law and religion against psychiatry and medicine over sexuality and sp ecifically homosexuality. In this regard, the concept of homosexuality undertook a different turn from being viewed as a sin to being viewed as a crime. This drastic change of the discourse about homosexuality was viewed as progressive since some considerations such as a sick person who committed sexual crime was less blameful than a healthy person. Rationale for advocacy of homosexuality Although medicine and psychiatry insisted on treating homosexuality as pathology, Sigmund Freud, on his basic theory of human sexuality viewed that all human beings were innately bisexual. His argument was that human beings become heterosexual or homosexual in the course of interacting with other people. However, Freud posited that homosexuality should be viewed as a kind of pathology. In fact, in his famous letter to an American mother, he argued that, although homosexuality is no advantage, it should not amount to something to be ashamed of. This, according to Freud was because homosexuality is n ot a vice, does not degrade, and cannot be classified as an illness. With such deliberations, it is apparent that many people viewed sexuality differently. Nevertheless, the articulation of sexuality under the perspective of medicine and psychiatry was based on the idea that persons with homosexuality had pathology concerns that needed to be addressed. With numerous studies conducted on persons with these problems, psychiatrists believed that there was a need to comprehensively come up with a mechanism through which the society could appreciate that these people have a psychological problem that need to be addressed. Many authors such as Clinard and Frank (2011) pointed out that in another dimension they believed that treating persons with sexuality problems like criminals without subjecting them to psychological treatment would increase the problem by creating additional psychological complications. Some of the raised concerns included statistics of persons convicted of committing sexual related crimes, and who later died or developed some mental disorders while still in prison or after being released from prison. Homosexuality has had a long history. The 18th century can be seen as a significant turning point of homosexuality and gay rights. Probably for the first time in the history of man, homosexuality received critical look in a number of ways. Professionals’

Roles and Responsibilities of a PE Teacher

Roles and Responsibilities of a PE Teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

Lynching: Black People and New York Essay

The titles of the works are â€Å"The Lynching†, â€Å"Bitter Fruit of the Tree†, and â€Å"Song for a Dark Girl†. These poems were written by Claude McKay, Sterling Brown and Langston Hughes. The genres for these works are horror, realistic fiction, and poetry. â€Å"The Lynching† was published in 1920, â€Å"Bitter Fruit of the Tree† was published in 1939, and â€Å"Song for A Dark Girl† was published in 1927. These poems are all relevant to the essay because they are about lynching and their experience on it. Each poem describes the horrors of lynching and how each of the characters’ beliefs and perspective comes into play. The word â€Å"lynching† roughly means to falsely execute an individual in a mob. It is a terrible crime that happened during the 19th century in southern states. They did these heinous crimes to African Americans because they wanted to have white supremacy over them. They performed many different kinds of execution all in public to strike fear in hearts of blacks. But they did not only murder African Americans, they also lynched some specific white people too. The most likely killed whites that sympathized with the black community. The police didn’t little to nothing to prevent or stop the unjust killings. In fact most of the time, the officers participated in them. Enforcing lynching laws was nearly impossible, and so people didn’t dare to try and stop them in fear of becoming victims themselves. Because of these outbreaks of unreasonable murders, many people was killed and many loved ones were lost. These poems are a few examples of how each of the authors viewed, experienced, and approached lynching. Claude McKay, Sterling Brown and Langston Hughes all have their own experience and thoughts about lynching; as they express them in their literature. All three of them write about a different perspective on the matter. In general, they all thought the same about lynching as evil, but there are significant differences on how they showed and themed lynching. In McKay’s work, â€Å"The Lynching†, McKay tells a story of a black man that was burned to death by a mob, and how the women and children dance and celebrated for their accomplishment. The theme of the poem is human corruption. He views these people as a diseased population that might one day affect the well-being of society. Any logically person would think how anyone could celebrate after committing a hideous sin. Because of this McKay believed that these crimes of the ignorant society will corrupt the children, and turn them into future murderers. He saw how corrupted they already were when the â€Å"little lads, lynchers that were to be, Danced round the dreadful thing in fiendish glee. † This means that the kids will think something like is natural or right because their parents. If nothing was done, lynching would be intergraded into their culture. At this point they don’t know the difference from right and wrong. They don’t understand the cruelty and disturbing act that was committed right in front of them. This supports the fact that McKay believes lynching can be infectious to society especially to the children. He believes that because of how the children were acting around the dead body. McKay can predict what will become of them in the future. Sterling Brown had a different approach to lynching for he believes that white people are arrogant. They are so arrogant that it doesn’t matter if they killed African Americans because to them blacks are dispensable. They use lynching as a tool to control the black community with fear. White supremacy was so extreme that they believe it was right to kill blacks and treat them like animals. According to the poem, it is a story about his family and all the hardship that they had to endure. Two of his grandmother’s sons were taken away from her, his grandfather was beaten to near death when he tried to escape, and his father’s was used to do hard labor without any type or reward or pay. It’s like telling them that there is no reason to get mad because everything is rightfully theirs and if you tried to stop them, there will be consequences. The white supremacy believed that â€Å"lynching was seen as the most effective means of control†. They used that fear of death or beatings to control the future generation. Because of that, they believe that they can do anything they want to them like. For example, the father that was being used for all his hard work planting the crops didn’t get anything in return. He didn’t dare stand up to them in fear of being beaten or killed like his father was. This evidence supports the idea of the white supremacy thinks that they are better than blacks and can control them by using fear tactics. Because of that, they think they can do whatever they please without consequences. Langston Hughes also had a different opinion about lynching. Hughes believes that lynching mainly occurs in the southern states, and that the white supremacy will Unjustly execute anyone who they despise and hate. He also believes that no one was willing to help the victims because they don’t to become victims themselves. In Hughes’ poem, â€Å"Song for a Dark Girl†, the girl’s lover is badly beaten and hanged right in front of her. The theme in this poem is helplessness to do anything and just observe. Hughes is â€Å"less concerned with wrong and right than with circumstance and effect†. He already knows that lynching is evil, but he is more concerned about how the other people would react and what they would do. It had a great effect on the girl because now she questions and doubt her faith. The girl couldn’t have done anything for him, and instead pray to white Jesus. At last, it was in vain because her lover was hung naked on a tree. He was killed for no good reason, and no one tried to stop it. While watching the event, she â€Å"asked the white Lord Jesus, what was the use of prayer? † The lover’s body symbolizes Jesus and how he died for the sins of others. This proof shows Hughes thought process. He focused on the girl’s reaction and feelings instead of the actual lynching. The girl could only watch as her lover was being lynched and feeling of helplessness broke her heart. She could only describe the horrible scene that she witness. She lost faith in the white Jesus that she used to believe in. All of these poems describe the horrors of lynching and how the authors felt, thought, and believed about the topic. McKay believed that lynching will corrupt the children and future traditions. Brown knew that the white supremacy used lynching as a tool to control people with fear. Hughes focused on the effects and consequences of lynching than the action of doing it. Even though all their ideas, views, and beliefs were a bit different, they are all connected to one another. The White supremacy used lynching to control people, which in turn make the children want to imitate their parents. When that happens, it will become a tradition and spread like an infection. What would you do if you witness lynching during this time period and how would you feel? Would you try to stand up to the wrong doers knowing that you’re putting yourself in danger? Citations Baym, Nina, ed. The Norton Anthology of American Literature, Packet II. 7th ed. New York: Norton, 2007. McKay, Claude. â€Å"The Lynching. † The Norton Anthology of American Literature, Packet II. Baym, Nina, 7th ed. New York: Norton, 2007. Brown, Sterling. â€Å"Bitter Fruit of the Tree. † The Norton Anthology of American Literature, Packet II. Baym, Nina, 7th ed. New York: Norton, 2007. Hughes, Langston. â€Å"The Lynching. † The Norton Anthology of American Literature, Packet II. Baym, Nina, 7th ed. New York: Norton, 2007. Crutchfield, Victoria. â€Å"The Broken Heart: Community in Langston Hughes â€Å"Song for a Dark Girl†Ã¢â‚¬ isites. harvard. edu. Expose, n. d. Web. 2006-2007 â€Å"The Negro Holocaust: Lynching and Race Riots in the United States, 1880-1950† yale. edu. Yale-New Haven Teachers Institute, n. d. Web. 2012 Tidwell, John. â€Å"Sterling A. Brown’s Life and Career† english. illinois. edu. Modern American Poetry , n. d. Web. 1997 United States. YungJames88. â€Å"BBC’s Racism: History- A lynching in Texas in 1916† YouTube. YouTube, Web. 5 Oct. 2011.