Multiculturalism in Children’s Writing in the US in the 1980s

Introduction This essay will firstly give an overview of the history of multicultural children’s literature. Secondly, it will map out key theories and debates surrounding multicultural children’s literature in the United States. Thirdly the essay will analyse two books set within the Israeli-Palestinian conflict that were published in the United States in the late 1980s – The Flag Balloon and Israel Is. The essay will analyse if and how multiculturalism is presented in the text and the images and identify how the Israeli-Palestinian conflict is informed in the books. Each analysis will also assess whether the multiculturalism in the text and the images seems imposed or natural. The analysis of each book will also briefly assess whether the multiculturalism is natural or imposed in the society at the time each book was published. THE HISTORY OF MULTICUTURALISM IN CHILDREN’S LITERATURE According to Gopalakrishnan (2010), there is limited evidence and much debate as to when multicultural children’s literature began. For example, certain theorists argue that multicultural literature predates the 20th century (Norton and Norton 2003; Sims Bishop 2007). Regardless of when multicultural children’s writing was created, most theorists agree that before 1965, the number of multicultural children’s books was limited (Gopalakrishnan 2010). The year 1965 is described as the turning point for multicultural literature when a widely published article entitled ‘The All White World of Children’s Books’ (Larrick 1965) sparked a flurry of activity in the years following it. In the article, Larrick (1965) describes a survey she conducted, where she found that of 5206 books published in 1962, 1963 and 1964, only 349 or 6.7% included African American characters in their text or illustrations. After this article was published, two significant groups formed: the Council on Interracial Books for Children (in 1965/1966) and the Coretta Scott King Award, established for authors and illustrators of African American and Black descent in 1972 (Gopalakrishnan 2010). After the formation of these groups, another study similar to that of Larrick (1965) was conducted in 1979 by Jeanne Chall and her colleagues. In this survey Chall found that there was over an 100% increase in the number of children’s books that featured an African American character (14.4% of all children’s multicultural literature in the United States) (Cohen and Cowen 2008). According to Cohen and Cowan (2008) in the late 1980s and early 1990s multicultural children’s publishing experienced a spurt. Almost all major publishers increased their multicultural book lists and the number of smaller publishers specialising in multicultural books increased. This increase was due to sensitivity and growing awareness on the publisher’s part and also the need to purchase these books as the school demographics and requirements changed. Since multicultural children’s books now form a more significant part of the literary landscape, the subject has attracted a number of theorists and scholars who have developed their own theories surrounding children’s multicultural literature Banks and Banks (2001). Although theorists of multicultural children’s literature attempt to theorise and analyse a myriad of topics surrounding the subject of multicultural children’s literature, one of the main theoretical debates surrounds the question, what defines multicultural children’s literature? There are three theoretical approaches surrounding the definition of multicultural literature. The first approach is the all inclusive approach. Advocates of this approach argue that all literature should be defined as multicultural since, in their opinion, every human being is multicultural and each individual may describe their identity in a variety of ways (Shannon 1994; Schwartz 1995; Fisherman 1995). The second approach is the multiple + culture approach. This approaches argues that multicultural children’s writing is defined as books that are simply about more than one culture in a society regardless of who is the dominant group and who is the dominated (Cai 1998). Bloor’s (2010) definition of multiculturalism expands one step further from the multiple + cultures definition and describes a multicultural society as not one where multiple cultures merely exist, but one where diversity is promoted and the mosaic of cultures is celebrated and encouraged. The third approach is the exclusive approach. This approach is one where the theorists believe that children’s multicultural literature should only be defined as literature that is about populations that have experienced marginalisation and oppression. Some proponents of this approach state that multicultural children’s literature should only be defined as literature by and/or about people of colour since this form of literature gives people of colour the opportunity to have a voice. (Lindgren 1991; Harris as cited in Cai, 2002). In addition to the different approaches to defining multicultural children’s literature, Sims Bishop has provided us with a theoretical classification of multicultural books. Sims Bishop (1982, 2007) divides multicultural children’s literature into three sub groups: melting pot literature, socially conscious literature and culturally conscious literature. Melting pot books are characterised by those where aside from skin colour or a cultural definition, the story could apply to any character in the United States (Gopalakrishnan 2010). The second sub group of children’s multicultural literature is categorised as socially conscious books. According to Sims Bishop (2007), socially conscious books introduce one cultural group and its unique experiences to the mainstream to make â€Å"socially conscious† or to educate the larger group about the trials and tribulations of a unique cultural group. The main purpose of socially conscious books is â€Å"to engender empathy and sympathy [and] to promote tolerance for racial desegregation or integration† (Sims Bishop 2007: 61). Thirdly, culturally conscious books, according to Sims Bishop (1982), are those that depict the languages and cultural traditions of a group’s experiences most often from an insider’s perspective. The working definition of multiculturalism in this essay will be the second approach, the multiple + culture definition where there is more than one culture in a society regardless of who is the dominant group and the dominated. The analysis will also explore whether the books expand to Bloor’s (2010) version of multiculturalism where the mosaic of culture is encouraged and celebrated. While analysing how multiculturalism is presented in each book, Sims Bishop (1982, 2007) classification of multicultural children’s literature may be applied to the analysis. THE FLAG BALLOONHOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND THE IMAGES OF THE FLAG BALLOONMulticulturalism is demonstrated immediately on the cover of this book and in the second line of text. The cover of the book has been illustrated in the colours of the Palestinian flag. Flags are a means of representing an identity, and there can only be an ‘identity’ if there is an ‘other’ (Berreby 2008). Although flags tend be representative of a country, state or nation, the second line of text in the book tells us that this flag is certainly not for a country. The narrator asserts ‘I have a flag but no country’ (Stickles and Townsley 1988: 7). The narrator continues to say ‘the soldiers who occupy my town and make all the laws say it is wrong to fly my flag’ (Stickles and Townsley 1988: 7). From this text we can deduce that these are a group of people who are a part of a country where their culture, customs and even identity may not b e accepted. Nonetheless, this text clearly demonstrates that this a society in which the law makers have different ideological beliefs to those representing the cultural minority. In summary, using Cai’s (1998) definition of multiculturalism, multiple cultures living in one society, the cover page and first page of text depicts a multicultural, albeit uncomfortable society. Multiculturalism is further demonstrated in the text, while simultaneously informing the reader about the Israeli-Palestinian. For example, the father of the narrator says he is ‘making bread for the family whose house was destroyed by the soldiers’ (Stickles and Townsley 1988: 11). We are informed that ‘the soldiers shut down the school’ (Stickles and Townsley 1988: 15) and the narrator’s brother is ‘beaten up by soldiers’ (Stickles and Townsley 1988: 15). The text is educating the reader about the trials and difficulties experienced by the Palestinians in the town. This is a clear example of Sims Bishop’s (1982, 2007) sub category of socially conscious, multicultural, children’s literature where the reader is informed of the trials and tribulations of the community (Gopalakrishnan 2010). The images of flag day further emphasise the difficulties faced by the Palestinians and encourages the reader to feel empathy and sympathy for their situation. This is a further demonstration that this book is an example of socially conscious multicultural literature. There are three images depicting how happy, joyful and cheerful the Palestinians are on flag day. Firstly, on page 23, in the square where the festivities of flag day are due to take place, each person has a smile on their face. Secondly, on page 25 there are six Palestinian men playing a series of instruments; while playing the instruments they have smiles on their faces. Thirdly, page 25 depicts five people holding Palestinian flags and smiling (Stickles and Townsley 1988). These images are sharp contrasts to the next three images, which depict the arrival and the after-effects of the opposing force. Firstly, on the image on page 26 we see three angry looking men with rifles in a car. The text informs us that these are the soldiers. Secondly, on page 27 are five soldiers carrying guns. Finally, on page 29 the image shows us the square where the festivities were taking place. All the decorations have been destroyed. In this image we see the ultimate clash of the two cultures, who live together in one society. Although inharmonious, this image demonstrates two groups living in one society (Stickles and Townsley 1988). These images fit the multiple + culture definition (Cai 1998), where two cultures live together within one society regardless of who is dominating and who is dominated. The dichotomy is emphasised further when we see the narrator of the book release her balloon bearing the Palestinian flag into the air. This image is followed by an image of a soldier attempting to shoot the balloon down. The penultimate image speaks volumes regarding the dichotomy between Israel and Palestine. The image shows four Palestinian children cheering, with a look of satisfaction on their faces that the balloon bearing the Palestinian flag is flying free. In contrast to this, the Israeli soldier is looking towards the balloon, holding his gun and frowning. The final image shows the balloon bearing the Palestinian flag flying high above the land (Stickles and Townsley 1988). In summary, multiculturalism is depicted throughout the text and images in the book however the multiculturalism found in this book is characterised by the basic definition of multiculturalism, that is multiple cultures living in one society (Cai 1998). The book does not expand to Bloor’s (2010) version of multiculturalism where the mosaic of cultures is celebrated in the society. Although, the book demonstrates the most basic definition of multiculturalism, the book does fit into Sims Bishop’s (2007) category of social and cultural consciousness, where we learn about the Israel and Palestinian conflict from one cultural perspective and where the reader is encouraged to empathise and sympathise with the narrator, her family and the town’s people.. In essence this book does demonstrate a multicultural society at its most basic level and the book does inform us, albeit from only one perspective of the Israeli-Palestinian conflict The book is effective in conveying multiple cultures living in one society since throughout the book the contrast can be seen between the Palestinians and the Israeli soldiers. DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURAL The interpretation of the book by the reader is highly subjective (as demonstrated by a variety of reader-response theorists (Rosenblatt 1978; Bleich 1978) and to a large extent, the answer to this question depends on a variety of factors including the ideological beliefs of the reader and the knowledge and experiences of the reader. For these reasons, it is problematic to prescribe whether or not the multiculturalism in the text and illustrations is imposed or natural. Each reader will interpret this differently. It may be safer to look at the text and illustrations from both angles. One may argue that the images and the text of the book is imposed, forced and unnatural. After all, it is clear from the text and images as described in the examples that the Israeli soldiers do not want the Palestinians to raise the Palestinian Flag and the Palestinians do not want their territory to be occupied by the Israeli soldiers, implying that the multiculturalism is forced, unnatural and unwanted. On the other hand, one might argue that the multiculturalism presented in the text and images is natural and that regardless of the reasons behind these cultures living side by side, both groups live in the same society regardless of who is dominating and who is dominated. This argument would insist that if the reader ignores reasons or circumstance, multiculturalism is natural in the text and images. At the time the book was written, the world was protesting against the treatment of the Palestinians including people in the United States (Neff 1997), thus to these people the multiculturalism would appeared imposed. In fact, regardless of political affiliation it is doubtful that one would describe the society as a natural multicultural one since the multiculturalism was a result of war.ISRAEL ISHOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND IMAGES IN ISRAEL IS From the cover page of this book, we see a striking image of multiculturalism. Three children appear to be on a Muslim prayer rug (Encyclopaedia Britannica 2008) hovering above Jerusalem. The boy is wearing a Kippah; Observant Jewish men keep their heads covered by wearing a skull cap (Kippah) (Board of deputies of British Jews 2006)) indicating that he is Jewish. The second child on the prayer rug has black braided hair in pigtails. While there is no confirmation on the cover, this girl may be Palestinian. Interestingly both the Jewish boy and the girl who may be Palestinian have taken their shoes off, indicating that the Jewish boy is showing respect for the Muslim prayer rug (Encyclopaedia Britannica 2008). There is another girl who is kneeling on the prayer rug. She has her shoes on, however her shoes are not on the prayer rug. Again could she be showing respect for the other culturesThe prayer rug is hovering in the air and in the background are scene depicts Jerusalem. We see t he Dome of the Rock which is known to be symbolic to the Jewish, Muslim and Christian faiths (Petersen 1994). In summary, the cover page surely demonstrates multiculturalism in Israel as we have three children from different cultures together on the prayer rug. This represents three cultures in one society (multiple + cultures) (Cai 1998). The image described is significant as it represents harmony between cultures when at the time (late 1980s), there were hostilities between Israelis and Palestinians (Neff 1997). The second page most definitely represents a society of multiple cultures living harmoniously together. In this illustration there a number of images that demonstrate multiculturalism. Firstly there is a Jewish woman, identified by the fact that she is wearing a Tichel; Observant orthodox married women cover their hair in public (Board of Deputies of British Jews 2006). Interestingly, she is purchasing some products from a woman that is dressed in the colours of the Palestinian flag – black, green and red. In the background there is a man wearing a Kippah but also wearing non- traditional clothes. He may represent a more liberal approach to Judaism. He and his wife (who is not wearing Tichel) are purchasing items from a man wearing traditional Arab attire. In this scene people who seem to interacting with each other are smiling with one another indicating peaceful, harmonious relations between each culture (Topek and Kahn 1988). Not only do these images depict multiple culture s living together in one society, the images are also congruent with Bloor’s (2010) definition of multiculturalism, where the mosaic is celebrated. One interesting scene demonstrating multiculturalism and the comparison between Palestine and Israel is the scene on page 6, which contains the text ‘big farms’ (Topek and Kahn 1988: 6). The farm appears to a Kibbutz demonstrated by the houses towards the left hand side of the page. What is interesting is that although this a Jewish Kibbutz, in the middle of the page there is a large chicken, illustrated in red, green and outlined in black, the colours of the Palestinian flag. The image shows the backdrop of a Jewish Kibbutz and in the foreground a chicken coloured in the Palestinian colours peacefully standing on a cow. Again this image demonstrates peaceful relations between Israel and Palestine and two cultures living together harmoniously side by side. This is Bloor’s (2010) definition of multiculturalism. In the penultimate page, there are dove (a symbol of peace (Soucek 2006)) above a group of people. From the far left is a woman without a Tichel, standing next to a man who is wearing a Kippah, but also western clothes. This family may represent a more liberal attitude to Judaism. He is standing next to a man with a beard, who is wearing a long black coat, black trousers and a black hat. His wife is also wearing a Tichel and his daughter’s skirt below her knees. This family appears to be an observant Orthodox Jewish family. Next to the more conservative Jewish family is what might be assumed to be a more liberal Palestinian family. They are happily standing next to a family who are dressed in a more traditional Palestinian outfit. The son of the more conservative Jewish family is wearing blue and white and the son of the family is also wearing blue (the colours of the Israeli flag). The Jewish boy has his arm extended to the Palestinian liberal boy indicating a desire for a pe aceful multicultural society. The different cultures together on one page fit both the definition of multiple cultures in one society (Cai 1998) and also Bloor’s (2010) definition of multiculturalism where cultures are living together harmoniously. In summary, the book Israel Is certainly demonstrates a multicultural society, both in the most basic of definitions where there are multiple cultures living together in one society and in more advanced definitions; this book also fulfils Bloor’s (2010) definition of multiculturalism where the mosaic is celebrated and encouraged. The intent of the authors seems to be to encourage peace and harmony between all cultures in Israel. The only way this book informs us of the Israeli-Palestinian conflict is its underlying insistence on peace. There are no images of war, only images of different cultures living in harmony. DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURAL The answer to this question is subjective and an insider’s perspective may be very different from an outsider’s perspective. From an outsider perspective, nothing appears unnatural about the illustrations; however an individual who lived in Israel during the late 1980s may have differing opinion. For example, an individual who may have experienced hostility from another cultural group may argue that the images presented are unnatural and have been imposed by the authors. Given the events that took place in the late 1980s in Israel (the First Infatida) (Neff 1997) one may argue that the multiculturalism presented in the text is imposed and unnatural due to the hostilities between Palestinians and Israelis. Again, this is very subjective and each individual may have their own interpretation of events based on their own experience and knowledge. Bibliography Au, K. H. (1993) Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Banks, J. A., & Banks, C. M. (2001) (Eds.). Handbook of research on multicultural education. San Francisco: Jossey-Bass. Berreby, D. (2008) Us and Them: The Science of Identity. Chicago: University of Chicago Press. Bleich, D. (1978) Subjective criticism. London: The John Hopkins University Press. . Bloor, K. (2010) The definitive guide to political ideologies. Milton Keynes: AuthorHouse BOARD OF DEPUTIES OF BRITISH JEWS. (2006) Jewish Family Life and Customs: a practical guide. Available from: http://www.bjpa.org/Publications/details.cfm?PublicationID=14876 [Accessed 11th October 2014]. Cai, M. (1998) Multiple definitions of multicultural literature: Is the debate really just â€Å"ivory tower bickering†. The New Advocate, 11(4), 311–324. Cai, M. (2002) Multicultural literature for children and young adults: Reflections on critical issues. Milton Keynes: Lightning Source. Cohen, V., and Cowen J. (2008) Literacy for Children in an Information Age: Teaching Reading, Writing, and thinking. Bedmont: Thompson Wadsworth. Encyclop?dia Britannica. (2008) Prayer Rug. [Online] Available from http://www.britannica.com/EBchecked/topic/474169/prayer-rug [Accessed 11th October 2014]. Fisherman, A. R. (1995) Finding ways in: Redefining multicultural literature. The English Journal, 84(6), 73–79. Gopalakrishnan, A. (2010) Multicultural Children’s Literature: A critical approach. California State University, Los Angeles: Sage Publications Larrick, N. (1965, September). The all white world of children’s books. The Saturday Review, 63–65, 84–85. Norton, E., & Norton, S. E. (with McClure, A.). (2003) Through the eyes of a child: An introduction to children’s literature. Upper Saddle Fiver, NJ: Merrill/Prentice Hall. Lindgren, M. V. (1991) The multicolored mirror: Cultural substance in literature for children and young adults. Fort Atkinson, Wisconsin: Highsmith. Neff D., (1997) The Intifada Erupts, Forcing Israel to Recognize Palestinians Washington Report on Middle East Affairs. December 1997, p. 81-83. Peterson, A. (1994) Dictionary of Islamic Architecture. London: Routledge Rosenblatt, L. M. (1978). The reader the text the poem: The transactional theory of the literary work. Carbondale & Edwardsville: Southern Illinois University Press. Schwartz, E. G. (1995). Crossing borders / shifting paradigms: Multiculturalism and children’s literature. Harvard Educational Review, 65(4), p. 634–651. Shannon, P. (1994). I am the canon: Finding ourselves in multiculturalism. Journal of Children’s Literature, 20(1), p 1–5. Sims Bishop, R. (1982) Shadow and substance: Afro-American experience in contemporary children’s fiction. Urbana, IL: National Council of Teachers of English. Sims Bishop, R. (2007). Free within ourselves: The development of African American children’s literature. Portsmouth, NH: Heinemann. Soucek, G. A., (2006) Doves (Complete Pet Owner’s Manual). New York: Barron’s Educational Servies Inc Stevens C. A., (1989) Turkey & Palestine: Both Middle Eastern Secular Democracies Washington Report on Middle East Affairs. March 1989, p 17. Stickles, F.C., and Townsley J. (1988) The Flag Balloon. Washington: Amer Educational Trust Topek, S. R., and Kahn, K. J. (1988) Israel Is. United States: Kar-Ben Pub

Comic Relief in the Tale of Two Cities

Comic relief is an important theatrical convention that makes the story more interesting and appealing to readers. In Charles Dickens’s A Tale of Two Cities, Dickens uses one of his minor but fascinating characters, Jerry Cruncher, to depict this. The two or three chapters dealing with Jerry Cruncher and his family life are humorous and he also illustrates the terrible poverty during the 18th century. And despite the novel’s tragic scenes and symbolic images, Dickens uses  Jerry to lighten things up  a bit.Jerry Cruncher is a multidimensional tradesman, honest to some, but truly not, as well as a conscientious father and self-conscious individual. Jerry Cruncher can be described as gruff and  ragged. An odd-job man, who sits outside Tellson's Bank during the day and is a body-snatcher by night. He is also uneducated which lead him to do unnecessary actions. Even  when describing Jerry, Dickens uses jokes. â€Å"Mr.Cruncher himself  always spoke of the year of our  Lord as Anna Dominoes: apparently under the impression that the Christian era  dated from the invention of a popular game,  by a lady who had bestowed her name upon it. † (Dickens 66) Dickens also uses the character of Jerry to illustrate the terrible poverty of life in England during the 1700’s when Dickens goes more in depth about  Jerry in chapter 14 called The Honest Tradesman. This was a chapter  dedicated solely to Jerry Cruncher. In this chapter, the most interesting and comic scene is presented.Jerry has  such a hard time supporting his family that  he resorts to digging up dead bodies in  secret to help make ends meet. He tries to hide this by telling his wife and son that he is going fishing, but instead he was actually fishing up for bodies to sell to a surgeon. Another humorous scene in the story is how he becomes paranoid and begins to hate that his wife prays about him. He believes that she is praying against him. â€Å"What do you m ean by flopping yourself down and praying against me? † (Dickens 67) He sometimes snubs and beats her for doing so.He constantly calls himself â€Å"an honest tradesman†, even to his son. All these peculiarities of Jerry Cruncher are humorous. In conclusion, Dickens uses comic relief to appeal to his readers and change the mood. Jerry Cruncher is a perfect example of this. His life is a prototype of the poverty during 18th century. Through his characteristics, misfortunes in life, and bizarre actions, Jerry Cruncher was able to provide the reader humorous scenes rather than the chaotic and violent drama of the French Revolution.

Airplanes Designs Essay Example | Topics and Well Written Essays - 750 words

Airplanes Designs - Essay Example However, the major concern of the aircrafts that were designed in the early 20th century, starting with the breakthrough that was made by the Wright brothers who developed the first full operational aircraft in 1903, was to develop an aircraft that was lighter than air (Anderson, 12). Therefore, the ancient designs focused on making lighter aircrafts, and therefore entailed the changes in the materials used to make the aircrafts. Further, the aircraft design influences the performance of the aircrafts by further introducing new performance requirements, especially during the first world war, when it became apparent that there was no way the war could have been won without air combat. As a result, the war crafts were designed to consist greater maneuverability, coupled with high speed and ability to fly high altitudes (Stokes, 147). Later, the design influenced the size of aircrafts, towards making large aircrafts to fly, while also allowing heavy loads to be flown in their air, witho ut the impact of the weight of the aircraft brining the air craft down (Wragg, 31). Thus, simply put, the design of the aircraft affect the performance of the airplane through determining the speed, maneuverability, load and weight capacity, usage for example in wars and he safety of the aircraft while taking off, flying and landing. How designs changed over the time The ancient Airplane Designs entailed the use of twin tractor propellers as their engine, and a fitted horizontal tail, while the aircraft was powered by compressed air, with the aircraft being fitted with an air tank that acted as a fuselage (Anderson, 7). This was later advanced to a single flight engine that was developed by the Wright brothers for their aircraft, which was fitted with 2 hp water-cooled four-cylinder, with a fuel injection (Wragg, 56). Further, in 1926, more advancement was made in the engine modification and an air-cooled radial engine, which was lighter, was introduced, marking the beginning of tra nsformation of the Airplanes Designs from engine-focused into size modification, considering that the lighter, air-cooled radial engine made it possible for the aircrafts to fly for longer and carry more weight (Stokes, 153). The Airplanes engine designs advancement was further achieved courtesy of a V-8 engine that was an improvement on the previous four-cylinder engine, which then introduced the aspect of direct fuel injection in aircraft engines, as well as the evaporative water cooling concept that allowed the water cooling the engine to evaporate, thus making the aircrafts even lighter, making it possible for the engine to generate a high power of 50 hp (Anderson, 44). The advancement in the Airplane Design saw the rise of the 3-cylinder semi radial fan-engine, which forthwith introduced the concept of aircraft engine using a fan, as opposed to the previous cooling of the engine using water, in 1909 (Wragg, 51). Consequently, it was now possible to fly an aircraft that was much heavier than the air, and the design aspect of the aircraft changed focus from the engine to the body of the aircrafts, with the transformation of the wings to make them thinner and more efficient, while the safety concerns were further addressed through interior designs that incorporated seat designs that were able to remain in place

Kuwaits democratic development Research Paper Example | Topics and Well Written Essays - 2250 words

Kuwaits democratic development - Research Paper Example This essay declares that in developing the context of democracy, the essential approaches for consideration with relation to the democratic development include the procession of development of civil life from the kin-based origins or the contractual and interest-based styles of leadership . The associations of the ancient worlds are much similar to those of today. In the pursuit of liberation and establishment of civil life, the aspects of cultural origin structure the continuity of rule within the political systems. The rule on interest-based conceptions entails the selection of a leader based on his interest for the subjects. Democracy and development remain the driving forces of the ‘new world order.’ The initial opportunity for engaging in Kuwait was the call to liberate Kuwait from the invasion by the Iraqi forces. This paper makes a conclusion that the development of Kuwait towards democracy has a rich history of turbulent times. The aspect of the government structure of the city-state constitutes vastly in the limitation towards achieving complete democratic establishments . Politics and individual interest in the recourses of the oil-rich country continue to increment the gap towards the development of the city-state into adopting democracy in all its constitutions. Further, the factors of religious beliefs and culture also limit the establishment and achievement of democratic development of Kuwait. These factors result in the retarding growth of Kuwait towards the establishment of democratic development.

History Essay Example | Topics and Well Written Essays - 250 words - 2

History - Essay Example It is no wonder that hardly the first serious book on Progressive Era history was The Search for Order. Its author, Robert Wiebe, viewed this search as replacing such mores and values of small town community life as promptness, frugality, efficiency and foresight† with such assumptions of bureaucracy as rationality and functionality, management and administration, regularity and continuity. According to Wiebe Americans traded the values that had been regulating individual relationships for those oriented towards bureaucratic order because new interconnected industrial economy needed to be centralized and professionalized. As a result Americans have assumed bureaucratic Weltanschauung. Wiebe argues that such a worldview allowed for giving adequate responses to complicated problems unlike previous era narrow-minded, community-centered moralistic mind. As Wiebe puts it the Progressivism in fact was ambition of the new born middle class to realize its predestination through the mea ns of bureaucracy Work Cited Wiebe, Robert. The Search for Order, 1877-1920. New York: Hill & Wang, 1967. Print.

Central line infection in hospitals Essay Example | Topics and Well Written Essays - 750 words

Central line infection in hospitals - Essay Example A further sense of dissatisfaction exists in the presences of barriers. There exist many barriers. However, since nursing is a broad field, some of the barriers are out of control and the nurse cannot do anything about them. However, in this context, the nurse is the key object and thus ha control over this. (Berger & Luckmann, 1966). The most evident barrier in effective communication is in occupational culture. An experienced nurse develops a strong passion in a ward practice. This is because there is constant communication sharing of experiences with patients. However, the occupational or ward culture is a barrier in the sense that most nurses allow one individual to generate ideas so that they can follow. This denies them the chance to exploit their potential by interacting directly with patients. The journal is a peer-reviewed with the capability to address current clinical matters. The authors give their best reasons as to why each person has a role to play in establishing a healthy environment. In this discussion, my clinical problem is ineffective communication skills. Already, the occupational structure is the pervasive barrier. However, they give emphasis on everybody’s responsibility in ensuring effective communication. Their use of the Parse’s Theory of Human Becoming makes it a reliable reference. In their article, Chant ET. Al. (2002) addresses the communication skill problem using effective examples. Having based their findings on a research about the nursing education; England, they give the best arguments. While disclosing the problem using literature knowledge, they as well give barriers that make communication a real barrier. In addition, they provide strategies on how to handle this clinical problem. This publication is a manual that helps in developing a hypothesis for a clinical question. Its descriptive

Hitler's rise to power Essay Example | Topics and Well Written Essays - 1750 words

Hitler's rise to power - Essay Example The failure of Germany to pay war reparations would sometimes lead to military action. The Treaty of Versailles states in Article 232 that â€Å"The Allied and Associated Governments, however, require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied and Associated Powers and to their property during the period of the belligerency† ("Reparation"). As the government began to print bills, hyperinflation wrecked the German economy. The Great Depression was a powerful event which indirectly led to the rise of Hitler. Hitler gained enormous public support following his trial after the failure of the Munich Putsch in 1923. He spent a few months in jail where he realized that the only way to gain power was to work inside the system. Also Hitler did not enjoy support from the German elite which also prevented his failure at that time. But by the 1930s, Hitler’s charismatic personality and speeches had won him the support of the German army and industrial sector. His book Mein Kampf became a blueprint for his ideology of hatred and racism. He lashed out at Jews, Social Democrats and Communists as being enemies of the German nation. In his book Hitler says that â€Å"In the meetings of those days, especially outside of Munich, there would be five, six, seven, and eight hundred adversaries to fifteen or sixteen National Socialists† (Hitler). He praises the bravery of the Nazi party against Socialist thugs â€Å"And it happened more than once that a handful of party comrades heroically fought their way to victory against a roaring, flailing Red majority† (Hitler). The Nazi party was banned in the late 1920s as it fell apart. Hitler’s amazing skills as a demagogue were crucial for the survival of the National Socialist Party. These skills also allowed him to rise into power as he addressed the crowds into hysteria. Hitler was a brilliant