Critically assess and compare the role and significance of two of the following in the black American civil rights struggle; labour unions, church, youth, white sympathisers.
Critically assess and compare the role and significance of two of the following in the black American civil rights struggle; labour unions, church, youth, white sympathisers. For this essay I am going to mainly concentrate on the role and significance of the Church and Youth up until around 1965 when the civil rights movement was largely associated with non-violence. Although the Church and Youth still played prominent roles after this period when the movement became in many sections more divided and militant, and although it would be very useful for this question to study this later period, on such a broad issue as civil rights it will be more valuable to concentrate on a stronger and detailed analysis of the earlier of these two phases rather than a thinner and weaker examination of both. Firstly it is important to recognise the role religion and the Church played in the upbringing and early lives of many future civil rights leaders, in particular those attached to non-violence. For example, Martin Luther King throughout his education was exposed to influences that related Christian theology to the struggles of oppressed people and King also often read and heard the sermons of white protestant ministers who preached against racism.1 Benjamin E. Mays, leader in the national community of racially liberal clergymen has frequently been described as being especially important
The Philosophy of Burke
The Philosophy of Burke "Burke was both a defender of a traditional, hierarchical social and political order and a believer in the necessity and equity of a pure capitalist economic order." (C B McPherson, Burke, p71). `To what extent is this an accurate assessment of Burke? `In order to answer this question I will first briefly discuss Burke's personal background relative to the social and political system in the England of the time, before examining his ideas and whether or not these justify McPherson's statement. `The man who has sometimes been referred to as the 'founder of conservatism' was born in Dublin in 1729, and gained an education at a Quaker boarding school and Trinity College before moving to London in order to study law. However, Burke felt that his true destiny lay in writing, an ambition which he began to realise in 1756 with the publication of his first book, 'A Vindication of Natural Society', which attacked the method used by thinkers such as Rousseau of applying abstract philosophical principles to politics. He managed to complete several other comparatively minor works in the next three years, prior to receiving his first chance to break into the world of parliamentary politics by obtaining the appointment of private secretary to the M.P William Gerard Hamilton in 1759. This was to prove a rather abortive partnership for the two men, with Burke
How do moral rights differ from other rights in copyright? Critically discuss particularly in the context of multi media work.
How do moral rights differ from other rights in copyright? Critically discuss particularly in the context of multi media work. Copyright can be thought of as a bundle of economic rights and moral rights. The basic framework of these rights is statutory, although the explanatory case law is of great importance. Copyright can cover many types of creative effort. These may include literary, musical and dramatic works, artistic work (including graphic and photographs), sound recordings, films, broadcasts and cablecasts and the typographical format of certain published editions. Several copyrights may subsist simultaneously in a single catalogue item, and care should be taken to establish the exact nature and ownership of each.1 Skill, labour and judgement are the main prominence of copyright. As held in Cramp v Smythson (1947), it was held that if there are 2 or more people claiming for breach of copyright, it must be distinguished whether any have spent skill, labour, or judgement in the case. In 1980, Ploman and Hamilton recognised that "copyright is one method for linking the world of ideas to the world of commerce." "Moral Rights" is the English translation of the French phrase "droit moral". Moral rights differ from copyright. Copyright protects property rights, which entitles authors to publish and economically benefit from their published works. Moral rights safeguard
How did the nation-state emerge?
How did the nation-state emerge? The historic state was formed of feudal societies, where the Kingdom had to be governed to its best potential. Control over the land was a crucial task as there were threats of warfare from other Kingdoms. The form of control of feudal societies were that of warfare and economic. The other method of control was for instance "Theatre of Atrocity" - a concept used by Foucault. This control sends out the message that the King's power is overwhelming and who dares displease the King will forfeit. This was practised by the barons and nights. Subsequently absolutist monarchs started to manage their populaces including the serfs intensively. The state started considering making use of its populaces as a use value.[1] They used what Foucault called new technologies of power, which works by "dressage". Foucault defines dressage as an exercise to demonstrate control with no productive end. A society engages in this action for the purpose of demonstrating control and discipline in spectacle performance. There are rewards and penalties to this application of dressage. The application of these concepts by the Kingdom leads to the state that was managing itself by competition and improved methods of doing things. It was Taylorism even before Taylor. But why was the state pushed to use these methods? Perhaps it was the pressure of warfare and accumulation
US IMMIGRATION
US IMMIGRATION It is quite understandable that in the aftermath of terrorist attacks on a nation, that the government would take the necessary measures to ensure its people's security. It is therefore imperative for society to recognize that what may be unreasonable in time of peace and security may be reasonable in time of war and fear. But how far should our leaders go to ensure our safety? It is in this light that close examination of the USA Patriot Act should be seen. This Policy taken in the name of homeland security can easily be regarded as unconstitutional in nature. It is quite evident that this Act undermines the very ideals on which American democracy is built. In fact these policies are limited on many levels and do not necessarily achieve the objective of preventing terrorism; rather it imposes limitations on civil liberties. And it is these limitations, which widely affect our entire society and its people, ranging from our immigrants to our own US born citizens. This paper hopes to give insight on where some of these attacks on our constitution exist. An attack that has left almost no element of lives and its guaranteed freedoms untouched. Immigrant rights have repeatedly been infringed on since September 11 because of the discriminatory nature of the "USA Patriot Act". For instance, Section 412 of the Patriot Act permits the attorney general of the United
Civil Rights Act of 1957
AFTER World War II, the blacks believed they should get equal treatment since they worked "white jobs" during the war. In 1955, the Brown versus Board of Education case declared that blacks could go to white schools. This ruling disagreed with the "separate but equal" verdict of the Plessy versus Ferguson case and also the Jim Crow Laws that both called for segregation. Rosa Parks, the secretary of the NAACP (National Association for the Advancement of Colored People), was the primary excuse for starting the movement. Once she was arrested for refusing to give up her bus seat to a white, the opportunity to get equal treatment was clear. After the Parks incident, the Montgomery Bus Boycott followed in 1955. It was a passive resistance movement led by 26 year old Martin Luther King Jr. (leader of SCLC) to bring up the idea of integration. Since the blacks made up three-quarters of the passengers of the public buses, the courts made a ruling to desegregate seating on buses. The news of the Civil Rights Act of 1957 that established a Civil Rights Commission to enforce voting rights gave African Americans hope. But, equal voting rights were not enforced until years later. Also in 1957, blacks were permitted to attend Central High School in Little Rock, Arkansas. Although the nine black students who actually enrolled needed federal troops to escort them to school, they at least
Identify specific legislation, policies, regulations and sources of funding relevant to the service/agency/establishment with which you are placed; and show how they effect what is presently provided to service users.
Competence in Social Work Practice 1 Identify specific legislation, policies, regulations and sources of funding relevant to the service/agency/establishment with which you are placed; and show how they effect what is presently provided to service users. Practice Teacher: Meg Hudson Practice Tutor: Margaret Struthers Student: Peter Hughes In this assignment I will identify key legislation, policies and procedures that directly influence the work of my organisation. I will identify sources of funding and discuss how these shape the services that are delivered to the service users. My placement is within a Youth Offending Team (YOT), a multi-agency team that is representative of five main partner agencies, Social Services, Probation, Police, Health and Education; in addition to the partner agencies it also contains representatives from Early Break (the child and adolescent drug service), Housing, Blackburn Child Care and Connexions. Due to the nature of the organisation it is not possible, in an assignment of this size, to go into detailed explanations into the specific policy and legislation relevant to each of the agencies involved, therefore I will give an overview into some of the main features. The main aim of the YOT is to help young people address their offending behaviour by offering holistic, individualised programmes of intervention that
Did the 1832 Reform Act Make Any Major Changes In the Structure of British Politics?
DID THE 1832 REFORM ACT MAKE ANY MAJOR CHANGES IN THE STRUCTURE OF BRITISH POLITICS? ... with a little instinctive sense of self-preservation, have the Whigs manufactured a 'great measure'. They know that the old system could not last and desiring to establish another as like it as possible, and also to keep their places, they framed a Bill, in the hope of drawing to the feudal aristocracy and yeomanry of the counties a large reinforcement of the middle class. The Bill was, in effect, an invitation to the shopocrats of the enfranchised towns to join the Whigocrats of the country, and make common cause with them in keeping down the people, and thereby quell the rising spirit of democracy in England. Henry Hetherington (editor Poor Man's Guardian. October 1832)1 The 1832 Reform Act, often referred to as the 'Great' Reform Act, is traditionally perceived in one of two main ways. Firstly, the act can be viewed as an important, progressive step towards the establishment of Britain as a modern, democratic and representative state. This idea supports the idea of a key victory for the disenfranchised majority of British citizens and the first sign that the grip of the aristocracy on the state being weakened. Alternatively, it can be viewed as something of a non-entity, an act designed to appease the increasingly discontented masses. This line of argument suggests that the act in
The concept of property is difficult to precisely define, it means different things to different people, and it has changed a great deal over numerous centuries.
The concept of property is difficult to precisely define, it means different things to different people, and it has changed a great deal over numerous centuries. The concept of property is constantly evolving, both through the common law, and to a larger extent, particularly over the past 80 years through legislation. The most noteworthy Act of Parliament in this area is the Law of Property Act 1925, which with its accompanying legislation of 1925 and subsequent enactment's have radically transformed the law of property. To approach the issue of whether or not it is pointless to define the 'concept' of property, a historical and theoretical overview is necessary, in order to give the subject a sense of context. There are many theories that address the issue of property, and all have varying degrees of success in their attempts to define it. As discussed by Panesar,1 most people would define property, if asked, as something that belongs to them, such as a watch, house or a car. However, due to historical peculiarities the law actually sees property as the rights a subject (or 'owner') has over an object. Hohfield believes "...that in substance property comprises a bundle of rights, obligations and relations between subjects with respect to the ownership of a thing"2 These rights give the owner the ability to prevent others interfering with his or here property, yet it
Discuss the ways in which Pygmalion by Bernard Shaw and Wide Sargasso Sea by Jean Rhys exploit the traditions and conventions of their genre both formally and in terms of context.
Discuss the ways in which Pygmalion by Bernard Shaw and Wide Sargasso Sea by Jean Rhys exploit the traditions and conventions of their genre both formally and in terms of context. Bernard Shaw and Jean Rhys were both influential in their genre fields. Both the play and the novel develop themes of the rights of the individual and how that individual may be set aside from the rest of the society they inhabit. Throughout the development of civilisation there are accepted modes of representation and this is certainly applicable to both playwrights and novelist. Each has certain traditions that have preceded them and it is interesting to see how both Shaw and Rhys conform to a point, yet also resist those conventions within Pygmalion and Wide Sargasso Sea. Looking at the text of Pygmalion we can see that on the surface it does conform to the traditional 'rules' of the structure of the play. The elite method for the written text of the play was for it to be constructed into five separate acts, which were outlined by the Greek philosopher, Aristotle. (Myths and Conventions, Unit 19, page 12) In Act 1, Shaw conforms to the exposition element of his play by introducing all the characters and sets up a promise of what is to happen when Higgins, referring to Eliza, declares that in three months 'I could pass that girl off as a duchess [...].' (Pygmalion, page 18) To the audience it