Hitlers Foreign Policies

Hitlers Foreign Policies Ultimately Hitlers determination to transform European society brought war and destruction to Europe in 1939. Though not necessarily the war he was planning for; evidence suggests that Hitler was preparing Germany for conflict with Russia. This indication would consist of economic output towards the end of the 1930s for example, according to Anthony Wood in Europe 1815-1945, the output of steel in 1935 stood at 16.1 million metric tonnes; this by far out produced the superpowers steel industry and could imply the planning for military conflict. Hitlers policies based on lebensraum and the establishment of a racial empire on East European and Russian soil were without doubt ruthless, but did they make the Second World War unavoidable? The extent to which Hitlers foreign policies made the Second World War inevitable has constantly been under contention. A J P Taylor argues Hitler was just an average western leader, and the Second World War was at the fault of many rather than solely Hi tlers foreign policy. According to Ian Kershaw, Hitler defines his foreign policy as the art of securing for a people, the necessary quantity and quality of lebensraum Deflated from the effects of The Treaty of Versailles, German economy was crippled, the army was reduced, and they suffered from loss of Land. Germany was desperate to revoke the Treaty which brought it to its knees, and unite all German speaking countries. In protest, Hitler began a course of secret conscription, written in Mein Kampf, Hiter justified this action, Especially your people, doomed to languish along unarmed beneath the thousand eyes of the Versailles peace treaty' This action can be seen as a trigger, contributing to making the Second World War inevitable as surrounding countries felt threatened by Hitler and his determination to reverse the damages of the Treaty of Versailles. Another breach of the Treaty Hitler was able to embark on was his creation of the Air force the Luftwaffe, Taylor agrees that th e treaty is a cause of the war, Second world war was cause by the first world war, the armistice, or the Versailles treaty. Mein Kampf is a crucial element into understanding the reasons behind Hitlers foreign policy, and being able to assess if they made the Second World War inevitable. Introduced within the text, Hitler establishes the need to achieve aims in which he sees as vital to the success of the Third Reich. Hitler sought to destroy the Treaty of Versailles imposed on Germany after the defeat in World War One. Hitler felt the Treaty was unfair and most Germans supported this view. Uniting all German speakers together in one country would strengthen Germany, as after World War One there were Germans living in many countries spread across Europe. Hitler hoped that by uniting them together in one country he would create a powerful Germany or Grossdeutschland. Finally, Hitler wanted to expand his ideology and population into the East to gain land and vital resources for German y, for example the tank producing factories in Czechoslovakia would prove vital if Hitler was planning for war. By signing non-aggression pacts, Hitler gave the impression he had peaceful intentions which would prevent a war. For example the alliance with the Poles, who felt threatened should Germany attempt to win back the Polish Corridor. This could suggest a triumph for Hitler, as it was evidence of peaceful negotiations which would give reason for Britain to follow a policy of appeasement. Moreover this ensured Hitler was guaranteed Polish neutrality whenever Germany should move against Austria and Czechoslovakia. However, according to John Weitz in his book Hitlers diplomat, Hitler had mentioned a definite solution to the Donzig and corridor problems. This questions if Hitler had an overall plan to attack Poland. Neville Chamberlains policy of appeasement could be seen as a mistake which eventually contributed to the Second World War as, Appeasement was partly the result of a h istory lesson too well learned. After The First World War, Europe was left devastated. Chamberlain was keen to avoid another war and sympathised with Hitler and the severity of the Treaty of Versailles upon Germany. Hitler was able to exploit Britain, as he knew they would appease and compromise with Hitler to avoid another War. Thus Hitler could fulfil his aims without the threat of immediate military intervention, Taking full advantage of appeasement the Nazis moved swiftly to annex German Austria in March 1938. The naval agreements between Britain and Germany reiterate the failure of appeasement and its role in contributing to the Second World War, Both Britain and France were reluctant to take stronger stands against German rearmament for fear that this would give the Germans all the more reason to refuse to cooperate in international efforts to maintain peace. Hitler was able to build up strength of the Navy and the Air Force. Foreign Policy encompassed the importance of racia l purity and the need for a nation to be prepared to compete with its neighbours in a fierce, uncompromising and constant struggle to survive and expand into Eastern Europe. Present in Mein Kampf, this expansion was to give extra living space to the Aryan Master Race. For example, Hitler discusses that Germany must find the courage to gather our people and their strength for an advance along the road that will lead this people from its present restricted living space to new land and soil The occupation of Russia would ultimately give him living space which would provide resources for the German population and an area, in which the excess German population could settle and colonise. An additional advantage Hitler saw was that communism would be destroyed. Most historians are in cohesion that Hitler and his foreign policy caused the Second World War, However, A.J.P. Taylor, claims that Hitler never intended a major war and at most was prepared for only a limited war against Poland. Ho wever this claim is widely rejected throughout the differing interpretations. Germanys constant rhetorical on Russia is crucial to the debate. Russia was rich in raw materials such as oil which is vital for any country planning to wage war. Through realisation that Russia would solve internal problems, strengthen it militarily, and enable Germany to become economically self-sufficient by adding food and other raw material sources, The Molotov-Ribbentrop pact is essential within this argument. The Treaty of Non-Aggression between Germany and the Soviet Union had its advantages for both countries involved. The pact meant that Germany was safe from threat of Russia and communism, but in a secret appendix Eastern Europe was divided into German and Soviet spheres of influence, fascism was safe from destruction whilst this bided time for Russia to prepare for a war. Realising the strength of the French Empire and their colonies, Hitler saw Russia as a temporary ally, until this pact was b roken when Hitler invaded Russia in 1941. Another alliance signed was the Rome Berlin Axis, surrounding countries such as Poland were threatened as the aims of this threatened as territorial expansion and foundation of empires based on military conquest and the overthrow of the post-World War I international order; and to stop the spread of communism throughout Europe. The occupation and annexation of Austria into Nazi Germany revealed to Hitler the weaknesses of the allies decision making and tested how far they would be pushed before they would intervene with military action. The events leading up to the union revealed fragments in the Foreign policy of Britain and France who yet again did nothing to protest Hitlers aggressive foreign policy British attitudes were a key factor in the other problem Taylor cites, unity. It also it dealt a severe strategic blow at Czechoslovakia which could now be attacked from the south as well as from the West and North. Another example in which Hi tler recognised is the Abyssinian crisis which Britain and France failed to react towards Mussolini It had already been manifested in their reluctance to wage a full scale economic war on fascist Italy during the Abyssinian crisis, this gave Hitler the opportunity to remilitarize the Rhineland, free from threat from the other western powers, Hitlers coup in the Rhineland the vacillating recognisable pattern of weakness Hitler had given the instruction that if they met any resistance, to withdraw however none was met, And France made no move. This shows the allies as inconsistent, and seemed to be more interested in their own domestic policy rather than foreign policy, most people had the failures of their own government and the everyday worries of trying to cope with economic misery. The Hossbach Memorandum can be used as evidence that Hitler had planned for war and revenge, which would therefore suggest that Hitlers hostile foreign policies made the Second World War inevitable. Thr ough this memorandum Hitlers motives becomes clear. The aim of German policy was to preserve the racial community and gain space; this is mentioned within his works, Mein Kampf. Germany used an aggressive foreign policy force to secure the goals, his successes in foreign policy down to 1938 derived in the main from this bullys intuition, coupled with his instinctive gamblers risk This memorandum has two confliction interpretations, There have been two interpretations of this memorandum, Hugh Trevor-Roper suggest that this was Hitlers scheme for war, The Second World War was Hitlers personal war in many senses. He intended it, he prepared for it, he chose the moment for launching it whereas A.J.P. Taylor disagrees and suggests Little can be discovered so long as we go on attributing everything that happened to Hitler In conclusion, the extent to which Hitlers foreign policies made the Second World War inevitable is open to much debate. A J P Taylor argues Hitler was just an average w estern leader and the foreign policy he shaped would have been similar to that of any other German leader. The Treaty of Versailles acted as a catalyst which ultimately created more problems than in solved. Taylor argues that it was the fault of many events and different leaders, whereas other historians such as Hugh Trevor-Roper suggest that Hitlers foreign policy was fully intent on making the Second World War inevitable. The allies took a stance of non intervention, which could be argued as too little action too late, their policy of appeasement had failed and with it the League of Nations. The evidence put forward would suggest that the aggressive stance in foreign policy that Hitler portrayed was ultimately the last straw in a series of events and different circumstances which led to the destruction of the Second World War.

The Church And Your Role Religion Essay

The Church And Your Role Religion Essay This essay will reflect on what arises from a Christian educational background with view to future Christian teaching praxis. It will focus on my appreciation of the topic at this point of time, canvass my views on the educational ministry of the church, and scrutinize my perceived role as a teacher within that framework. The educational ministry of the church can be defined as the manifestation of the combined facilitation of individual and communal development based on Christian life, and found to be expressed within a Christian faith tradition. It is a ministry based on Christs vision for humanity and the kingdom of God, and exhibits itself in genuine human development. It draws from its overall faith story and belief system with outcomes seen in whole people, relationships, communities, processes and structures. It is within this context that teachers in church schools and institutions are called to ministry.  [1]  Thomas Groome states. I propose that the biblical symbol that best expresses the overarching telos of being Christian and thus evokes the metapurpose of Christian religious education is the reign of God.  [2]   The role of the teacher in educational ministry is to further the nature of Christian education through informing, forming and transforming. Possibilities for the role of a teacher in educational ministry fall into six main categories.  [3]   These categories are as a bearer of the vision, as a story teller, as one who equips and empowers, as a gentle and persistent evoker, as a prophet and irritant provoker, and finally as a spiritual guide and companion.  [4]   In response to the bearer of the vision this role reminds and sustains the community through our lives of Christian action. The story teller relates to the power and purpose of Jesus parable teaching style. One who equips and empowers go hand in hand as they are closely related. The gently persistent evoker calls forth, as seen in the life of Tom Groome.  [5]   Moreover, the prophet and irritant provoker is often the content not the person with the parables designed to perpetrate this end. The spiritual guide and companion embody spiritual formation, mentoring, the selfhood of the teacher and an investment in the self. Accordingly, as stated by Dr. Deidre Palmer, the self speaks  [6]  for we teach what we are. Overall the role of the teacher in educational ministry is to express a dedication to ministry within the church. This is actioned through teaching the Word in scripture and tradition, and by witnessing as part of a community of faith, hope and love. Furthermore, it is achieved by worshipping through prayer and liturgy as much as by caring for human welfare.  [7]   What is your vision for Christian education in and through the life of the church? My vision for Christian education in and through the life of the church is defined by its attention to the life giving presence of God. This entails the fostering of a belief in Gods love and revelation. Christian education will endeavour to nurture vibrant, passionate, dynamic communities which embrace the on-going active presence of God in our world.  [8]   Christian education of the future will be characterized as being a ministry within the church. This necessitates schools and institutions being central to the missionary vision of the church. They will be in constant interaction with the local faith community and other educational bodies and services, as well as the local and universal church. The forthcoming Christian school and institution will be defined as a place of learning. Education will be shaped and nurtured by Christian philosophy, will possess a clear enlightening vision and be manifested in valued, goals and outcomes that are aligned. Christian education in and through the life of the church will be defined as a community of care, and place where individuals belong, are welcomed and nurtured. While reflecting respect and dignity for each person, the school will provide an inclusive and supportive environment in which each person can develop knowledge skills, attitudes and values. It may be characterized by an inclusive and outreaching culture. The Christian school and institution will embrace the inclusive model of learning by being an open, relation-centred community which respects all. It will be an environment where quality teaching and learning occurs, being shaped and directed by a philosophy based on Christian living. Overall, Christian education will be defined by its practice of continuous improvement through renewal. Learning institutions will renew themselves through action and reflection with informed educational priorities and processes. It will be a place of edification and erudition for the communitys young and a source for enrichment and development for societys seniors.  [9]   What are the strengths that you expect to bring to the role of teacher, and what are the areas that you most need to work on in developing your role as teacher in educational ministry? The relevant strengths that need to be brought to the role of teacher are a demonstrated commitment to a Place of Learning through educating the whole person, recognising developmental stages and individual differences, providing a relevant curriculum within a Christian context, nurturing life-long learning, fostering links to the broader community and reinforcing positive partnerships. The areas that need to be worked on in developing the role of the teacher in educational ministry are advanced by the undertaking of relevant professional development. This may be realized through supporting growth in the sacramental consciousness of the whole educational community and the promotion of academic excellence. In conclusion, the intention of this essay has been to reflect on what arises from ones Christian education background with view to the praxis of Christian teaching in the future.  [10]  Subsequently, it can be seen that Christian education commences with the individuals relationship with God and the manifestation of Jesus through the person to the community as a whole. Importantly, faith must be lived in order to throw light into the souls of those darkened by secular insecurities. Moreover, that the educational ministry of the church is the demonstration of the joint efforts of individual and communal growth based on Christian life, and articulated within a Christian faith practice. The role of the teacher in educational ministry is to foster the character of Christian education through informing, forming and transforming. As Jack Seymour notes in Mapping Christian Education, Christian education is a conversation for living, a seeking to use the resources of the faith and cultural traditions to move into an open future of justice and hope.  [11]  

Pro-Choice vs. Pro-Life: No Correct Answer Essay -- Abortion, Argument

Abortion is the ending of a pregnancy before birth; it causes the termination of the embryo or fetus inside the women. There are two different types of abortion, a spontaneous abortion, which is also known as a miscarriage, and an induced abortion, where the embryo or fetus is purposely removed from the women’s body. The topic of induced abortion has been widely debated for hundreds of years. The issue of abortion was argued way back in the time of the ancient Hebrews. In the United States it became illegal around the mid 1800’s and not until the 1960’s was the argument for the right to abort brought back to the table. In 1973, the Supreme Court case â€Å"Roe vs. Wade† made abortion legal. The case stated that abortion was legal in the first trimester (three months) of pregnancy (O’Brien par. 17). Since that day over 30 years ago, there have been many cases in which abortion has been disputed. Congress has passed many laws restricting abort ion rights, including in cases such as Webster vs. Reproductive Health Services and Stenberg v. Carhart (O’Brien par. 18). There are many other cases like these and each time is seems more likely that a woman’s right to choose could be overturned (â€Å"Reproductive Rights† 26). There are many different ranges of beliefs about the morality of abortion, whether or not one should have an abortion, and under what conditions the termination of pregnancy is acceptable. Many argue at what point in the process of pregnancy a human person comes into existence. People disagree about whether anything from an ovum to a fetus is a form of human life. No person knows this information, but it is debated among the two major sides on this issue. The first side are those that believe abortion should be forb... ...e right path to choose, if in fact I would become pregnant at this age. I feel that I should have the right to decide freely and responsibly when and whether I have a child. I feel very strongly about this issue, and because of that I am very biased to the arguments that the pro-life groups make. Neither argument is right or wrong, but I feel that the pro-choice side presents their arguments in a better manner. The pro-choice gives arguments such as legal abortion eliminates many of the illegal abortions that used to take place, where pro-life presents arguments like, abortion is murder. They don’t give examples of how abortion is harming the world, other than reasons of value. They also present less arguments than the pro-choice groups do. Abortion is an issue that lacks objectivity and is more of a decision of ethics. There is no right or wrong answer.

Extortion of the Jamacian People :: essays research papers

INTRODUCTION According to the 2006 edition of Microsoft Encarta published by Microsoft Corporation terrorism has existed for at least 2000 years and is likely to remain a fixture on political agendas, both locally and internationally for years to come. This practice provides unproblematic means by which the weak can meet head-on with much stronger opponents. It consequently has an enduring application to the alienated and the disenfranchised, the aggrieved and the rancorous, the powerless and the would-be powerful. This word itself brings trepidation and anyone who is dubbed a potential terrorist gives the impression of being hazardous. Terrorism, which is the unofficial or unauthorized use of violence and intimidation in the pursuit of political aims, has been chosen the theme for this portfolio. The topic of this writer will be extortion, which is a form of terrorism, how it affects the lives of Jamaican people and the parts the so-called â€Å"dons† play in this brutal act. This writer is impelled to magnify the main points surrounding this matter and to craft a healthier understanding surrounding the driving force behind people’s pathway of being an extortionist. This writer is determined to release the cages that are infrequently released from around the less discussed areas of this topic. It can be assured that after having a look at this portfolio the reader/readers will have a better understanding of extortion and how it affects the lives of the Jamaican people. I chose this topic because of my love for the ghetto and the pessimistic impact extortion has had on the lives of the ghetto people and also to expand my knowledge on the topic. As a prospective businessperson it give me the opportunity to amplify my knowledge about the possibility of extortion. This writer in exploring the selected topic experienced a lot of challenges: Time – Being a Seventh Day Adventist my Saturdays were off. Therefore the only access to books was in the school library. Due to the structure of my time table a lot of problems were faced in having adequate access to the library facilities at my school. Resources – A lot of effort was being placed on finding information on the topic. This was the most challenging part. I trust that this phase of my study will be very entertaining yet informative to all those who read.

Essay --

From the late 1800s and early 1900s immigrants saw the United States as a golden opportunity for success. Between 1880 and 1930, over 27 million new immigrants arrived, mainly from Italy, Germany, Eastern Europe, Russia, Britain, Canada, Ireland, and Sweden. This period in American history caused great change in culture of the neighborhoods and cities humanitarian movements that helped assimilation, laws surrounding immigration, and educational reform. Many factors in other country’s pushed immigrants to the new world. In Italy, many southern farmers had been struggling at the mercy of wealthy land owners and had to face declining health conditions. In Ireland, a great potato famine left the country in utter despair. Jewish immigrants, particularly from Russia, fled to avoid religious persecution. Everyone had their reasons for coming, whether it be expectations of economic success or for freedom, and the American Dream. However, most immigrants were not greeted with success and fortune as they expected upon entering the United States. In reality, many economic, social, and political conditions caused early American immigrants to endure great struggle in order to shape what became a thriving country. The new immigrants arrived imagining the United States as a land of freedom, where people worshiped as they pleased, enjoyed economic opportunity, and had been emancipated from the oppressive social hierarchies of their homelands. However, these new immigrants had no intention to permanently stay in the United States. Most expected to hit gold and promptly return to their homelands. Upon arrival, immigrants began to pile into cities which quickly became overpopulated. Lack of appropriate housing and generally having little money m... ...ng of the 20th century forever changed America. Many of these immigrants came to the country expecting to find the streets paved with gold, and opportunity knocking at their door. However, an evolving system of labor greeted these immigrants, and they were often forced to adjust to unfavorable working conditions and wide spread discrimination. Laws put into legislation further restricted the lives of these people making it even more difficult to assimilate to the American way of life. These hard working men and women truly exemplify the spirit of excellence and effort for without them, we would not be where we are today. Their contributions to society were numerous, and the effects of that era revolutionized the urban landscape of the United States. Immigrants are truly an example of what hard work and determination can achieve when a group of people stick together.

Black & Economic Structure

1) Malcolm X spent much of his life fighting for equal rights for African Americans. Like others, Malcolm suffered from discrimination, economic suppression, and violent acts at the hands of the whites. Throughout his life, he could not escape the atmosphere of racial prejudices, as it existed everywhere from his welfare agencies to school and his family relationships. Although some form of equality exists today, many African Americans males are still continuously trying to establish themselves in society. As a young boy Malcolm participated in activities where he experienced little freedom. Malcolm was ranked number one in his class and elected class president, which shows that the school system allowed him to succeed to an extent. Malcolm had a dream of becoming a lawyer, but his English teacher quickly rejected his dream and told him he should become a carpenter, which demonstrated that whites were willing to allow black success only to a certain degree. Malcolm eventually came to an understanding that white society allowed progression when doing so did not threaten the established order of white society. Throughout his life Malcolm was seen as a â€Å"pet, mascot, and pink poodle,† which excluded him from society. He was a black student in a predominantly white school who was like a poodle in a family. He was seen as a submissive creature that represented no real threat to anyone. He was portrayed as white society’s model for how blacks should act, but white society didn’t see him as a human being in his own right. Malcolm realized that no level of accomplishment or esteem would break down the essential barrier to his acceptance and success in society. White oppression stripped him of the power and independence a normal man would experience. Although Malcolm experienced great amounts of discrimination, he was still able to succeed and become Minister Malcolm X and lead many civil rights events. In society today, the prototypical black male experience in America is extremely comparable to the life of Malcolm X. Most black men are looked down on because of the various stereotypes that exist in our society today. Many believe that if black men aren’t athletes or rappers, or if they aren’t washing dishes or waiting tables, they have no purpose in society other than being seen as inferior. Each and every day a black man experiences discrimination, but the black men who have goals and aspirations will be the ones who will make a difference like Malcolm X did. Malcolm lived through a rough time, but he still managed to make it as can every other black man in the world. ) Like Malcolm X, Washington too envied the lives of white dues to the simple fact that there was absolutely no limit placed on his or her dreams and aspirations. During his years of adolescence, Washington was very aware of what it meant to be a black man in a white society. With this knowledge, Washington was very optimistic and assured himself that whatever dreams or goals he would accomplish would be the result of hard work and persistence. Washington wrote, â€Å"I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed. Out of the hard and unusual struggle through which he is compelled to pass, he gets a strength, a confidence, that one misses whose pathway is comparatively smooth by reason of birth and race. † (Washington, 1901, p 39). Washington believed that if blacks strove to be impressive and distinctive they would be accepted in society. He believed that being black or any race other than the majority was an advantage because there was a better chance of achievement due to the fact that one would constantly try to overcome any obstacles. He believed that through proof, blacks would be connected with the white society. Alongside assisting African Americans in attaining economic success, Washington also had accomplishments in the field of education, in becoming the first black educator at the Tuskegee Institute. Washington was very concerned about forming connections within both the black and white communities, and achieved his goal. I believe his argument is still valid for those who actually want to make something of themselves in life and are willing to go above and beyond in doing so. Unfortunately black males are not always hardworking and persistent in trying to accomplish a goal. They tend to take the easy way out, and in doing so end up with the mediocre jobs unless they are playing professional sports or apart of an entertainment industry. Like Washington said success comes with overcoming obstacles, and I do not think blacks are willing to overcome the many obstacles they would have to face in order to become established. With the many stereotypes of black men, I do not think success would be as easy for the black man because they are already looked down upon from the beginning. ) In recent years, terms such as crisis, at-risk, insignificant, and endangered have been used with increasing regularity to describe the troubles and conditions of black males. The grounds for using such harsh descriptions of conditions that black males face is provided by a broad range of social and economic indicators, all of which point to the undeniable fact that large numbers o f individuals who fall within these two social categories, black and male, are in deep trouble. Many perceive black men as being violent and aggressive law breakers regardless of their true nature. It doesn't stop there. Some stereotypes of Blacks include being arrogant, athletic, devious, dirty, dishonest, drug addicts, incompetent, inferior, lazy, unintelligent, noisy, passive, poor, primitive, untrustworthy, and violent, and â€Å"having rhythm. † Some black men have some of the same goals and aspirations as the white man, but they too have a deep fear of rejection due to the discrimination they continue to experience in their daily lives. When the black man continuously gets rejected he is eventually going to subject himself to activities just to make ends meet, or he is going to start to believe the stereotypes set out for him. When you have a large group of black men in a society that rejects them, they are going to feel like they have no chance at success, and therefore they will feel like they have nothing to lose. With nothing to look forward to, they are going to unconsciously want to destroy their surroundings. Throughout Malcolm’s he was seen as inferior, and eventually began to feel more like a â€Å"mascot† or pet than a human being equal to those around him. Malcolm had dreams of becoming a lawyer, but his teacher instead told him he should be a carpenter. One of his Malcolm’s teachers laughs at him and tells the class that â€Å"though the slaves have been freed, black people are still lazy and dumb. † When an adult says something like that to a child, the child is more than likely going to believe the teacher and begin to think of him or herself as being lazy and dumb. If a child begins to believe this negative stereotype, their performance in school could be effected, and cause them to drop out. If they drop out they may begin to deal drugs or commit robberies and end up in jail. Dealing drugs or being incarcerated is the perception whites have for blacks today. Media also has a negative effect on portrayal when it comes to representing an entire race of people. No two people are exactly alike no matter what race they come from so there is no way one film can represent all peoples. Unfortunately, many people believe that a certain depiction of black people characterizes all black people, which is certainly not the case. This is very dangerous because this perpetuates stereotyping and discrimination. Any form of media, whether it be a film, TV show, etc. , black males tend to play the role of the poor black man who lives in poverty and usually belongs to a gang. He usually has no goals, and has a mediocre job if he has one at all. They usually dress in baggy jeans with long shirts or â€Å"hoodies† and wear timberlands or sneakers. In media, blacks aren’t usually portrayed positively, and even if they were, many wouldn’t believe that is how blacks really live their lives. For example, In The Fresh Prince of Bel-Air, the Banks family is very well off, but many wouldn’t believe that all blacks are well off because 95% of the time blacks are being potrayed as being a threat to society. 4) LaLee's Kin: The Legacy of Cotton shows the disadvantaged life of residents living in the Mississippi Delta. The documentary shows how living in poverty and the lack of education still effects the lives of many living in Mississippi even though slavery has been over now for hundreds of years. The main character, Laura Lee (LaLee) Wallace, was an illiterate 62-year-old woman who had been living all her life in Tallahatchie County, Mississippi. She had one surviving son, nine daughters, 38 grandchildren and 15 great-grandchildren. On a daily basis she encountered many difficulties from raising her grandchildren to receiving news about her son continuously being put in jail. LaLee received $494 from her disability benefits and sold home cooked meals to workers at the cotton factory to make more money to keep the children clothed and fed. In the movie LaLee said, â€Å"I cry sometime, I pray sometime, I sing sometime. † LaLee and her grandchildren struggled each day in trying to take care of each other. The images of barefoot children playing on abandoned cars outside dilapidated motor homes, and of families who get water for drinking and washing by filling plastic jugs from a hose were unbelievable because it took you back to the times of slavery when slaves really had to wash themselves with dirty water or walk around barefoot. One of LaLee’s grandchildren, nicknamed Granny was a very attentive and intelligent in school, but her grades began to fall due to the fact that she had household chores and had to care for her younger cousins or siblings which left little time for education. Paralleling LaLee's struggle was Reggie Barnes, the superintendent of the West Tallahatchie schools, who continuously struggled in trying to raise school standards, bring in qualified teachers and obtain school supplies. If Barnes failed to raise the school from its current Level 1 status to a Level 2, the state of Mississippi has threatened to take over. Barnes and his faculty opposed this because they knew the state would not address the special needs of the children. With the illiteracy of the parents of the families of the children the children most likely will never be able to get a great education which will leave them illiterate when they get older. In LaLee’s family the cycle of living in poverty and lacking education is evident, which makes it seem like slavery still exists to this day.

Language Is the Mirror of Society

Preamble: Sociolinguistics is the mirror of society. It is not presupposed. We have to mention some important feature and information to justify the comment. To prove this we should clarify some initial terms before discussing further. Sociolinguistics: Sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society. Sociolinguistics differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter's focus is on the language's effect on the society. Sociolinguistics overlaps to a considerable degree with pragmatics. It is historically closely related to linguistic anthropology and the distinction between the two fields has even been questioned recently. It also studies how language varieties differ between groups separated by certain social variables, e. g. , ethnicity, religion, status, gender, level of education, age, etc. and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place, language usage also varies among social classes. The social aspects of language were in the modern sense first studied by Indian and Japanese linguists in the 1930s, and also by Gauchat in Switzerland in the early 1900s, but none received much attention in the West until much later. The study of the social motivation of language change, on the other hand, has its foundation in the wave model of the late 19th century. The first attested use of the term sociolinguistics was by Thomas Callan Hodson in the title of a 1939 paper. Sociolinguistics in the West first appeared in the 1960s and was pioneered by linguists such as William Labov in the US and Basil Bernstein in the UK Society: A society, or a human society, is a group of people related to each other through persistent relations, or a large social grouping sharing the same geographical or virtual territory, subject to the same political authority and dominant cultural expectations. Human societies are characterized by patterns of relationships (social relations) between individuals who share a distinctive culture and institutions; a given society may be described as the sum total of such relationships among its constituent members. In social sciences, a society invariably entails social stratification and/or dominance hierarchy. Insofar as it is collaborative, a society can enable its members to benefit in ways that would not otherwise be possible on an individual basis; both individual and social (common) benefits can thus be distinguished, or in many cases found to overlap. A society can also consist of like-minded people governed by their own norms and values within a dominant, larger society. This is sometimes referred to as a subculture, a term used extensively within criminology. More broadly, a society may be described as an economic, social, or industrial infrastructure, made up of a varied collection of individuals. Members of a society may be from different ethnic groups. A society can be a particular ethnic group, such as the Saxons; a nation state, such as Bhutan; or a broader cultural group, such as a Western society. The word society may also refer to an organized voluntary association of people for religious, benevolent, cultural, scientific, political, patriotic, or other purposes. A â€Å"society† may even, though more by means of metaphor, refer to a social organism such as an ant colony or any cooperative aggregate such as, for example, in some formulations of artificial intelligence. Language: The word â€Å"language† has two meanings: language as a general concept and â€Å"a language† (a specific linguistic system, e. g. â€Å"French†). Languages other than English often have two separate words for these distinct concepts. French for example uses the word langage for language as a concept and langue as the specific instance of language. When speaking of language as a general concept, several different definitions can be used that stress different aspects of the phenomenon. Language, The Social Mirror: Language is a multi-faceted phenomenon. For Chomsky, language is the human essence, a mirror reflecting the natural creativity of the mind. However, language, with its rich variation, can also be seen as a mirror reflecting the miscellaneous nature of the society or the distinct locality of a culture. In her book, Language, the Social Mirror (1982), Chaika states that language and society are so closely intertwined that it is impossible to understand one without the other (p. 1). The mutual dependence, mutual influence, and mutual shaping between language and society are inevitable. Similarly, language and culture are intimately interrelated. Instead of thinking of language and culture, Duranti (1997: 336-7), following Harry Hoijer (1953), suggests that we should think of language in culture. He further states, the linguistic system interprets all other systems within the culture. To expand this idea, we could say that language is in us as much as we are in language. This statement reminds us of linguistic relativity contained within the Whorfian Hypothesis, and at the same time suggests that language is a mirror of the society as well as culture . The following sections will look at language from a socio-cultural perspective, and point out the implications of this outlook on foreign language teaching. Language from a Sociocultural Perspective: In theoretical linguistics, uniformity is the norm; for a formal theory of language intends to reveal the regularity of forms and rules. Toward this end, linguistic data are limited to sentences (as the biggest linguistic units) taken from standard language. Generative Grammar is a perfect example of theoretical linguistics. By contrast, in the study of language in its sociocultural context, best represented by Sociolinguistics and Ethno linguistics, variation is the norm. As noted in passing, linguistic variation is better known as linguistic relativity. In the latest development of the discipline, there has been a pull-and-push tension between relativity and universality in the study of human language. In terms of degree, setting the chronological order aside, linguistic relativity is partly visible in Saussurean structuralism, quite visible in the Bloomfieldian school, highly idealized in the Humboldtian framework, strongly dominating in the Boasian tradition, and well established in the Sapir-Whorf Hypothesis. In our opinion, linguistic relativity is best captured by the neo-Bloomfieldian postulate: Every language is unique, structurally and culturally. Going back to the study of language in its sociocultural context, we believe that the most fruitful discussion of linguistic relativity should be related to linguistic universality. The notion of universality is very popular in the Chosmkyan school, but less popular in the Greenbergian school. The former, formulated in the theory of Universal Grammar, is essentially universality in micro-linguistics, mostly pertaining to abstract syntax. The latter, formulated in Universals and Typology (Comrie 1989), is universality measured across universal parameters in phonology, morphology and syntax, resulting in typologies across languages. While the approach in the former is more theory-driven and the approach in the latter is more data-driven, both the Chomskyan and Greenbergian schools are confined within the domain of context-free linguistics. Therefore, both types of universality are inadequate for the purpose of explaining linguistic relativity in context bound linguistics. To raise the matter of language and society we should discuss the relativity from linguistic perspectives. To the best of our knowledge, the most appropriate universal parameters to explain linguistic relativity are those proposed by Clark & Clark (1977: 516-17), a rather obscure reference since they are not theoretical linguists but scholars in Psycholinguistics. In fact, Clark & Clark do not give much elaboration to their parameters. Despite the marginal position of the following parameters in linguistic theory, they should prove very useful in explaining linguistic relativity. Universals in Human Language: a. Every language is learned by children. b. Every language is spoken and understood by adults easily and efficiently. c. Every language embodies the ideas people normally want to convey. d. Every language functions as a communicative system in a sociocultural setting. These universal parameters seem to be observation-based and hence empirically verifiable; and they are on par with the laymans definition of language, i. e. , language is a means of verbal communication. Not the structural feature but the functional nature of language is presupposed in each of these parameters. The question is: how do these universal parameters explain linguistic variation? Parameter (15) a implies that L1 acquisition is part of cultural transmission, or from the Chomskyan perspective the exposure of the LAD to primary language data. In acquiring their L1, children simultaneously acquire the sociocultural values. Parameter (15) b is true with mono-level languages, like Indonesian or English, but not necessarily true with multi-level languages, such as Balinese, Javanese, or Sundanese. It is observed that the mastery of Javanese varies considerably across speakers: all of them are fluent speakers of the ngoko low form, but not many of them, particularly among younger generations, are fluent speakers of the krama high form. The picture of prosperous society can be seen from this variation and the force is language. Parameter (15) c is universally true at the functional level, but variation occurs at the structural level and in the manner of conveying ideas. Parameter (15)d, like (15)c, is universally true with reference to a language as a whole communicative system, but languages vary structurally across cultures. The neo-Bloomfieldian postulate stated above (i. e. , every language is unique, structurally and culturally) modifies parameters (15)c and (15)d. Language as social network Language is a social phenomenon. Because language arises naturally and inevitably in all human groups, linguists study not simply the sounds, grammars and meanings of the world’s languages, but also how these languages function in their social settings. Many linguists believe that humans are genetically programmed to learn language, but it still takes social contact to turn on the switch that makes us talk. Because our social networks tend to be complex, we all use multiple versions of our native language. We may speak differently when we’re with friends, relatives or strangers; when we’re at home, in school or on the job. The context of communication — its purpose and audience — determines whether our words are spoken or written, formal or informal, full of slang or technical jargon, off-color, colorful, or colorless. The social context of communication also affects the degree to which our language approaches or avoids the norms of correctness that our speech community deems appropriate to the occasion. Social contact and social conflict both shape language. Relative changes in language due to social changes Social changes produce changes in language. This affects values in ways that have not been accurately understood. Language incorporates social values. However, social values are only the same as linguistic values when the society is a stable and unchanging one. Once society starts changing, then language change produces special effects. The use of language forms a closed loop, since it is modelled on the loop of projection and introjection. The difference between the two loops is simply that the psychological one is based on individual meanings and the linguistic one on social values. This link between language and social values is one of identity, but only as long as society is static or is evolving slowly. In a static society, the language is the society. Society is its language. The two are one. Language and society are two different systems since the structure within language centres on the static signifier whilst the structure within consciousness orientates on the dynamic signified. In times of stability the dynamic structure of consciousness is put on hold, so linguistic values and social values are one. However, as society changes so the dynamic structure gradually comes into the foreground. Perhaps it is more accurate to put this effect the other way around: as the dynamic structure of consciousness becomes accentuated, so society begins to change. Relative changes in society due to language changes: Language contains traditional values – this is what is implied in the ideas of social conditioning and social learning. In a static society, traditional values are unquestioned. Hence social learning takes the form of social conditioning. Social conditioning is the unquestioned or confused adherence to social norms, and occurs when society is taken to be self-referential. Society is the judge of its own needs. The only circumstance that normally breaks social conditioning in some degree is change. Therefore in a period of fast social change, chaos occurs as social norms are questioned, altered and perhaps even rejected. New norms are slowly generated. This chaos ensures that society can no longer be regarded as being self-referential. In this situation of chaos, language is grasped as being self-referential. Then language is no longer necessarily tied to social reality. In such times, values change as the values within language change and we may witness radical innovation in artistic genres. For example, the nineteenth century saw the focus on art for art’s sake, along with science for science's sake (neither art nor science were to be dependent of values external to themselves, such as social usefulness). Then the problem of grappling with the new possibilities of language produced the dense symbolism of Mallarme. In twentieth-century literary theory the text has become autonomous and self-contained, and/or the reader has acquired total freedom in his interpretation of the text. Language creates society: This relation is not apparent in static societies; it is easy to assume that society antedates language. Even ‘primitive’ societies are no exception. A ‘primitive’ society is one where language use is primitive, and indicates hunter-gatherer tribes – yet a tribe cannot be established until the necessary linguistic signs for authority are created. Society cannot be created until a group of people has some values in common. And values require a language to embed them and articulate them. It is language that brings people together and keeps them together. Language always precedes society. Even in small groups this relation holds: for example, in a political discussion group the people come together because they already have, or want to learn, a common political language. Some models to explain how language interacts with society: Features of society affecting language use and response may be (more or less): †¢ Static: e. g. thnicity, gender, class background †¢ Changing: e. g. education, age, social environment, attitudes and fashions †¢ Situational/contextual: e. g. immediate social situation (workplace, home, recreation, peer group, perceived formality of situation) In studying this wide field of language theory, we will find it impossible to have detailed knowledge of all social categories. We should, however, have a range of examples from different areas as shown above. We should also have a wide body of examples from a smaller range of categories – especially any on which we may be examined. We must be able to comment on language features (relevant to sociolinguistics) in these examples. Shirley Russell takes the first approach in Grammar, Structure and Style (OUP; ISBN 0-19-831179-6), looking in depth at gender, advertising and law only. George Keith and John Shuttleworth Living Language Hodder; (ISBN 0-340-67343-5) take the second – they do not identify any topic within the general subject area, but give copybook examples of how to â€Å"read† a text that embodies attitudes to society in its language use. Relationship between Education and Society To show the relation of sociolinguistics with society from educational perspective we should discuss the relationship between education and society. We have seen education in particular as a means of cultural transmission from one generation to another. The parents are the first teachers of the child and they still maintain an educative function throughout the early and formative years of the child. In most of the developing nations of the world, including Nigeria, parents are responsible for sending their children or wards to school. Since these nations are undergoing rapid socioeconomic and political changes, they witness special problems in evolving the appropriate education system, which will be able to produce the adequate manpower needs in all the segments of the society. Schools are established in many societies of the world so as to instill in the pupils those skill’s which will afford them the opportunity of taking their rightful positions in the society; but this function cannot be adequately accomplished without the assistance of the home because both the home and the school perform complimentary functions in the moral and intellectual development of the child. This means that the child cannot be educated in a vacuum or in isolation. Therefore, for a child to be educated there must be interaction between him and his physical and social environment. By this we mean that education is the development of personality. It is something which goes on both inside and outside the home and in the school. In other words, education is an activity of the whole community. This means that education is used in the transmission of the cultural values. One important implication of looking at education as the transmitter of cultural values is the fact that education can be influenced by the culture of the society in which it takes place. For this reason, one may infer that for a child to be educated, he must be influenced by his environment and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual and his society that the development of personality can be properly understood. We have noted above that education is a means through which the cultural values of a particular society are transmitted from one generation to another. Through this process, the society is able to achieve basic social conformity and ensure that its traditional values, beliefs, attitudes and aspirations are maintained and preserved. Clarks (1948) observed that a general knowledge and acceptance of the ideals and aims of our society is essential for all its citizens, and it must be achieved through education but in a form, which makes it compatible with freedom. So he reconciles the double purpose by saying that admittedly, the purpose of the educative society may be to make men conformable. But overmastering that must be the purpose to make men free. A society needs a stable and dynamic set of values and a, unified purpose. It is when this is ascertained that meaningful economic, political and social programmes can be embarked upon for ~he overall benefits of the citizens. To be a fully developed person in such a society implies full and creative membership of it with powers to change it. Ottaway (1980) contended that the transmission of culture still remains a vital function, and is not to be dismissed as merely conservative in the sense of being old-fashioned. He further observed that our children are potentially the society of the future, which still belongs to the non-social community, and education in this respect can be regarded as a socialization of the young. Education depends on the total way of life of a people in a society. This suggests that the type of education provided will differ from society to society. Besides, each society has her own norms, values and her own ideal persons who stand out clearly for the younger generations to emulate. Since all these societies are not the same, then it means that a man regarded as a hero in one society because of his contributions to educational development of the society may not be regarded as such in another society where education is not given priority in the scheme of their daily activities. It, therefore, implies that children have different people to emulate in different societies. It is logical to expect that the type of education given in each society will change from time to time as the society changes. Many writers have argued that education is one of the causes of social change in the society, but another school of thought is of the opinion, that educational change tends to follow other social changes, rather than initiate them. Ottaway (1980) observed that ideas of change originate in the minds of men; often in the mind of a single man. Exceptional individuals invent new techniques and propound new values for their society. These ideas arise from the impact of men on his culture, but do not change the culture until they are shared and transmitted by a social group. In his own submission, Boocock (1972) noted that societies undergoing rapid social change or modernization have special problems in adapting the educational system to the manpower needs of the world. They often suffer shortages of persons with special kinds of learning in engineering and other technical fields and may have difficulty in keeping persons with valuable skills once they have completed their education. Another area of the relationship between education and society is through the arrangement of the entire society into a hierarchical order that is, through the social structure in which education plays a prominent and significant role in fixing educated individuals into social classes. Ottaway (1980) observed that education is the process of preparing people to fit into this complex social structure and to play particular social roles as members of more than one institutional group. Individuals have to learn to be fathers or mothers, school teachers or civil servants, shopkeepers or priests. They have to learn to keep the law, to understand how they are governed and to be prepared to try and change the social moves when they see that they can be improved. Education as a social phenomenon is also concerned with the preparation of the child for his future occupation in life. This is one of the main economic functions of education and this is in the interest of both the society and the individual. Through education an individual knows the structure of the society and the different types of relationships that exist among those structures in the society. The child is taught how to perform different roles within the social structure in the society. These roles are inter-related. For example, the role of a father is a relational role; a father could be a son to another person. So education allows the child to perform his role adequately within the social structure in the society. In addition, the child is able to understand the network of inter-relationships among the different social institutions that make up the society. Also of importance are the different functions that are performed by each social institution in the society. Like an individual, each institution has definite functions to perform in the society and the functions of each institution differ from one to another even though they are complimentary. Another aspect of the relationship between education and society is in the area of social interaction. Social interaction may be defined as any relation between people and groups, which changes the behaviour of the people in the group. There is a need for social interaction by the child before he could acquire the culture of his society. This interaction in the society is therefore part of the child's education, provided that, that type of interaction brings about positive changes in the child's behaviour in a right direction as required by the educational system. One important point here is that the child has been taking part in group interaction long before he starts to attend school and the most common among these group interactions are within the family and the peergroup. These groups in which the child interacts give him the opportunity to learn from the wider circles in the society. From his social contacts, he learns his roles in different groups and this influences his personality development. Many sociologists have appreciated the relationship between education and society and have concluded that the two are so interrelated. That one cannot draw any line of demarcation between them. It has been observed that the educational system of any nation must be based on the needs and demands of the society and that any educational system that fails to meet the needs, aspirations and ambitions of the society is not relevant and is bound to fail. The educational system of any nation is concerned with, the transmitting of the cultural values of today to those who will live in the world of tomorrow, and contents of education must somehow strike a balance. Dubey et. al. (1984) observed that a good educational system, in all its full substance and ramifications, is related to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structure, stratification and other institutions of the total social system. Finally, education has to fulfill both the individual's needs and those of the society and must keep pace with other sub-systems in the society, as both variables are inter-related. Economy affects by language and society: By trying to detect evidence of the presence of the principle of linguistic economy in Early Modern English works, it was noted that most of the texts scrutinized and dealt with in this paper present the English language as a simple language to learn, made up of easy expressions and governed by few grammatical rules, which have undergone, in the course of many centuries, an ven more conspicuous simplification:  «the English Language is perhaps of all the present European languages by much the most simple in its form and construction This characteristic results from gradual linguistic changes, but it can also be traced back to the very nature of the English language and its speakers; English people are depicted as savers ( «we are a people very sparing of our wo rds, and even of our syllables »: White 1761:29), who avoid excessive efforts to communicate:  «we have a fondness for Abbreviations, and that fills our language with many Monosyllables » (Collyer 1735:68). Moreover, the monosyllabic nature of the lexicon is often underlined:  «monosyllables are very numerous in our English Tongue, that. s why it is an easy Tongue to write and to speak » (Aickin 1693:30). A lot of remarks concern the use of several abbreviations, or the lack of morphological endings that usually indicate syntactic connections, or again the purity and elegance of its construction, all aspects that indicate economy and saving as beneficial, almost peculiar characteristics of the language. Some of the most important aspects coming out of the analysis of the texts will be now considered and investigated, in order to emphasize the presence or the absence of the concept of economy in the observations collected; the related comments will be classified by linguistic levels. Conclusion: The whole discussion brought the vicegerency of language, society, economy, education, culture and so on among them. One is representative of another. Overall contributions make the society and sociolinguistics analyze the role of each individual element. We can strongly take apart to accept sociolinguistics as the mirror of the society. REFERENCES †¢ Wikipedia, the free world encyclopedia. †¢ Ronald Wardhaugh: An Introduction to Sociolinguistics. †¢ Becker, Alton L. 1995. Beyond Translation: Essays toward a Modern Philology. Ann Arbor: The University of Michigan Press. †¢ Brown, Douglas H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents. †¢ Brown, Penelope & Levinson, Stephen C. 1987. Politeness: Some universals in language use. Cambridge: Cambridge University Press †¢ Chaika, Elaine. 1982. Language the Social Mirror. London: Newbury House Publishers, Inc. †¢ Chaudhary, Nandita. 2004. Listening to Culture: Constructing Reality from Everyday Talk. New Delhi: Sage Publications. †¢ Chomsky, Noam. 1972. Language and Mind (Enlarged Edition). San Diego: Harcourt Brace Jovanovich Publishers. †¢ Clark, Herbert H. & Clark, Eve V. 1977. Psychology and Language: An Introduction to †¢ Psycholinguistics. San Diego: Harcourt Brace Jovanovich, Publishers. †¢ Comrie, Bernard. 989. Language Universals and Linguistic Typology (second edition. ) The University of Chicago Press. †¢ Duranti, Alessandro. 1997. Linguistic Anthropology. Cambridge: Cambridge University Press. †¢ Finochiaro, Mary. 1974. English as a Second Language: From Theory to Practice. New York: Regents Publishing Co. †¢ Blakemore, K. and Cooksey, B. (1981). A Sociology of Education for Africa. London: George Allen & Unwin. †¢ Boocock, S. (1972). An Introduction to the Sociology of Learning. New York: Houghton Mifflin. †¢ Clarke, F. (1948). Freedom in the Educative Society London: University Press. †¢ Dubey, D. L. et. al (1984). An Introduction to the Sociology of Nigerian Education. London: Macmillan. †¢ Durkheim, E. (1961). Moral Education, English Translation. London: Free Press. †¢ Havighurst, R. J. (1960). Education, Social Mobility and Social Change in Four Societies. Homewood, III: Dorsey Press. The assignment prepared and submitted by the following students:- |SL |Full Name |Batch |Full ID No. | |01 |Md. Harun-or Rashid |4th |BAEEM04081007 | |02 |S. M. Ahsanul Karim |4th |BAEEM04081004 | |03 |Khandakar Mahbul Alam |4th |BAEEM04081004 | |04 |Iqbal Hosen |5th |BAEEM05082004 | |05 |Arshadul Haque |6th |BAEEM06083001 | |06 |Kamruzzaman |6th |BAERM05082078 | |07 |Nazrul Islam |4th |BAERM01081004 | |08 |Md Abul Kalam Azad |7th |BAEEM07091013 | |09 |Md. Mahfuzur Rahman Hydar |8th |BAEEM08092003 | |10 |Md. Abu Taher |7th |BAEEM07091007 | |11 |Md. Niaz Morshed |7th |BAEEM07091060 | |12 |Md. Faruk Hossain |7th |BAEEM07091023 | |13 |Md. Mun-uddin |7th |BAEEM07091006 | |14 |Rafiqul Islam Akanda |10th |BAERM10101015 | |15 |Mohammad Mamun Miah |10th |BAERM10101046 | |16 |Md. Asad Ullah |10th |BAERM10101045 | |17 |Md. Rosul Amin |4th |BAEEM04081002 | |18 |Md. Ujjal Sheikh |6th |BAEEM06083005 | |19 | | | | |20 | | | | |21 | | | | |22 | | | | |23 | | | | |24 | | | | |25 | | | | |26 | | | | |27 | | | |