blacks in civil war Essay Example For Students

blacks in civil war Essay Slavery was abolished in this country over a hundred years ago but the consequences of this dark page in Americas history are felt even today. This site was created to address those consequences, the political, social and cultural life of todays and yesterdays African Americans. What affect did the Civil War have on African Americans in the United States? Were they, as some argued, better off before the Civil War, or do the advances that blacks have made since then proved that the Civil War was indeed the turning point in the lives and opportunities of African Americans? These questions and more will be addressed in the following pagesWhen slaves were purchased off the ships from Africa, they ended up on plantations. The size and location of landholdings depended on the crop and the owner who purchased the slave. Most plantations were of the smaller variety and it was rare for an owner to have more than 20 slaves. Most housed only a handful of slaves, but no matter what the numbers, plantation life was pretty much the same for most slaves. Slaves were usually divided into two groups, the gang crew (usually male and did the field work) and the task crew (usually female and worked in the big house). The workday began around sunrise and always ended before dark except at busy times such as harvest. Slaves were not worked after dark for a number of reasons. First, the owners feared that escape would be easier; second, working after dark was considered an unwarranted burden on the slave; lastly, they believed that it impeded efficiency by reducing the hours of sleep the slave received. This is not to say the slave owners were compassionate. They saw the slaves not as humans but a business investment and only wanted to protect that investment. Slaves were not required to work on Sunday, as it was denounced as irreligious and a flagrant violation of the slaves deserved day of rest. However, they worked every other day, rain or shine. A reasonable days work meant a dai ly chore that while not back-breaking required a brisk pace to finish. Although whites believed that slaves could neither do as much nor continue to work as long as whites, both crews worked anywhere from 12-14 hours a day, with an hour or so for lunch at midday.After a long day in the field or the masters house, slaves were allowed to return to their families, a family much different than those African Americans enjoy today. For the most part, marriages were arranged. To couples in arranged marriages, the idea of falling in love and having children was not even considered. Most slave owners agreed that ideally slave unions should be among the slaves on the same plantation and that marriage should be a way of breeding and promoting morality. The master would most often officiate at the wedding. They were then sent off to their quarters for a couple hours alone together. It was not unusual, and indeed expected, for slave women to have a child every year. Indeed it was not unheard of for slave women to have 25 children in the span of their lives, usually beginning to give birth at 12 or 13 years of age. These children rarely lived with their parents past the age of eight or nine. At this time they were either sold to another plantation or moved into the womens or mens quarters. Some states had laws forbidding taking children nine or under from their mothers, but this law was often ignored and rarely enforce d. All in all, the lack of recognized marriage ties and the constant separation of families through sale, made the slave family a temporary and fly-by-night affair, destined for broken hearts and the auction block. .u3a66fbb86ff8d4223d6c8981a29f41e6 , .u3a66fbb86ff8d4223d6c8981a29f41e6 .postImageUrl , .u3a66fbb86ff8d4223d6c8981a29f41e6 .centered-text-area { min-height: 80px; position: relative; } .u3a66fbb86ff8d4223d6c8981a29f41e6 , .u3a66fbb86ff8d4223d6c8981a29f41e6:hover , .u3a66fbb86ff8d4223d6c8981a29f41e6:visited , .u3a66fbb86ff8d4223d6c8981a29f41e6:active { border:0!important; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .clearfix:after { content: ""; display: table; clear: both; } .u3a66fbb86ff8d4223d6c8981a29f41e6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a66fbb86ff8d4223d6c8981a29f41e6:active , .u3a66fbb86ff8d4223d6c8981a29f41e6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .centered-text-area { width: 100%; position: relative ; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a66fbb86ff8d4223d6c8981a29f41e6:hover .ctaButton { background-color: #34495E!important; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a66fbb86ff8d4223d6c8981a29f41e6 .u3a66fbb86ff8d4223d6c8981a29f41e6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a66fbb86ff8d4223d6c8981a29f41e6:after { content: ""; display: block; clear: both; } READ: Bill of rights 2 EssayScholars generally agree that although slaves were considered something less than human, they were valuable property and thus often lived better than free families. The average slave quarters housed 5.3 persons and consisted of dirt floors, boarded windows, and were usually made of logs. Adult males clothing consisted of four shirts, four pairs of pants, and one or two pairs of shoes. Adult women were issued four dresses per year, and headkerchiefs. Rarely, plantation owners also issued such items as petticoats, socks, underwear, jackets and overcoats. It is also believed that some slaves were allowed to earn a little money outside of the plantation a nd used this money to supply some of their clothing needs. In 1861 the Civil War began, and African Americans would never be the same again. At first, many whites did not want to arm blacks for fear the blacks would rise against them. As the war raged on and thousands of lives were lost, it became more and more obvious that allowing blacks to fight was the correct course of action. Once blacks were permitted to fight, they did so bravely and with honor. The black man went into the war with one determination, that once learning the use of arms, he would never be again made a slave. This idea created a drive to succeed where others failed, the desire to advance and procure their freedom was all the incentive needed. It is often said that these men were the bravest group ever to fight a war. They were never known to flee the scene of a battle, it was, rather, as much as the white officers could do to restrain them till the order to fire was given. In the end, the Civil War was worth it, for the Emancipation Proclamation was signed into law by A braham Lincoln in 1863 procuring the eventual release of millions of slaves. Blacks were finally free, but a new and difficult challenge awaited them. Family life and living conditions did not change much after the war. However, there were some differences: marriages were recognized and legal, and families could live without the fear of being separated by the sale of another family member. Most African Americans lived in small shacks that were provided for them by the plantation owner that they had a sharecropping agreement with. The shacks were one room houses that were in poor condition and non-insulated. Often, they only had three walls. Most of the families who lived in these shacks consisted of an average of four to five persons. There were also many couples who lived together and were not married. Families relied on their food, clothing, and health care from the plantation owner. Children of African American families were largely uneducated, as there were few schools for the c olored. Few opportunities existed for them to enrich or better their lives or conditions. WORKING CONDITIONSThe vast majority of African Americans in the South following the Civil War worked for the same plantation owners who they had previously called Master. They worked under a condition known as sharecropping. In January 1865, General William T. Sherman issued Special Field Order No. 15, setting aside the Sea Islands Off the Georgia coast and a portion of the South Carolina low-country rice fields for the exclusive settlement of freed people. Each family would receive forty acres of land and the loan of mules from the armythe origin, perhaps, of the famous forty acres and a mule idea that would soon capture the imagination of African Americans throughout the South (Faragher, 514). In this arrangement, the sharecropper would work a given section of plantation land. At the end of the harvest season, the owner would give the worker his share of the crop. Unfortunately for the African Americans, this ideal arrangement almost never worked out as it was designed due to manip ulation of the system by the owner. During the year, the owner provided the worker and his family with housing, as described earlier, food, clothing, and medical care. Then the owner would make the worker pay for these services using his part of the harvest. More often than not, the worker ended up with nothing. Also, there was no system of verification for the worker. When the owner presented the worker with his share of the harvest, the worker had to take the word of the owner that it was the actual share agreed upon.

The Creative and Powerful Brand Positioning of an Audi Advertisement Essay Example

The Creative and Powerful Brand Positioning of an Audi Advertisement: Essay The consumer car industry is always brimming with competition. Cars are a unique consumer good, in that, people develop a strong attachment to their cars. After all, it is like living in a home away from home when one is travelling in one’s car. For this reason, car manufacturers tap into deep-rooted psychological hooks and insecurities to impress their brand image on customers. We can witness in all car advertisements how marketers try to tap into a car user’s psychology to create brand equity. The same is true of the ad chosen for this essay. It is a 30 second Audi commercial accessible at . This essay will argue that the ad is brilliant in conception, optimal in its audio-visual expression and delivers a powerful message to the audience. The ad runs for a mere 30 seconds but it encompasses layers of meaning and connotations. Using four car keys as the only props, the ad illustrates or interprets the meaning of the logo of Audi. The four inter-locked circles that form a chain is Audi’s logo and it is reminiscent somewhat of the Olympic Games logo. These days, marketers do not look to specify the technical attributes of a car, but instead use attractive captions and images to create a feel-good response from the potential customer. This observation can be extended to the Audi ad, for in its brief time span, it does not address core specifications. Instead it talks about generalized perceptions and popular impressions of Audi and its competitors. We will write a custom essay sample on The Creative and Powerful Brand Positioning of an Audi Advertisement: specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Creative and Powerful Brand Positioning of an Audi Advertisement: specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Creative and Powerful Brand Positioning of an Audi Advertisement: specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What the ad competently achieves is to convert the logo into an emblem. Lexically, a logo is a graphic illustration of a company’s name or brand. It need not stand for a deeper meaning. On the other hand, an emblem is like a talisman. It encompasses or represents a set of values and virtues. In this sense, the ad succeeds in showcasing the logo of the Audi as an emblem. Whenever people come across the logo in the future, these added meanings to it will come to mind for the audience. By associating strong ideas behind the ubiquitous logo of the brand, a strong relationship between visual perception and emotional recall of the symbol is achieved. The key to successful advertising is to tap into and manipulate the emotional response of the audience. In this regard, the Audi ad is quite outstanding. Another smart feature of the ad is how it attacks several competing brands in one swift stroke. In as little a time as 30 seconds, major competitors to Audi, including Mercedes, BMW, etc are painted as deficient. Each of these major brands are shown to be one dimensional. For example, one is synonymous with ‘safety’, the other is equated to ‘comfort’, yet another with ‘sportiness’ and the fourth with ‘design’. However, if a consumer wants all these features bundled into their car then Audi is the way to go, the ad suggests. This is brilliant idea from the creators of the ad. Using a minimal of actors, props or costs, the ad makes a big statement. If good advertisement is all about making maximum impact with minimum expenditure of resources, then the Audi ad qualifies as a superlative example. The ad is an excellent example of making every second count. These days, car manufacturers are attempting to find ever more engaging or glamorous dressing up for new models as the competition is very intense. Every second must be made to count and there is no time to be wasted. The key here is to make the message interesting while also being informative. The ad in discussion is satisfactory on these counts. The ad fits perfectly with the broader marketing philosophy adopted by Audi. The company has been a pioneer in exploring marketing niches in emerging media. In many ways its multi-pronged marketing strategy target audiences through television and Internet. In fact, the luxury car brand was a pioneer in making video ad campaigns on internet-connected TVs in the UK. Its campaigns, which are handled by WPP media agency and MediaCom, had made available â€Å"an Audi channel through connected TVs, with content similar to that on the Audi.tv website.† (â€Å"Audi Blazes Trail in,† 2011, p. 3) Such an integrated marketing approach is typical of Audi’s marketing culture, which is always trying to identify novel ways to launch vehicles. The ad being discussed is similar in spirit and effect to that of its A7 Sportback model campaign. The latter successful campaign was captioned ‘Imagination meets Engineering’. It would not be out of place to adapt the same ca ption to the chosen ad as well. The best way to gauge the effectiveness of these ads is by looking at the revenues and market share they’ve helped to grow. In the UK, for example, thanks in large to these successful ad campaigns, new registrations for Q1 2011 rose by 4.9%. Likewise, the market share too rose by 5.9%. (â€Å"Audi Blazes Trail in,† 2011, p. 3) Hence, the Audi ad is brilliant in conception, optimal in its audio-visual expression and delivers a powerful message to the audience. It satisfies this assessment through several measures. First, though the ad runs for only 30 seconds it packs layers of meaning and symbolisms. Likewise, the ad is able to convert the logo into an emblem. It also cleverly attacks several other competing brands within the short duration. Also, the ad is an excellent illustration of making every second count. And, finally, the ad is consistent with the broader marketing vision of the company. Works Cited â€Å"Audi Blazes Trail in UK Internet-TV Advertising.† Marketing 20 Apr. 2011: 3. What Do You Want in a Car? Audi Commercial. Web. 8 February. 2014.

The Ultimate Study Guide for ACT Science Tips, Practice, and Strategies

The Ultimate Study Guide for ACT Science Tips, Practice, and Strategies SAT / ACT Prep Online Guides and Tips We've written the best ACT Science guide available anywhere.This is not an exaggeration- we've studied dozens of ACT prep books and online resources, both paid and free, and we believe this is the best resource available right now, by far. In this guide, we cover every question type on the ACT Science section and give you strategies to attack them. In addition, we provide you with our best ACT Science tips and teach you how to get the most out of your ACT Science practice and ACT prep. If you're serious about raising your ACT Science score, read through every link. Bymastering all the key concepts, engaging with realistic practice questions, and reviewing your mistakes, you'll dramatically improve your ACT Science score. I've organized the guides logically, based on how you'll proceed through your ACT Science prep. We'll start off by looking at the ACT at a high level and getting yourself in the right mindset. Next, we'll dive into the individual skills tested on ACT Science. Finally, we'll explore study plans and explain how you should spend your time in order to maximize your score improvement. In your first pass, try to read these guides roughly in this order. As you study, you can then come back and use this article as a reference to keep your ACT Science prep on track! High-Level Guidance for ACT Science These guides set the stage for your learning. How should you think about ACT Science? What high-level strategies should you keep in mind? In addition, we'll go over the overarching structure of the ACT as well as the types of content you'll see on it. What's Actually Tested on the ACT Science Section? Skills and Topics The first step is to make sure you understand the basic format and requirements of ACT Science. It might be different from what you think! This article explains what kinds of concepts you'll see on it and how questions will look on test day. The 3 Types of ACT Science Passages: What You Must Know The ACT Science section has the same number and types of passages on every single test, so it's important to familiarize yourself with what these might look like. Read this guide to learn the three types of Science passages and the types of questions that are unique to each one. The Big Secret of ACT Science: It's More Reading Than Science It's a common misconception that ACT Science requires you to be a science genius. This is 100% false!In reality, you simply need to know how to read scientific passages effectively as well as how to interpret data. With this guide, learn how to excel on the ACT Science section through reading comprehensionand focused practice. How to Do Well on ACT Science for Non-Science People Are you intimidated by ACT Science because you haven't done that well in your high school science classes? Don't fret! In this guide, weshow you how you can excel on this section, even if you don't know anything about quantum physics. The 5 Best Strategies for Reading ACT Science Passages Doing well on the ACT Science section doesn't require just answering questions well- it involves approaching the reading passages both efficiently and effectively. Learn how you should be reading the ACT Science passages and answering the questions that follow them using this guide. How to Get 36 on ACT Science: 13 Strategies From a Perfect Scorer If you're already doing well on ACT Science but want perfection, this is the article for you. Written by a perfect scorer, this essential guide will give you tips on motivation, strategies, and everything else you need to know in order to get your Science score to the highest level possible. ACT Science Skills and Topics These guides break down every single question type on ACT Science. You'll learn how questions work, get strategies and tips on how to answer them, and work with real ACT practice problems. Working With Data Factual Questions in ACT Science: How to Read Graphs, Tables, and Data This is the most fundamental skill you'll need for ACT Science. If you can't read graphs reliably, it's impossible to do well on this section. Read this guide to ensure you know the best strategies for interpreting data from Science reading passages. Interpreting Trends in ACT Science: Relationships Between Data Points ACT Science questions often ask you to understand how data points relate to each other. Are they directly or inversely correlated? What are the trends? Learn the patterns of how data appears with this guide. Calculating Questions on ACT Science: Interpolating and Extrapolating From Data You'll also get questions dealing with finding values that don't actually appear on the graph. You'll need to infer what the values are from the data. Read this guide to learn how to do it right. Understanding Experiments Experimental Design Questions in ACT Science The ACT Science section tests your understanding of the scientific method.You need to be able to understand why an experiment was set up in a certain way, and what the experiment is meant to show. We teach you how to do all of this here. Interpreting Experiments Questions in ACT Science When you conduct an experiment, understanding the results and conclusion is the final goal. Therefore, you'll often run into questions asking you to interpret conclusions from an experiment and decide whether the data supports those conclusions or not. Learn the skills with this guide. Special Guides Conflicting Viewpoints in ACT Science: Strategies and Tips There's always one conflicting viewpoints passage on ACT Science, and many students find it the most difficult of all. Multiple scientists will share their theories and you need to find the differences and commonalities between them. The Only Actual Science You Have to Know for ACT Science On every ACT, there are always a few questions (three to four) that require you to know alittle basic science outside of what's given in the passage.While thesearen't hard concepts, you do need to be familiar with them. We've studied dozens of tests and compiled all the facts you need to know in this guide. ACT Science Strategies and Tips Now that you understand how the ACT Science works in-depth, it's time to put together everything you've learned and start to work on improving your skills. These guides take you through how to structure your ACT Science prep, focus your studying, and perform your best on test day. The Best Way to Study and Practice for ACT Science You only have a limited number of hours to prep for ACT Science; thus, you'll need to maximize the efficiency of your prep so you don't waste time. Read our core study principles here. ACT Science Practice Tests: What to Use and What to Avoid It's important to practice for ACT Science using the right materials. If you were training for baseball, you wouldn't practice with Wiffle balls, right? Find out what practice questions and tests you should be using so you can train yourself correctly. Time Management Tips and Section Strategy on ACT Science Constantly running out of time on ACT Science? This is a common problem. Try these strategies to save yourself time on every passage and as you answer questions. The 11 ACT Science Strategies You Must Be Using More than any of the other sections on the ACT, the Science section rewards strategy more than knowledge. Read this article to learn the top 11 strategies you should definitely implement in your ACT Science prep. How to Improve ACT Science Scores: 6 Tips From a Perfect Scorer The strategies you’ll need to use if you’re aiming for a 26 on ACT Science arenotthe same as those you'll need if you're aiming for a perfect 36. If you’ve already taken an official ACT practice test and are currently scoring below 26, read this article to learn how to boost that score and get yourself to the level at which you want to be. The 9 Reasons You Miss ACT Science Questions We all make mistakes. The important part is understanding why you made a mistake and how you can avoid making it again in the future.Here, we break down the most common reasons test takers miss ACT Science questions and offer advice on what to do. The Hardest ACT Science Questions and Strategies to Solve Them Over the many years of ACT Science, some questions have been truly difficult and head-scratching for even the most experienced test takers. We've collected the most difficult Science questions we've ever seen on real ACT tests and present them here. Go ahead and challenge your skills! The Top 6 ACT Science Tips You Must Use Need a quick fix to improve your ACT Science score? Read our expert tips to quickly improve your score without deep prep. Want to learn more about ACT Science? Check out our new ACT Science prep book. If you liked this lesson, you'll love our book. It includes everything you need to know to ace ACT Science, including deep analysis of the logic behind ACT Science questions, a full breakdown of the different passage and question types, and tons of expert test-taking and study tips. Download our full-length prep book now: Conclusion: How to Use This Ultimate ACT Science Guide This is a lot to take in- I know. But there's a lot to understand about the ACT Science section if you want to do well on it. After you read these guides, the hard work starts. You need to gather high-quality resources to work with and diagnose your specific weaknesses on every practice test you take. You also need to train these weaknesses through focused practice and then adjust your study plan accordingly so that every hour is giving you results. Above all, you need to stay motivated and be held accountable for your prep. What's Next? Need help on other ACT sections? Take a look at our ultimate study guides for ACT English, ACT Math, ACT Reading, and ACT Writingto get the best tips and resources available anywhere. Not sure what ACT score to aim for? Read our in-depth guide to learn what a good ACT score is based on the schools you're applying to. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Double Negatives to Avoid

Double Negatives to Avoid Double Negatives to Avoid Double Negatives to Avoid By Maeve Maddox A French speaker who says â€Å"Je ne sais rien† raises no eyebrows among the educated, but an English speaker who says â€Å"I don’t know nothing† is immediately marked as semi-literate. (French ne corresponds to English not and rien to nothing.) Some languages, like French and Spanish, have what is called â€Å"negative concord,† usage that allows two negatives to express a single negation without being considered incorrect. Double negatives in English came to be seen as ungrammatical after the Middle Ages. Considering the wide use of double negatives in nonstandard English dialects of English, one might wonder why the double negative is disdained in the standard dialects. In 1762 a very learned English bishop named Robert Lowth (1710-1787) published A Short Introduction to English Grammar. The bishop stated this rule: Two Negatives in English destroy one another, or are equivalent to an Affirmative. Lowth was a scholar of Latin and Hebrew. Both those ancient languages lack negative concord. Bishop Lowth’s opinion has become our rule. Never use not in the same sentence as the following: hardly scarcely only (in some contexts; does not apply to not onlybut also) neither never no one nobody nothing no none Here are some examples of sentences that rarely cause confusion in nonstandard dialects, but which are incorrect in standard English: Note: the asterisk indicates that the sentence is nonstandard. *She was so weak she couldn’t hardly sit up. *Scarcely nobody came to my party. *I can’t stay only a few minutes. *I didn’t know neither her telephone number nor her address. *I never saw no one I thought prettier. *I don’t know nothing about building a compost pile. *We don’t need no education *I don’t want none of those escargots. Here are the same thoughts expressed in standard English: She was so weak she could hardly sit up. Scarcely anybody came to my party. I can stay only a few minutes. I knew neither her telephone number nor her address. I never saw anyone I thought prettier. I don’t know anything about building a compost pile. We don’t need an education I don’t want any of those escargots. Note: Not all double negatives in English earn an F from grammarians. The â€Å"not un-† construction popular in the 17th century is still acceptable in standard English. For example, here’s a comment from a travel article: â€Å"the flavor was unusual, but not unappealing.† Both not and unappealing are negatives. The idea is that the flavor is too strange to actually be â€Å"appealing,† but is nevertheless palatable. To state the thought otherwise would alter the writer’s intended meaning. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†8 Types of Parenthetical PhrasesTypes of Plots

General Electric Medical Systems Essay Example | Topics and Well Written Essays - 2500 words

General Electric Medical Systems - Essay Example PEST Analysis Political UK offers stable political conditions and a favorable business environment. The laws, rules, and regulations are also favorable for any company to establish its business operations in the region. It is said to provide a very politically friendly environment for conducting businesses. This has made it one of the leading destinations of investments by companies expanding their global operations. The country also maintains consular relationships with other countries. This would provide a favorable place for the growth of the healthcare sector (Coleman, 2010, p.12). Economic The open economy of UK enhances the facilities if international trade and also provides opportunities for conducting overseas businesses. The gross domestic product or the GDP rate is as high as $2,345 billion. According to forecasts, it is expected to develop the â€Å"strongest business environment of all major European economies for the period 2007 to 2011† (Coleman, 2010, p.12). It is also blessed with a strong workforce which is a basic requirement for the establishment of any enterprise. This implies that the company would not confront with problems in finding manpower. Socio-Cultural The most favorable aspect is the absence of any adverse cultural or religious influences on ways in which businesses are conducted. Also, the general business hours start from 9 am and runs till 5.30, which demonstrates very flexible timings of work. The number of working hours in a week is 37.5 (Coleman, 2010, p.12). The media sector is also predominant and flourishing which would provide greater facilities of communication for business and the general public. Technological It has a number of development agencies which look into the promotion of the economic growth of their respective regions. One of the main sectors that come under the purview of these agencies is healthcare technologies. It tries to identify the business needs and prospects of the industry (Coleman, 2010, p. 17). The nation has been showing immense productivity growth and has been outperforming most other nations. This can be attributed to the technological innovation of the nation. Competitive Analysis The healthcare system in the UK is highly competitive. The government has been making extensive efforts in â€Å"extending choice and competition† in the healthcare sector to enhance productivity. This has also been done in favor of improving the healthcare services as per the needs of patients. The result has been improved healthcare services at low costs (Propper, 2010, p.6). â€Å"UK Healthcare† is one of the best providers of medical services in the nation. â€Å"The UK Albert B. Chandler Hospital† is considered to be one of the best hospitals in the nation. It is also said to be the best academic medical center. The nation has also witnessed the growth of a number of online medical facilities (UK Healthcare, 2007, p.1). There are numerous numbers of suppliers of medical services. Some of the well-known names are â€Å"Baxter Healthcare Limited†, â€Å"Bayer PLC†, â€Å"Beckman Coulter UK Limited† (Burton Hospitals, 2008, p.1), etc.

White flight Essay Example | Topics and Well Written Essays - 1500 words

White flight - Essay Example locations as well as from underdeveloped to contemporary locations the resettlement of people has been perceived as a positivist trend for the settlers themselves as well as for their adopted homelands / towns, because of its ability to contribute in the process of revolutionizing such homelands. Several theories exist, which attempt to describe such a phenomenon, whereby people belonging to a particular region or culture migrate in large numbers to other areas. According to one such theory put forward by Bottomore (1991), imperialism is a system of monopolistic exchange whereby â€Å"excess† is channelized from subsidiary territories to frontrunner sectors which are thriving in all aspects. In other words it is also described as process that suggests domination of underdeveloped countries or regions at the hand of the well established nations1. The theories illustrating the new trend of large scale immigration of Hispanics in the white dominated areas, of southern California, particularly, Los Angeles, San Bernardino, Orange, and Riverside, emerged during the early 1990s2 whereby such a trend was contemplated as a part of a global phenomenon with large chunks of population from less developed economies migrated in large numbers to more developed ones in search of better prospects. The concentration of Hispanics in Southern California is relatively high as compared to those belonging to non Hispanic races. According to the Southern California Association of Governments Region (SCAG)3 the significant number of Hispanics in various regions of southern California is a result of the state’s close proximity to the Mexican border as well as the ensuing symbiotic association among the various counties of the southern part of California and Mexico. The Los Angeles region has witnessed a long and impressive history of foreign migration since its founding. According to the State of California Department of Finance report4, the number of whites residing in Los Angeles is

Pedagology of the Oppressed Essay Example for Free

Pedagology of the Oppressed Essay A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. The relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to â€Å"fill† the students with the contents of his narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. â€Å"Four times four is sixteen; the capital of Parà ¡ is Belà ©m.† The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of â€Å"capital† in the affirmation â€Å"the capital of Parà ¡ is Belà ©m,† that is, what Belà ©m means for Parà ¡ and what Parà ¡ means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into â€Å"containers,† into â€Å"receptacles† to be â€Å"filled† by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communication, the teacher issues communiquà ©s and makes deposits which the students patiently receive, memorize, and repeat. This is the â€Å"banking† concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, men cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence – but, unlike the slave, they never discover that they educate the teacher. The raison d’à ªtre of libertarian education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. This solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a) the teacher teaches and the students are taught; b) the teacher knows everything and the students know nothing; c) the teacher thinks and the students are thought about; d) the teacher talks and the students listen – meekly; e) the teacher disciplines and the students are disciplined; f) the teacher chooses and enforces his choice, and the students comply; g) the teacher acts and the students have the illusion of acting through the action of the teacher; h) the teacher chooses the program content, and the students (who were not consulted) adapt to it; i) the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students; j) the teacher is the Subject of the learning process, while the pupils are mere objects. It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them. The capability of banking education to minimize or annul the ‘students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their â€Å"humanitarianism† to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another. Indeed, the interests of the oppressors lie in â€Å"changing the consciousness of the oppressed, not the situation which oppresses them†;[1] for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education in conjunction with a paternalistic social action apparatus, within which the oppressed receive the euphemistic title of â€Å"welfare recipients.† They are treated as individual cases, as marginal men who deviate from the general configuration of a â€Å"good, organized, and just† society. The oppressed are regarded as the pathology of the healthy society, which must therefore adjust these â€Å"incompetent and lazy† folk to its own patterns by changing their mentality. These marginals need to be â€Å"integrated,† â€Å"incorporated† into the healthy society that they have â€Å"forsaken.† The truth is, however, that the oppressed are not â€Å"marginals,† are not men living â€Å"outside† society. They have always been â€Å"inside† – inside the structure which made them â€Å"beings for others.† The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that structure so that they can become â€Å"beings for themselves.† Such transformation, of course, would undermine the oppressors’ purposes; hence their utilization of the banking concept of education to avoid the threat of student conscientizacÄ o. The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, Roger gave green grass to the rabbit. The â€Å"humanism† of the banking approach masks the effort to turn men into automatons – the very negation of their ontological vocation to be more fully human. They may perceive through their relations with reality that reality is really a process, undergoing constant transformation. If men are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation. But the humanist, revolutionary educator cannot wait for this possibility to materialize. From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in men and their creative power. To achieve this, he must be a partner of the students in his relations with them. The banking concept does not admit to such partnership – and necessarily so. To resolve the teacher-student contradiction, to exchange the role of depositor, prescriber, domesticator, for the role of student among students would be to undermine the power of oppression and serve the cause of liberation. Implicit in the banking concept is the assumption of a dichotomy between man and the world: man is merely in the world, not with the world or with others; man is spectator, not re-creator. In this view, man is not a conscious being (corpo consciente); he is rather the possessor of ÃŽ ± consciousness: an empty â€Å"mind† passively open to the reception of deposits of reality from the world outside. For example, my desk, my books, my coffee cup, all the objects before me – as bits of the world which surrounds me – would be â€Å"inside† me, exactly as I am inside my study right now. This view makes no distinction between being accessible to consciousness and entering consciousness. The distinction, however, is essential: the objects which surround me are simply accessible to my consciousness, not located within it. I am aware of them, but they are not inside me. It follows logically from the banking notion of consciousness that the educator’s role is to regulate the way the world â€Å"enters into† the students. His task is to organize a process which already occurs spontaneously, to â€Å"fill† the students by making deposits of information which he considers to constitute true knowledge.[2] And since men â€Å"receive† the world as passive entities, education should make them more passive still, and adapt them to the world. The educated man is the adapted man, because he is better â€Å"fit† for the world. Translated into practice, this concept is well suited to the purposes of the oppressors, whose tranquillity rests on how well men fit the world the oppressors have created, and how little they question it. The more completely the majority adapt to the purposes which the dominant minority prescribe for them (thereby depriving them of the right to their own purposes), the more easily the minority can continue to prescribe. The theory and practice of banking education serve this end quite efficiently. Verbalistic lessons, reading requirements,[3] the methods for evaluating â€Å"knowledge,† the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking. The bank-clerk educator does not realize that there is no true security in his hypertrophied role, that one must seek to live with others in solidarity. One cannot impose oneself, nor even merely co-exist with one’s students. Solidarity requires true communication, and the concept by which such an educator is guided fears and prescribes communication. Yet only through communication can human life hold meaning. The teacher’s thinking I authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible. Because banking education begins with a false understanding of men as objects, it cannot promote the development of what Fromm calls â€Å"biophily,† but instead produces its opposite: â€Å"necrophily.† While life is characterized by growth in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is driven by the desire to transform the organic into the inorganic, to approach life mechanically, as if all living persons were things†¦.Memory, rather than experience; having, rather than being, is what counts. The necrophilous person can relate to an object – a flower or a person – only if he possesses it; hence a threat to his possession is a threat to himself; if he loses possession he loses contact with the world†¦He loves control, and in the act of controlling he kills life.[4] Oppression—overwhelming control—is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects. It attempts to control thinking and action, leads men to adjust to the world, and inhibits their creative power. When their efforts to act responsibly are frustrated, when they find themselves unable to use their faculties, men suffer. â€Å"This suffering due to impotence is rooted in the very fact that the human equilibrium has been disturbed.†[5] But the inability to act which causes men’s anguish also causes them to reject their impotence, by attempting †¦to restore [their] capacity to act. But can [they], and how? One way is to submit to and identify with a person or group having power. By this symbolic participation in another person’s life, [men have] the illusion of acting, when in reality [they] only submit to and become a part of those who act.[6] Populist manifestations perhaps best exemplify this type of behaviour by the oppressed, who, by identifying with charismatic leaders, come to feel that they themselves are active and effective. The rebellion they express as they emerge in the historical process is motivated by that desire to act effectively. The dominant elites consider the remedy to be more domination and repression, carried out in the name of freedom, order, and social peace (that is, the peace of the elites). Thus they can condemn—logically, from the point of view—â€Å"the violence of a strike by workers and [can] call upon the state in the same breath to use violence in putting down the strike.†[7] Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression. This accusation is not made in the naà ¯ve hope that the dominant elites will thereby simply abandon the practice. Its objective is to call the attention of true humanists to the fact that they cannot use banking educational methods in the pursuit of liberation for they would only negate that very pursuit. Nor may a revolutionary society inherit these methods from an oppressor society. The revolutionary society which practices banking education is either misguided or mistrusting of men. In either event, it is threatened by the spectre of reaction. Unfortunately, those who espouse the cause of liberation are themselves surrounded and influenced by the climate which generates the banking concept, and often do not perceive its true significance or its dehumanizing power. Paradoxically, then, they utilize this same instrument of alienation in what they consider an effort to liberate. Indeed, some â€Å"revolutionaries† brand as â€Å"innocents,† â€Å"dreamers,† or even â€Å"reactionaries† those who would challenge this educational practice. But one does not liberate men by alienating them. Authentic liberation—the process of humanization—is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men upon their world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, not the use of banking methods of domination (propaganda, slogans—deposits) in the name of liberation. Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of man as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world. â€Å"Problem-posing† education, responding to the essence of consciousness—intentionality—rejects communiquà ©s and embodies communication. It epitomizes the special characteristic of consciousness: being conscious of, not only as intent on objects but as turned in upon itself in a Jasperian â€Å"split†Ã¢â‚¬â€consciousness as consciousness of consciousness. Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors—teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction be resolved. Dialogical relations—indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object—are otherwise impossible. Indeed, problem-posing education, which breaks with the vertical patterns characteristic of banking education, can fulfil its function as the practice of freedom only if it can overcome the above contradiction. Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with student-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on â€Å"authority† are no longer valid; in order to function, authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. Men teach each other, mediated by the world, by the cognizable objects which in banking education are â€Å"owned† by the teacher. The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teacher and students. Hence in the name of the â€Å"preservation of culture and knowledge† we have a system which achieves neither true knowledge nor true culture. The problem-posing method does not dichotomize the activity of the teacher-student: he is not â€Å"cognitive† at one point and â€Å"narrative† at another. He is always â€Å"cognitive,† whether preparing a project or engaging in dialogue with the students. He does not regard cognizable objects as his private property, but as the object of reflection by himself and the students. In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students—no longer docile listeners—are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers his earlier considerations as the students express their own. The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom – as opposed to education as the practice of domination – denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from men. Authentic reflection considers neither abstract man nor the world without men, but men in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it. La conscience et le monde sont dormà ©s d’un meme coup: extà ©rieur par essence à   la conscience, le monde est, par essence relative à   elle.[8] In one of our culture circles in Chile, the group was discussing (based on a codification[9]) the anthropological concept of culture. In the midst of the discussion, a peasant who by banking standards was completely ignorant said: â€Å"Now I see that without man there is no world.† When the educator responded: â€Å"Let’s say, for the sake of argument, that all the men on earth were to die, but that the earth itself remained, together with trees, birds, animals, rivers, seas, the stars†¦wouldn’t all this be a world?† â€Å"Oh no,† the peasant replied emphatically. â€Å"There would be no one to say: â€Å"This is a world’.† The peasant wished to express the idea that there would be lacking the consciousness of the world which necessarily implies the world of consciousness. I cannot exist without a not-I. In turn, the not-I depends on that existence. The world which brings consciousness into existence becomes the world of that consciousness. Hence, the previously cited affirmation of Sartre: â€Å"La conscience et le monde sont dormà ©s d’un mà ª coup.† As men, simultaneously reflecting on themselves and on the world, increase the scope of their perception, they begin to direct their observations towards previously inconspicuous phenomena: That which had existed objectively but had not been perceived in its deeper implications (if indeed it was perceived at all) begins to â€Å"stand out,† assuming the character of a problem and therefore of challenge. Thus, men begin to single out elements from their â€Å"background awarenesses† and to reflect upon them. These elements are now objects of men’s consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectical relations of men with the world exist independently of how these relations are perceived (or whether or not they are perceived at all), it is also true that the form of action men adopt is to a large extent a function of how they perceive themselves in the world. Hence, the teacher-student and the student-teachers reflect simultaneously on themselves and the world without dichotomizing this reflection from action, and thus establish an authentic form of thought and action. Once again, the two educational concepts and practices under analysis come into conflict. Banking education (for obvious reasons) attempts, by mythicizing reality, to conceal certain facts which explain the way men exist in the world; problem-posing education sets itself the task of demythologizing. Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying men their ontological and historical vocation of becoming more fully human. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of men as beings who are authentic only when engaged in inquiry and creative transformation. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men as historical beings; problem-posing theory and practice take man’s historicity as their starting point. Problem-posing education affirms men as beings in the process of becoming – as unfinished, uncompleted beings in and with a likewise unfinished reality. Indeed, in contrast to other animals who are unfinished, but not historical, men know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of men and the transformational character of reality necessitate that education be an ongoing activity. Education is thus constantly remade in the praxis. In order to be, it must become. Its â€Å"duration† (in the Bergsonian meaning of the word) is found in the interplay of the opposites permanence and change. The banking method emphasizes permanence and becomes reactionary; problem-posing education—which accepts neither a â€Å"well-behaved† present nor a predetermined future—roots itself in the dynamic present and becomes revolutionary. Problem-posing education is revolutionary futurity. Hence it is prophetic (and, as such, hopeful). Hence, it corresponds to the historical nature of man. Hence, it affirms men as beings who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat, for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Hence, it identifies with the movement which engages men as beings aware of their incompletion—an historical movement which has its point of departure, its Subjects and its objective. The point of departure of the movement lies in men themselves. But since men do not exist apart from the world, apart from reality, the movement must begin with the men-world relationship. Accordingly, the point of departure must always be with men in the â€Å"here and now,† which constitutes the situation within which they are submerged, from which they emerge, and in which they intervene. Only by starting from this situation—which determines their perception of it—can they begin to move. To do this authentically they must perceive their state not as fated and unalterable, but merely as limiting—and therefore challenging. Whereas the banking method directly or indirectly reinforces men’s fatalistic perception of their situation, the problem-posing method presents this very situation to them as a problem. As the situation becomes the object of their cognition, the naà ¯ve or magical perception which produced their fatalism gives way to perception which is able to perceive itself even as it perceives reality, and can thus be critically objective about that reality. A deepened consciousness of their situation leads men to apprehend that situation as an historical reality susceptible of transformation. Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If men, as historical beings necessarily engaged with other men in a movement of inquiry, did not control that movement, it would be (and is) a violation of men’s humanity. Any situation in which some men prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate men from their own decision-making is to change them into objects. This movement of inquiry must be directed towards humanization—man’s historical vocation. The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity; therefore it cannot unfold in the antagonistic relations between oppressors and oppressed. No one can be authentically human while he prevents others from being so. Attempting to be more human, individualistically, leads to having more, egotistically: a form of dehumanization. Not that it is not fundamental to have in order to be human. Precisely because it is necessary, some men’s having must not be allowed to constitute an obstacle to others’ having, must not consolidate the power of the former to crush the latter. Problem-posing education, as a humanist and liberating praxis, posits as fundamental that men subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables men to overcome their false perception of reality. The world—no longer something to be described with deceptive words—becomes the object of that transforming action by men which results in their humanization. Problem-posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why? While only a revolutionary society can carry out this education in systematic terms, the revolutionary leaders need to take full power before they can employ the method. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with the intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary—that is to say, dialogical—from the outset.