Marlow’s Narrative Voice as a Rejection of the African People Essay

In â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness†, Chinua Achebe says that â€Å"it is the desire ¬Ã¢â‚¬â€one might indeed say the need—in Western psychology to set Africa up as a foil to Europe† (337). Indeed it is wise for Achebe to make this claim while discussing Joseph Conrad’s Heart of Darkness, a short novel that presents the relationship between Europe and Africa as an entirely one-sided narrative which denies the African people their right to personage. For a majority of the novel, Marlow’s narration of a story goes so above and beyond telling one narrative, that it works toward preventing the African people from developing a voice of their own. Edward Said, in Culture and Imperialism, provides perhaps the most efficient explanation as to how the narrative that Marlow tells in the novel works against the African people: As one critic has suggested, nations themselves are narrations. The power to narrate, or to block other narratives from forming and emerging, is very important to culture and imperialism, and constitutes one of the main connections between them. (xiii) Marlow possesses the power to narrate, and therefore the power to block the African people from possessing their own voice. Achebe is right in saying that Marlow’s depiction of Africa â€Å"projects the image of Africa as ‘the other world,’ the antithesis of Europe and therefore of civilization† (338). However, beyond preventing a narrative from happen through the telling his own, Marlow performs a narrative that works toward creating a separation between â€Å"us†, the Europeans, and â€Å"them†, the Africans (xiii). His narrative, for the benefit of European identity, denies the African people any voice at all in the affairs between the two continents. Therefore, Marl... ...tz has been aligned with by his confrontation of the darkness, the same savagery that ultimately consumes him, finds it’s only voice in his last words: â€Å"The horror! The horror!†, but regardless, Marlow cannot allow them to become a part of the final narrative. He knows better than to allow the voice of a savage, which Kurtz became through becoming so engulfed in the darkness, have a voice in his narrative. Once again, the narrative denies the Africans, even in the voice of a European man, ever from having a voice in a narrative that primarily takes place on their territory. Marlow, as a man of Europe, appears to make the decision as to whether or not tell the intended Kurtz last words, but he knows that he could not since they would be a voice of the Congo. In conclusion, Marlow’s narrative is the narrative of the European city which exploits the African colony.

Compare & Contrats: Lineman Terms

In the electrical construction business, power companies can choose whether to use contractors or their own workers to complete a job. They must consider the size of the job and time frame they have to complete the job. The work habits of contract linemen and Georgia Power Company linemen play a large part in the decision of which group will be the best to complete the job. Lineman use heavy equipment to complete their jobs. An aerial bucket is a truck that has a fiberglass boom, a long scissor like arm, with an isolated bucket attached so that linemen can use it to reach energized electrical lines. Some of these buckets have a special fiberglass arm at the end of the boom with a roller on it, called a jib, which uses a winch to lift heavy objects up to one thousand pounds, called material handlers. Contractors use a two man material handling bucket. Due to strict rules about working two conductors at the same time, Georgia Power lineman can’t work out of a two man bucket so they use a single man material handling truck. The next piece of equipment used by a lineman is a line truck. It has an auger attached to the boom that digs deep holes for the pole to be set. This truck also sets the pole and can lift heavy objects with its winch line, similar to how a crane works. The contractor’s truck has a center mounted boom, which has a seat mounted at the base on the boom. This truck can work the same strength from either side of the truck. Unlike the contractor’s truck, the Georgia Power lineman’s truck is a corner mounted boom, which is located on the rear passenger side of the truck. It has a farther reach off of the passenger side of the truck, but it is not as strong on the driver side of the truck. These trucks have to pull trailers behind them to haul poles around. A contract lineman uses a thirty foot pole trailer which is the standard size used to haul around a large number of poles. The company lineman uses a material trailer that is about fifteen foot long with boxes on the side to hold wire and materials. When they need to haul a pole, the tongue can be extended out to the length needed. This trailer can only haul about five poles at max. Although they use different trucks, the truck’s joysticks and levers all have the same functions. One of the major similarities between a contractor and a Georgia Power lineman is that they both have to follow rules and regulations from the Occupational Safety and Health Administration and the National Electrical Safety Code standards. They both have to wear a harness when working out of the bucket, and wear a body belt, has two d-rings placed at the hips that you attach a strap to, when they are six feet off the ground on a pole or ladder. Both types of lineman must wear rubber gloves while working in the bucket that cover hand up to the elbow. A contractor wears class three rubber gloves. They are rated for thirty thousand volts. Working on the same line, a Georgia Power lineman can wear class two gloves that are rated for twenty thousand volts. The reason for the difference in standards is the amount of cover-up used, which is another way linemen stay protected while working on electrical wires. It is called this because they use it to cover the energized lines. Cover-up is orange colored so that the linemen can easily see it and it comes in many forms. The contract linemen and company linemen use hoses, blankets, and hoods to cover-up the power lines. A hose, sometimes called an eel, is six feet long and slides over the wire to cover around it. A blanket is a four foot square that is used to wrap around the pole, its arms, or insulators. A hood is pre-formed to fit insulators perfectly, but not all linemen use them because they take up too much space on the truck. A contactor does not use the same amount of cover-up as a Georgia Power lineman would. Company linemen have a four step cover-up procedure. First, they must cover the conductors in the order they come to them. Second, before uncovering an energized conductor, all paths to ground must be covered. A ground is anything that an electric current can use to get back to the earth from the wire. Third, before working on a grounded component, all energized conductors must be covered. Last, the cover-up must be removed in the order it was placed. It makes for a little more work for the company lineman, but it keeps them from having to wear rubber sleeves. Unlike the company lineman, a contractor must wear rubber sleeves which start at the top of the shoulder and covers down to the wrist because they don’t use the four rules of cover-up. When the trucks are in an area of energized lines, a contract lineman always has to ground their truck to the pole ground. The truck ground is a copper wire that ties the truck through the pole ground to the system neutral to protect from accidental electrical charge. A power company lineman only has to ground their truck when setting oles and only if there is a chance of an accidental contact to the truck due to a broken insulator or pole. Contractors must do a lot of traveling in order to keep their job; they don’t have a set location to work from. At the power company, a lineman stays at the same headquarters during his career. Since the lineman is at home, the company calls him to work for local power outages. When major hurricanes strike the coast lines, tornados blow away cities, or blizzards freeze a mountain town, both types of linemen can be asked to help restore power to these communities. When a contractor goes out of town, his crew will be the only ones that work together during the restoration. They will meet up with fellow contract lineman only for meals and meetings. As a Georgia Power lineman, you are sent out with your whole region. A caravan of trucks and vans leave the headquarters and travel to their destination together to help restore power to the area. There are also support members from inside the office that travel with the team. While away from home, contract linemen either sleep in a hotel or, on occasion, sleep inside their trucks. The power company linemen have a support team to make sure they get a good place to sleep every night while on the storm group. So the likelihood of having to sleep in their trucks is slim to none. The quality of work differs between the contract lineman and a Georgia Power lineman. A contract lineman bids on the job and gets paid per task they complete. Because speed equals money, a contract lineman tends to rush through work to finish faster. Because he is rushed, the maybe work is unsatisfactory to trained company lineman. Contractors have a saying, â€Å"It looks good to me. You can’t see it from my house. † A company lineman can take his time and do his job safely and this reflects in his work. He takes pride in his work because he can ride around his community and look at project he has worked on. I know firsthand the work habits of a contract lineman and a Georgia Power Company lineman. I worked for contractors for five years before I was hired by the power company. After many years of line experience, I have noticed that my work and safety habits improved after becoming a company lineman. Even though both types of linemen have the same profession, they approach the job in different ways to complete it. A power company chooses contractors over company linemen when it is necessary to stay devoted to a single job they are working on. Company linemen have the responsibility of responding to power outages, and this extends the time it takes to complete the job. The pros and cons of both types of linemen and the time it takes to complete the job are the two major factors that are taken into consideration by Georgia Power Company when deciding which group will be assigned to the job.

Goodnight Mister Tom Essay

Evacuating children to the country was seen as a kind and protective action to prevent them being killed or injured in the blitz. However, for some children, the move could be negative and frightening whilst for those such as William Beech it would prove a beneficial event. When the evacuees first arrive in Little Weirwold it is a massive change for many â€Å"They all looked bewildered and exhausted†. For many children the countryside was quite foreign to them. Tom exclaims to Willie â€Å"‘Ent you never seen a cow?† There are many differences between the city and the country and all need to be adjusted to. The noise level and number of people around are two things that cause Tom to feel â€Å"totally dazed† on arrival in London. All families are unique but although this can be a positive, for some it may prove negative. Despite missing his parents, Zach had a fairly happy time with Dr and Mrs Little. Robert and Christine King were, sadly, made to work too hard to the detriment of their schooling. â€Å"Robert and Christine’s mother †¦ and took them back to London. †¦ she felt they were being used as unpaid labour†. For Willie it was an extremely positive experience. Tom treats him as a caring parent and by the end of the novel – without even thinking – Will says â€Å"I’m sorry, Dad† and Tom is thrilled too â€Å" â€Å"He called me Dad† †¦ overwhelmed with happiness† For a child such as Willie, the contrast between home and Little Weirwold, the contrast between his mother and Mr Tom could not have been more extreme. His mother beat him only â€Å"soft beatings† and saw him as being â€Å"wicked †¦[ enough to be] sent to an ‘ome fer bad boys†. Willie arrives at Little Weirwold his body is covered with the evidence of his mother’s abuse. â€Å"a large multicoloured bruise on his shin and a swollen red sore beside †¦ Willie’s arms and legs were covered in bruises, weals and sores†. Tom, on the other hand, doesn’t â€Å"know nothin’ about children† but does â€Å"know enuff not to beat ‘em and make ‘em that scared.† Little Weirwold is also the place that nurtures Will in other ways. It is where he makes his first friends Zach, Carrie and Ginnie and George. This contrasts sharply with London as there he had â€Å"no friends as such. Bullied and ragged a lot by the kids†. Will’s experience of school and teachers is also vastly different. In London the teacher â€Å"didn’t like† Will and allowed the others to call him â€Å" Sillie Sissie Willie†. Tom patiently teaches Will his letters and at school he is also taught and nurtured by Mrs Black and Mrs Hartridge. The play is an opportunity for Will and once Miss Thorne sees his aptitude, she encourages and nurtures it, asking him to take the role of Scrooge. Overall, the evacuation of London children to the country in the second world war was neither cruel nor kind – for each child it was different. In Zach’s case he was safe in the country but was killed in a bombing when he went back to London. For Willie it was a positive experience in so many ways as he transforms from â€Å"Sillie Sissie Willie† to â€Å"Will†. Without the evacuation and Tom’s affection for him this transformation is unimaginable.

Introduction to Equality and Inclusion in Health and Social Care

Diversity is the differences in values, attitudes, cultures, beliefs, skills and life experiences of an individual in any group of people. In the UK, frameworks emphasise that the importance of developing every child’s sense of individuality and encouraging an optimistic sense of pride in each child’s family origins. Children can develop a sense of belonging to the local community and begin to appreciate and respect less familiar cultures.Equalityâ€Å"Equality does not mean that everyone has to be treated the same.† Meggitt (2011, p.32) I agree with the above quote because it is telling you that just because most things in life are equal, it does not mean that everyone has to be treated the same. Everyone is their own individual self, having different needs, situations and ambitions. No child is equal and the same, everyone is different from one another. However, the aims of the practitioners are to have a part in the child’s life to support children to l ive in the way they value and choose, to be themselves but to be different if they wish to be. Every person in the world should have equality of opportunities.InclusionInclusion is all about making sure that equality of opportunity for all children and young people whatever their disabilities or disadvantages. This means that all children have the right to have their needs met in the best possible way for them. They are seen as being a part of the community even if they need particular help to live their full life within the community.DiscriminationDiscrimination is where people are treated in a less-favourable way because others have negative views on the characteristics of a person. Children may discriminate against others because of how different some people can be compared to themselves. This action takes form of being name-calling and teasing. It could be something as simple as someone being a little skinnier  than another child or if there is so many children with brown hair and there is just the one ginger. It could also be something as simple as the difference in clothing. 1.2 – Describe ways in which discrimination may deliberately or inadvertently occur in the work setting.There is always discrimination going on, deliberate or not, it is always happening. Children and practitioners get labelled and stereotyped all the time. Sometimes labels are given to children such as the â€Å"spoilt child† or the â€Å"attention seeker†. Some children are liked more than others because they might have a calmer attitude rather than the child that might be known as â€Å"mardy† because they are always moaning and crying etc. Children realise that things change and they realise differences in other people and make comments.There is a quite a few different ways in which discriminating may deliberately or inadvertently occur in the work setting. There is racism and racial discrimination which is the belief that some races are superior to others which is based on the idea that different characteristics such as skin colour or background children have make some people better than others. It is deliberately discriminating if a child is refused from the nursery place just because they are black.It is failing to address the needs of children from a minority religious or cultural group. It is also racist discrimination when travellers are failed a place in a nursery just because they do not celebrate festivals from the mainstream culture such as Easter and Christmas. There is also sexism and sex discrimination always going on. It may not be deliberate to discriminate the sex of somebody but it does happen.This occurs when people of one gender support the stereotype that they are greater to the other. This happens when boys are always offered to do activities such as football and physical sports that are rough. Whereas the girls are stereotyped to perform the more traditional ‘female’ tasks; such as washing, co oking, pushing the pushchairs and playing with the dolls. Another discriminating offence that can be deliberately made in placement is ageism and age discrimination.Negative feelings are expressed towards other people because of their age. It is usually in the western society the older people whereas young people are often excluded because they are thought to be too young to be able to participate in things. A good example is that people are not permitted to vote until the age of 18. Another act of discrimination is disablism and disability.Disabled people are seen as the  disability that they have, they are not seen as an individual with special needs. Children and young people that have disabilities or impairment are sometimes deprived of the equality of opportunity with their non-disabled class peers. For example; failing to provide the appropriate facilities and services in organising activities in a way that ignores the physical, emotional and intellectual needs of a certain child. There are many other stereotypes that can be leaded to discrimination deliberately and inadvertently such as concerning gay and lesbian groups in the work setting and also the people from low income groups and those who practise the minority religion.Explain how promoting equality and inclusion reduces the likelihood of discriminationWhen promoting equality and inclusion such as in books and displays in and around the work setting there should be positive images of children and young people that may have disabilities, or are from different cultures, gender roles.Doing the above does reduce the likelihood of discrimination very much because children grow up to understand as to why people are different. If a nursery did not do anything or promote anything about equality and inclusion then children would not know anything about disabled people or about different cultures so then if they saw someone different they may make a comment on the person and hurt that persons feelings wh ere as if they grew up to know that not everyone is the same and some people may need more help than others in things it would increase the amount of discrimination made and people would understand and accept that people are different but still a human being and was brought into the world the same way they was.When in the work setting if positive images are put across about people such as black people, a female women and a disabled person can take on the responsibility of active roles in society whereas a man can take on the caring and domestic roles then this helps children to develop the strong prospects about their life and their future. Making them then think about what they might want to achieve in their life.They will have optimistic ideas about the positions of effects and responsibility they will take on in the society whatever their ethnic, gender, cultural or social background or disability. 2.1 – Identify which legislation and codes of practice relating to equality , diversity and discrimination apply to own role. There are various pieces of legislation in place to promote equality and reduce discrimination.These  include:†¢ The Disability Discrimination Act 2005 †¢ The Special Educational Needs and Disability Act 2001 †¢ The Race Relations Act Amendment 2000 †¢ Convention on the Rights of the Child (UN, 1989) †¢ The Human Rights Act 1998 †¢ The Sex Discrimination Act 1975 †¢ Employment Equality Regulations 2003Describe how to challenge discrimination in a way that encourages change.If you see children discriminating against somebody else then you would challenge them about why they have done it and you would make them apologise. You then would explain to them as to why they are wrong and aware them as to why it is inappropriate. You should at all times refuse to laugh at jokes that are based on stereotypes.As a role model you should talk positively and handle a situation such as dealing with discrimination and bullying appropriately. You should listen to their views and opinions on things and then try and help change their views on things. Books, nursery rhymes, cultural activities can change how people see things. If the child is to say something that is not right you would immediately point it out and give the correct information.You would help the child learn from the situation, to see the consequences of their actions and help them to understand why their behaviour was cruel and inappropriate. Remember not to leave the child feeling upset or thinking that you dislike them because of the situation that has happened. Let them know that you do not tolerate the behaviour they have shown and the way they have made somebody else feel because of their actions but explain to them that it does not make you dislike them anymore than how you felt about them before.You would then support the child that has be in the object of discrimination reassuring them and supporting them to maintain the ir self-esteem. You can change children’s points and opinions on things by showing them things such as books and stories on people that are different and show the child why they are that way and as to why it hurts. You explain to them that the things they say can hurt other people’s feelings and explain to them and try and make them understand that they wouldn’t like it was them in the other person’s point of perspective.Identify a range of sources of  information, advice and support about diversity, equality and inclusionsThere are many sources of information that you can use for advice on equality, diversity and inclusion.There are:Managers and senior staff within each setting. You can get help from the settings policies and procedures on diversity, equality and inclusion.The internetContact outreach agencies, The NSPCC, Child line and local servicesDescribe how and when to access information advice and support about diversity, equality and inclusionT here are plenty of different methods of finding information on, diversity, equality, and inclusions. You can get access to websites, leaflets, booklets, journals and magazines to give advice and support about anything, they usually have ways of you contacting them such as phone number, email or even letters. There are all kinds of ways to get in contact for you to be able to get advice and support about diversity, equality and inclusion.You can contact certain groups, such as AGE UK, direct.gov and much more who can supply materials to hand out advice and support on discrimination, equality etc. There are lots of different ways on how and when to access information about a certain problem that you may have or some other individual but all ways of getting support and advice is really easy and simple for anybody. Support and advice is all around you, but professional help on certain problems such as diversity, equality and inclusion is mainly found in the government.

Multiple regression Term Paper Example | Topics and Well Written Essays - 1500 words

Multiple regression - Term Paper Example Multiple regression is an effective technique to identify a relationship between one dependent variable and multiple independent variables. It is hypothesized the property crime rates per thousand inhabitants is dependent on multiple factors such as per capita income, school dropout percentage, population density, percentage of people living in urban area and so on. In order to establish a certain relationship between the variables, multiple regression was used. While crimes is the dependent variable, other variables such as state, per capita income, dropouts, average precipitation, public aid recipients, population density, unemployment, percentage of people living in urban areas were considered as independent variable. Minitab was used to perform multiple regression analysis. It was found that only two variables had a significant relationship with the variable crime rates: dropouts and urban. It was found that as percentage of dropouts increased, the crime rate per thousand inhabit ants also increased. It is also evident from the data set that urban areas are having higher crime rates as compared to rural areas. Other variables included in the study did not have much impact on the dependent variable. The first column of the table below shows the regression coefficient of all the independent variables. The second column contains the standard error of the regression coefficient. The standard error of all the variables is the distance of the standard value from its true value. As can be seen from the table, the standard error of the constant term (intercept) is 1226 while it is 8.238 for the variable state. The third column is the calculated t-value for the data. This can be used to test that the corresponding population coefficient is 0. The probability that the population value for the corresponding variable is 0 is given in the last column. A row with small p-values and high t-values suggests that the variable is significant and contributes to the model.

Peer Review of the Things they carried Assignment

Peer Review of the Things they carried - Assignment Example The writer presents the idea that soldiers cease the be just men of the war, but begin to be people that carry with them thoughts, memories, emotions, and little trinkets that remind them of something other than the war. The reader simply needs to be aware of some of the goings-on during the Vietnam War, such as all of the basic facts. The reader should also know a little about what else was taking place throughout the world during the time of the war, which can help to give them insight into what many of the soldiers were leaving behind. The examples that are used are clear and appropriate. The writer did an excellent job at combining the use of phrases throughout the novel with the points that they were trying to get through to the reader. The examples that the writer uses, such as those that were italicized excerpts from the novel, are followed by statements and points that deal with the excerpts that the writer pointed out. There is quite an array of evidence and support for the claims that are made. The writer used articles that dealt with the specific points that the writer makes throughout the course of their essay. Furthermore, the writer also backs up their claims by using examples that can be found in the book that the essay is based on. Together, all of the outside pieces of information form enough evidence and support for what the writer is trying to convey. The topic that the writer chose is appropriate to the writing assignment. While it does not need to be more general, the writer needs to look at the different claims that they make and order them so that they flow together accordingly. The writer often jumped back and forth between topics, first explaining the physical things the soldiers carried, then explaining the emotional and mental things -- and then they jumped back to the physical objects. The writer began and ended their essay in a very intelligent fashion, beginning with the physical materials and ending with a

Alfred Chandlers Assessment of the Managerial Capitalism Literature review

Alfred Chandlers Assessment of the Managerial Capitalism - Literature review Example Chandler’s implied criticism of the organizational theories that existed had a primary place in the consequent growth of organizational theory. Despite the fact that Chandler raised an array of critical questions, his perception of organizations was assaulted from a formidable force of quarters that had a stake in the sociology of organizations. The consequent development in organizational sociology gave a basis for Chandler’s perspective critics to put a case across that discounted the fact that his ideal heroic managers were only part of the story and not the whole story as he had propagated. However, it is important to note that, Chandlers work still offers an insight into the bigger questions and issues, although his perspective with regard to the ultimate role of the organization in the economy is doubtful from the  sociology of organizations point of view. There are three major perspectives of the sociology of organization in the sixties as well as the beginning of the seventies. The interest of all these strands was to discover a science of organizations. As a result of this, none of these points of view saw the difference between organizations, nonprofits as well as government bureaucracies. Moreover, there also was a discrete absence of interest in the historical emergence of corporations. A significant proportion of the sociology of organizations was primarily concentrated on Max Weber’s original formulation of the contemporary bureaucracy (). One strand of the experiential literature was characterized by a positivist inclination. Its major purpose was to discover the extent to which the corporation did or did not match with Weber’s characteristic description (Blau and Scott 1962; Hage and Aiken 1970).