Malcolm X Essay Example for Free

Malcolm X Essay During the 1960’s, the powerful speeches spoken about equality by two men about black empowerment, ultimately lead to them to their deaths. The words spoken by Martin Luther King Jr. and Malcolm X were so strong and influential, helping them gain great audiences and followers. King preached out over the â€Å"brotherhood† among races, and the importance of non-violence. Malcolm X, also advocated for the end to segregation, but emphasized the needs for blacks to become independent of the white man, and stand up for themselves. Both King and Malcolm X had similar goals in their minds, but took distinct paths to attain those goals. Both of their many speeches varied with great distinction. While the content and underlying ideas of the speeches may have different examples and ideas, they both use many common literary devices and rhetorical strategies to attain their audience’s attention. It is through Malcolm X’s use of emotion, together with the use of other strategies, that he ultimately created a more passionate influence on his audience. The early lives that these men lived had much influence on how they would later view racism, and speak out on segregation. Martin Luther King Jr., born Micheal Luther King Jr., was raised with a middle-class family, where his mother and father stressed the importance of obtaining an education (Martin). Malcolm X, born Malcolm Little, came from a place filled with fear and danger, where the â€Å"Klansmen shouted threats and warnings [about how] ‘the good old Christian white people’ were not going to stand for [his] father’s ‘spreading trouble’† (X, Malcolm and 1). Malcolm’s early childhood experiences would be there to haunt him for the rest of his life. The experiences that these men encountered at a young age, planted the seeds to how they would flourish into the voices of the oppressed African-American people, and the ways in which they would deliver their speeches. Malcolm X, was furious at the idea that whites where trying to keep b lacks in their place, and were the reason why equality was still not being achieved. From a young age, Malcolm had suffered the effects of racism, never forgetting his eighth grade teacher telling him that â€Å"[he had] to be realistic about being a nigger. A lawyer- [that was] no realistic goal for a nigger† (X, Malcolm and 38). X, an intelligent student sharing similar dreams as King of becoming a lawyer, where soon shattered, causing him to drop out of school, and turn to drugs in order to get money. After being in jail for six years, Malcolm finally turned to Allah, where he began preaching black supremacy, and the separation between blacks and whites. Martin Luther King Jr.’s most prominent â€Å"I have a Dream† speech is lucid with its use of emotion, and all ­usion. King argues that African-Americans are not free according to the rights outlined in the United-States constitution. King not only presents his argument to the African-American community, but rather to all Americans, white and black. King delivers his argument successfully through his use of ethos. Throughout the speech, King alludes to his Christian morals, speaking out on how, â€Å"one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; and the glory of the Lord shall be revealed and all flesh shall see it together† (Luther King). King acknowledges the fact that the majority of his audience believes in Christianity, therefore understanding the allusion to the bible. Finally, King refers to his audience as â€Å"his people.† This implies that King sees his audience equal and also it shows that not only the black people are â€Å"his people.† King presents his argument towards freedom, strategically placing emphasis on his moral authority. Malcolm X, flustered by King’s peaceful approach to obtaining African-American rights, wrote, â€Å"The Ballot or the Bullet,† as a direct response to King’s famous â€Å"I Have a Dream† speech spoken only a month before. Like King, Malcolm appeals to the emotions of his young black audience, stirring them with anger; and simultaneously, striking fear into the minds of his white listeners. Malcolm’s goal for this speech was to persuade his audience to take action into their own hands and bring about a serious long lasting change. â€Å"The Ballot or the Bullet† begins with Malcolm’s attempt to connect with his audience. He begins by greeting both his friends and enemies speaking out, â€Å"I just can’t believe everyone in here is a friend and I don’t want to leave anybody out† (X, Malcolm. Speech). X, immediately grab s the attention of his audience by, identifying with them, also putting aside religious aspects and focusing on simply â€Å"working together and putting aside their differences to fight for their rights† (Critical). As Malcolm continues delivering his speech, his use of repetition keeps his audience aroused with anger. X repeats, â€Å"I am not†¦Ã¢â‚¬  allowing his audience to identify with him, especially when he says that he is â€Å"not an American, but a victim of Americanism† (X, Malcolm. Speech). Here, Malcolm has fallen victim to racism. When X refers to â€Å"Americanism† he refers to things the United States is guilty of, like sexism, racism, and the power that the government has over people. In this quote, he doesnt feel like a citizen of America anymore, although he should. He is equal to everyone else, but is treated otherwise just because he is African-American. The strong and powerful words that these two men spoke out will always be remembered in the history of the civil rights movement. Although King is a heroine in the eyes of the movement, his methods of obtaining a change were very amicable. It was Malcolm X’s strong militant diction, and his power to stir the crowds’ emotions that helped him instill more passion in what he was arguing for. X’s approach may have arisen from his catastrophic childhood, instilling him to speak out on black supremacy, and the liberation from having the government having control over them. Nevertheless, King’s approach allowed him to gain more followers, but it was Malcolm X’s rage against the white man, that allowed him to create a more passionate audience. Works Cited Boyer, Paul S. The Turbulent Sixties. The Enduring Vision: A History of the American People. Lexington, MA: D.C. Heath, 1990. Print. Biography. Martin Luther King -. N.p., n.d. Web. 24 Sept. 2012. . Critical Analysis: The Ballot or The Bullet. Socyberty. Web. 02 June 2012. . Luther King, Martin. Speech. I Have a Dream. Washington D.C. 28 Aug. 1963. American Rhetoric. Web. 02 June 2012. . Malcolm X. Dir. Spike Lee. Prod. Spike Lee. By Spike Lee and Arnold Perl. Perf. Denzel Washington, Angela Bassett, Albert Hall, and Al Freeman. Warner Bros., 1992. DVD. Martin Luther King, Jr. SparkNotes. SparkNotes. Web. 05 June 2012. . X, Malcolm, and Alex Haley. The Autobiography of Malcolm X. New York: One World/Ballantine, 1992. Print. X, Malcolm. Speech. The Ballot or the Bullet. Cory Methodist Church, Cleaveland. 3 Apr. 1964. Social Justice Speeches. Web. 02 June 2012. .

An Analysis of the Epic Poem, Beowulf - Sources for Beowulf Essay

Sources for Beowulf      Ã‚  Ã‚  Ã‚   Many of the characters and episodes and material artifacts mentioned poetically in Beowulf are likewise presented to us from archaeological sources, from literary sources, and from English and Scandinavian records.    â€Å"I suggested in an earlier paper that the Beowulf poet’s incentive for composing an epic about sixth-century Scyldings may have had something to do with the fact that, by the 890’s at least, Heremod, Scyld, Healfdene, and the rest, were taken to be the common ancestors both of the Anglo-Saxon royal family and of the ninth-century Danish immigrants, the Scaldingi† (Frank 60). Scyld, the ancestor of the Danish royal family, the Scioldungas, bears a close resemblance to Skioldr, ancestor of the Skioldungar, although the Beowulf story itself does not occur in Scandinavian literature (Ward v1,ch3, s3, p10). Healfdene and his sons Hrothgar and Halga are mentioned in Scandinavian sources as well; they are identical with the Danish king Hafdan and his sons Hroarr and Helgi mentioned often in The Saga of King Hrolf Kraki. There can be no doubt that Hrothulf, Hrothgar’s nephew and colleague, is the son of Helgi, Hrolfr. And Hrothgar’s son Heoroweard may be identical with Hiorvarr, the brother-in-law of Hrolf in The Saga of King Hrolf Kraki. Hrethric, the son of Hrothgar, may be the same person as Hroereker, the successor of Ingialdr.    Beowulf uses historical sources too. The Heathobard who was predicted by Beowulf to perhaps take vengeance on Hrothgar may be Hothbroddus in Saxo’s Danish History who slew Hroarr (Roe). King Froda in Beowulf and his son Ingeld, Hrothgar’s future son-in-law, correspond to King Frotho IV and his son Ingialdr, both kings of the Danes. In Beowulf the ... ...    Clark, Gorge. â€Å"The Hero and the Theme.† In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.    Cramp, Rosemary. â€Å"Beowulf and Archaeology.† In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Frank, Roberta. â€Å"The Beowulf Poet’s Sense of History.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    The Holy Bible, prepared by the Catholic Biblical Association of Great Britain. San Francisco: Ignatius Press, 1966.    The Saga of King Hrolf Kraki, translated by Jesse L. Byock. New York: Penguin Books, 1998.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000

Observation and Coaching Essay

Much about conversation depends on the rapport between the two parties. As Clutterback explains in his title; â€Å"Creating a Coaching Culture,† the quality of a relationship is determined by the rapport between the two parties in it. A good rapport implies a healthy relationship and therefore a learning conversation. Observations of people in conversation can reveal a great deal about the rapport between them and therefore an insight into the relationship they share. The tell-tell signs will be the body language of the parties in conversation as well as the brief moments of silence they share as part of their conversation. After all 55% of communication is done via our body language and facial expression (Albert Mehrabian – Best Practice in Performance Coaching). Though this task required the observation of the conversation of just a group, I must admit that I had to observer a number of groups in a number of settings before focusing on one. As I carried out these observations, the variations coupled with the literature on the subject brought out very many insights into the power of conversation and the enormity of the focus necessary, as a coach, to execute successfully, a learning dialogue. Staying in control is the ultimate goal and even when going down a slippery slope it is you who would have to determine how far down the slide goes. The Setting In my observations, I discovered that social environment in which the conversation takes place can have a great deal to do with the nature of the conversation. Cafes make for very fast light hearted conversations without much pause or reflection from either parties whilst parks and restaurants allowed for a slower pace of conversation with lots of moments of silence presumably accompanied by deep thought and reflection. The setting also shows disposition to certain types of body language expressed by the parties in conversation. Perhaps it is to do with the pace of the conversation or perhaps the social attributes of the environment. People I observe in parks and restaurants tend to demonstrate more closeness and rapport through their body language than those in cafes would. There were longer moments of eye contact, heavier body contact and more varied facial expressions. This is by no means a scientific conclusion on the impact of the conversational setting on the conversation we have as people but however a cue to pay greater attention to the setting of a coaching session with a coachee. I would imagine, the first step in taking control of the conversation is allowing the setting to be conducive to the objective of the coaching session. As I have noticed in the brief observations I have had, the right setting will allow for the right expressions from both parties and therefore facilitate the depth of the conversation. The danger however is to ignore the casual attributions which may then arise from the cultural dispositions of me as a coach and from the coachee as an individual towards their actions in relation to the environment. Casual Attributions in Conversation The reason why I would like to discuss this at this point is because it plays a lot in our reading, perception and judgement of conversation and particularly body language. The casual attribution theory discusses the reason for the judgement we make on why a person behaves or behaved the way they did. Psychological research on attribution has primarily studied the cause of another person’s behaviour. Attributions are ubiquitous in everyday life and as such are easily overlooked in our everyday conversations. As a coach, I believe it is very important to be acutely aware of the attributions we may place on a coachee’s behaviour or reactions and endeavour to keep an open and non-judgemental mind. This will allow our conversations to be much more forthcoming. Heider (1958) purports that perceivers (a role we would occupy as coaches) seek to attribute fleeting behaviour to stable dispositions. They tend to trace action to dispositions of the actor. In other words, a coach might be caught up in making judgements on the actions of the coachee based on the knowledge the coach has gained on the coachee as a person. This tendency was designated by Ross and Nisbett (1991) the fundamental attribution error. When I reflected on my preference to attribution, I noticed that I have a tendency to gravitate towards individualistic attribution tendencies. As a result to be a better coach it necessitates me to actively seek to balance this. Conversation is a two way process and therefore, awareness of the attributions that the coachee might be predisposed to will be vital. Sometimes the coachee’s action might be a reaction to your action(s) as a coach. It will be important to understand the coachee’s attribution tendencies thereby enabling you not only to manage your expressions (body language) but also to fully understand any actions by your coachee. Miller’s research in 1984 provided evidence that understanding of cultures is imperative in understanding the underlying reactions in conversation. Cultural psychology separates the cultures into individualistic and collectivist with both groups showing different tendencies of attribution. I therefore feel understanding your coachee’s background will be an important step towards achieving a learning conversation. Body Language and Rapport Alebert Merhabian’s theory suggests that when people have a rapport between them, they tend to have mirrored body language (Best Practice in Perfomance Coaching; Carol Wilson p129). This was explicit in my observations. I could tell when both parties exhibit mirrored body language such as leaning towards each other and laughing in tandem. This was a clear sign of the rapport between the parties, a significant indication of the intensity of the conversation. It is my belief that a good rapport between two parties in a conversation will make for easy listening enabling the listener to move up the levels of listening (Carol Wilson p21). The rapport between the two will aid in â€Å"cocooning† the conversation and allow for very minimal distraction. As a coach the objective will be to aim for intuitive listening thus developing a good rapport with the coachee is a step in the right direction. As Carol Wilson explains in her book – Best Practice in Performance Coaching – coaching only truly happens when we listen at higher levels i. e. intuitive listening. On the other hand, contrasting body language in a conversation can be indicative of a negative rapport between the parties in conversation. This might lead to a strained and unproductive conversation. Sometimes, it is necessary to stop and look at the underlying factors for the lack of rapport as opposed to â€Å"forcing† the situation by actively trying to mirror your coachee’s body language. This can at times go right down to the setting or environment or possibly the casual attributions tendencies of both individuals. Summary & Conclusion Much has been written about communication and conversation. It remains a powerful tool in coaching and therefore the greater the understanding we have as coaches, the better we will be able to use the conversation tool in executing our duties. In this report, I have looked at the impact on communication and conversation of three different aspects and seen how I can better prepare myself as a coach. My observations were a great cue towards helping me understanding communication. To attain my ultimate goal of always remaining in control, there are a good number of things to take into consideration. A lot in this report has focussed on the non-verbal aspects of the communication process. During the observation, I remained a good distance from the target group and therefore could not match the verbal communication to the non-verbal patterns that I observed. I am intrigued to know what the relation between the two will be. Are words a reflection of feelings? Are we more likely to control our physical expressions to avoid â€Å"causing a scene† in a public place? Are we mostly acutely aware of our surroundings? These are questions to which we might have no answers but can be used as important guides in analysing and controlling conversation. I have learned a great deal from these observations to make me a better coach. It is very important to understand and interpret non verbal cues in conversation paying particular attention to our own personal attributions as coaches that we might bring into the relationship.

Racism And Yik Yak Improving Education - 2547 Words

Racism and Yik Yak: Improving Education to Curb Social Media’s Prejudice â€Å"We live in two worlds here. The White world and the Black world. And we have to change to accommodate those worlds. My speech even changes† (Hughes). Black students are not abnormal or inferior, but they often feel as if they are while attending Predominantly White Institutions. Robin L. Hughes, an assistant professor, conducted a survey in 2002 at Lone Star University, a Predominantly White Institution (PWI) in the South. This study examined the effects that the racial climate has on both black and white students attending Lone Star University. Hughes found that while the students attended the same university, the students’ perceptions of the university differed. This survey taken in 2002 captured the idea that minority students are at a disadvantage while attending PWI’s and this idea continues to ring true today. Because of social media’s presence on college campuses, racism is brought to the forefront with students turning to anonymous social media apps such as Yik Yak exclaiming that white privilege doesn’t exist, or asking why black people can’t be themselves, believing that the problem with finding one’s identity is a personal problem rather than a societal problem. Yet they ask questions not looking for someone to educate them, but for someone to agree with them, and this in itself fosters a racial divide. But everyone has the right to free speech and we should let it go, right? We can sayShow MoreRelatedThe International Journal Of Intercultural Relations1530 Words   |  7 PagesModern racism is not always so easy to identify, even in the smaller context of the UC campus. It has many sub-categories. It can be intrinsic, extrinsic, real likes and dislikes, familiar and unfamiliar, symbolic, tokenism, arms-length, red-neck and so much more. Each of these attitudes have different causes like fear, distaste and racial arr ogance. These different types of racism also have different modes of expression which can include positive social interactions with diverse individuals. (Baldwin