Why are we learning US history

Introduction Currently, there are numerous demands from the desire to live in the present and focus on the future. This has resulted from the countless uncertainties that people are faced with. As a result, many students may fail to understand the importance of studying early American history at this point in time when they are supposed to be taught about current issues and how to cope with future contingencies (Holt 76).Advertising We will write a custom essay sample on Why are we learning US history? specifically for you for only $16.05 $11/page Learn More This has made many opt to go for science subjects whose purposes they believe are easy to discern. It has to be noted that history is very important; in fact indispensable. Nevertheless, it results are hardly tangible and may not be seen immediately like those of other subjects such as engineering. Learners ought to know that history is very essential not only to individuals but also to the entire so ciety. Understanding the society By studying American history, students are able to understand people and the society well. It is by looking at the history of a specific society that one can be able to unravel the mystery of why the society behaves in a specific manner. There are numerous scientific laws that have been put forward in an attempt to explain human behavior. These laws have only been made to stand their grounds by being based on past experience hence underlining the importance of history (Holt 89). Most of the present students have been born at the time when America has already seen civilization. Consequently, it is very hard for such students to understand that technological innovation has a greater influence in the society. It is only by studying the history of the specific society that they can be able to systematically understand the evolution the society has undergone. It is hard for one to solve current problems without knowing the origin of the problem. For insta nce, to counter a problem such as alcoholism, people have gone to the extent of investigating how alcoholism has been in the past years. Through this, they have been able to learn variations in rate of alcoholism and factors that have contributed to the variations (Holt pp. 124-132). History has greatly contributed in solving the problem of alcoholism in the society. This is because researchers have managed to predict its trend based on the historical trends. Low voter turnout is a major problem that currently affects the American. It is only by looking at the history of the voter turnout that Americans can come up with a lasting solution to the problem. Consequently, by learning American history, students are in a better position of educating the society on the importance of turning out in large numbers for such events (Stearns 256).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More They can base their arguments on some of the challenges that were later experienced after elections and attribute them to low voter turnout thus encouraging voters to participate in elections. With every American looking forward for a healthy political environment, this can only be achieved by revisiting the history of its politics, look at the various changes that have emerged and how they have contributed towards improving it or ruining it. Despite a contemporary analysis of the political environment helping in highlight some of the problems; it can not effectively bring out all the problems affecting the American politics. History has to be leveraged for this to be achieved. Moral understanding and sense of identity History contributes to moral understanding and creating a sense of identity. By studying American history, students are presented with varied complexities and dilemmas that past heroes and heroines came across in the past and how they coped with them. As a result, they become inspired by them thus working towards improving their standards in bid to be improve their identity and be associated with the past heroes and heroines (Stearns pp. 260-263). It is through studying history that students can understand their background. This would help them identify with a specific lineage and learn how their families have coped with historical changes. History helps in creating good citizenship History is a vital subject towards bringing up loyal citizens. This is one of the major arguments that been used in supporting inclusion of the subject in curriculum. One can not love his or her country without first understanding the hardships it has gone through to reach where it is as well as how and why various institutions have been established. By understanding these, one can gauge his or her country with others, acknowledge the achievements made and look for ways to make it better thus becoming a loyal citizen (Stearns 258). Further, studying history helps one learn how past, pre sent and future changes that shape citizens’ lives occur or may occur and the impacts they are likely to have. It is through studying the American history that students will be able to develop mental habits that are important for responsible social conduct. Conclusion It is evident that history is indispensable. For some of the scientific theories to be formulated they have to base their arguments on past historical facts. Consequently, learning the American history helps in understanding the social fabrics of the Americans, how the country has evolved and related with its neighbours thus facilitating in molding students to be loyal citizens in future.Advertising We will write a custom essay sample on Why are we learning US history? specifically for you for only $16.05 $11/page Learn More Works Cited Holt, Thomas C. Thinking Historically: Narrative, Imagination, and Understanding. New York: College Entrance Examination Board, 1990. Stearns, Peter N. Meaning over Memory: Recasting the Teaching of History and Culture. Chapel Hill, N.C.: University of North Carolina Press, 1993. This essay on Why are we learning US history? was written and submitted by user Graysen K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

10 TED Talks to inspire teachers

10 TED Talks to inspire teachers Summer is on the way out, and the school year is underway. Everything is shiny and new. But if you’ve taught before, you know it’s not long until the gleam wears off and the grind of the school year sets in. These 10 Ted Talks from teachers who are changing the world around them will inspire you long after September has passed. Watch when you’re feeling burned out, and know that you, too, have a personal hand in molding the lives of the kids you see every day.1. Rita F. Pierson: â€Å"Every Kid Needs a Champion†Pierson has been a teacher for the past 40 years. Her bottom line: you have to connect with your students on a human, personal level. Her response to a colleague who said he wasn’t paid to like the kids? The kids can tell.2. Linda Cliatt-Wayman: â€Å"How to Fix a Broken School†Her answer to this question? â€Å"Lead fearlessly, love hard.† This principal of a once-failing North Philadelphia school has a lot to say about the com plexities of running â€Å"low performing and persistently dangerous† schools and how a true love of the students is the only foundation for any change.3. Sakena Yacoobi: â€Å"How I stopped the Taliban from shutting down my school†The Taliban shut down every girls’ school in Afghanistan. Yacoobi set up new ones- secret schools to educate thousands of girls and boys. This inspirational talk shows just what a teacher is capable of in the face of terrifying obstacles.4. Nadia Lopez: â€Å"Why open a school? To close a prison.†Lopez is the founder of Mott Hall Bridges Academy in Brownsville, Brooklyn- one of the most violent and underserved neighborhoods of New York City. Here, she talks about finding out what each child is capable of and how they can plan for a bright future.5. Christopher Emdin: â€Å"Teach teachers how to create magic†Emdin’s focus is making learning come alive. Whatever gets a kid interested and engaged allows you to teach- anything from rap songs to barbershop banter to church sermons. He’s also the founder of Science Genius B.A.T.T.L.E.S. with GZA of the Wu-Tang Clan.6. Ramsey Musallam: â€Å"3 rules to spark learning†Musallam was jarred awake after 10 years of what he calls â€Å"pseudo teaching† by surgery and the surgeon who saved his life. Here, he talks about the three principles he used to turn his classroom around.7. Fawn Qiu: â€Å"Easy DIY projects for kid engineers†Trying to figure out how to get kids into STEM? Qiu’s practical advice gives great ideas to teachers hoping to find low-cost, innovative ideas for projects for students of all levels to get them excited by STEM fields.8. Reshma Saujani: â€Å"Teach girls bravery, not perfection†Girls are often socialized to be perfect- and not just that, but to meet impossible standards of perfection. If they feel they can’t live up to these impossible ideals, they’ll often give up. Saujani wants to teach girls to respond to challenges with bravery and confidence.9. Eduardo Briceà ±o: â€Å"How to get better at the things you care about†No matter how much you want to be good at something, there will always come a time when your work will stagnate, no matter how persistently you’re working. These times require a bit of extra determination. Briceà ±o also offers up a strategy- alternating between learning and performance modes- to keep things fresh and forward moving.10. Stephen Ritz: â€Å"A teacher growing green in the South Bronx†A tree grows in the Bronx? Ritz focuses on urban landscaping and agricultural projects that help his students learn new skills effortlessly while improving an underserved community’s access to nutritious food. He’ll help you learn how to think outside the box. Prepare to be inspired.

'Gendered' realm' of international politics Article

'Gendered' realm' of international politics - Article Example There are circumstances that can make a woman feel like her sex is a trap of sorts, an anchor that weighs her down, and a chain that is like a tether which determines the circumference of how far she can go. The traditional mindset has clear guidelines of what the two sexes can and are meant to do. A man has the image of the leader, right from the home where he is the breadwinner and the head of the house (Tickner & Sjosburg, 2007 ) . This role playing is cast further afield to the institutions that run our societies; the man is considered to be the natural leader and the woman is the assistant. In what position does this leave the woman in these supposedly modern times where the force of modern liberation has 'opened' up opportunities for women in leadership' Are men and women on an equal platform when it comes to leadership opportunities, especially' The question of gender equity is all pervasive; it is not limited to certain aspects of life or work. The momentum has been gathering on the struggle for equal opportunities for women as there are for men. ... International politics is indeed a gender realm because there are still clich'd and stereotypical views on the role that women are meant to play in society. The acceptance of women being capable leaders has only gotten impetus in recent years (Ticker & Sjosburg, 2007). What are the indicators that international politics is a gender issue, how many female leaders are actively involved in international politics, what view do men and women themselves hold concerning the role that the latter play in international politics' Answering these questions will facilitate the understanding how international politics is a 'gendered realm'. Feminist theories on international relations International relations is defined by Halliday (1995) as being the study of the what constitutes the international system in terms of foreign affairs and interregional concerns, which are directed and seen to by heads of states, inter-governmental organizations, non-governmental organizations and multinational corporations. Feminist international relations theory tries to analyze what the traditional role of women has been in international politics (Halliday, 1995). Feminists have advanced several theories as to why women have so far played such a small role in international affairs. These theories are diverse. When Enloe asks 'where are the women'' (Enloe, 2000) it is in a half ironic manner, because unlike her predecessors she acknowledges that there are women who play a part in international relations: as wives, secretaries, sex workers or even poster girls. But the role played by these women is one that is considered so minor it is no t worth noting. For too long, the women have remained stuck in these positions, watching from the

Philosophy Of Aesthetics Article Example | Topics and Well Written Essays - 3750 words

Philosophy Of Aesthetics - Article Example To some, aesthetics is thought to be a study of critical language, or criticism of works of art. In critiquing works of art, it is suggested that a better question than 'Is it Art' would be 'Is it important' or 'Does it matter' (Burke, et al. 1993). According to An Encyclopedia of Philosophy, "criticism, and aesthetics, involve a sort of arduous thinking that isn't usually asked of people, and is produced normally only by artists . . .". The values irrevocably linked to works of art, as well as the choices that have to be made (Burke, et al. 1993) help us to understand how works of art travel through time to reach our eyes and ears. Understanding the values creates more understanding about the choices that have been made in the art's history. A painting by Rembrandt may be set aside or even discarded if it doesn't measure up to the values of the artist's body of work, or the times in which they are shown. Once that choice is made, the history of the artwork changes completely. Values are also about the 'norms', implied or not, of the art world. As in any part of human endeavor, trying to achieve the norm, the standard, often becomes only successful in achieving mediocrity. Values are the guidelines that great works of art must step outside to achieve greatness. ... History has watched art that has found great popularity and success become invisible when it becomes the 'norm' or is standardized. It becomes wallpaper. So what makes art last Is it beauty What is beauty In Webster's dictionary, aesthetic is defined as an appreciation of beauty. It is the only definition of aesthetic. In philosophy, aesthetic has no definition, only description., many descriptions. As for beauty, it is, of course, in the eye of the beholder. But this does not stop critics from deciding what is beautiful and what is not, which helps some to feel the security of those boundaries, while infuriating others who are imprisoned by them. For who hasn't stood at a window on a gray, rainy day and appreciated the dim, dreary landscape as beautiful in its way Yet there are many who will look out the window and simply say, "I don't like rain." Interpretation of art is different from evaluation, critique and judgements. Interpretation involves explanations of things that are not obvious to the viewer, or listener. Evaluation is more objective and might be thought of as having more to do with the actual piece of art and its explicit components. Critique and judgements are the defining remarks that are based on many factors, which include interpretation, evaluation, personal taste, historical reference, and many others. A tertiary conversation within the realm of aesthetic philosophy is the question 'Is Art Dead', Rosenstein (2002) puts forward the idea that not art but art theory is dead. The pallbearer has been brought to the art scene many times before and been disappointed to find it still breathing. Art is not dead but there are eras that are so lacking in originality that they

Impact of Offender Stigma and Discrimination

Impact of Offender Stigma and Discrimination Does stigmatising offenders cause more harm than good? Discuss In the study of deviant behaviour, sociologists have explored the effects of society’s perceptions on deviants in a school of thought popularly known as ‘Interactionism’. Deviant behaviour, explained from this perspective, is more a result of how society deals with the deviant individual, rather than a result of the individual’s unique characteristics or background. The labelling theory put forth by interactionists, thus argues that an offender’s deviant ways is not due to his or her own deviance but due to the external stigma faced by the individual. This essay will argue that stigmatising offenders causes more harm than good for the following reasons. Firstly, stigmatising offenders can lead to re offending. Secondly, stigmatising can affect the self-esteem of an offender. Thirdly, stigmatising can also result in the unintended consequence of causing stress and social isolation for the family of the offenders. Fourthly, this essay will discuss and further refute the idea of stigma acting as deterrent to crime. Lastly, stigma will hinder an offender from re integrating and contributing back to the society. This essay will highlight society’s influence in the understanding and portrayal of deviance and will discuss the consequence of this on rule- breaking individuals. Furthermore, it will include examples and various sociological theories to justify the impacts of stigmatising offenders. The definition of stigma used in this essay would be that of Goffman’s(1963) who defines stigma as ‘the situation of the individual who is disqualified from full social acceptance.’ Merton (1948) introduced the concept of the ‘self-fulfilling prophecy’. This begins with a false conception of the situation evoking a new behaviour making the original false conception come true. (Merton, 1948) This can be used to explain how society stigmatising offenders can cause more harm than good as the stigma can result in a self-fulfilling prophecy being created by the offenders. Where an individual has committed a deviant act, they will be stigmatised and cut off from ‘participation in more conventional groups’. (Becker 1963). Becker attributes the further development of deviant behaviour to the stigma faced by the individual which thus results in the individual’s inability to lead an ‘ordinary routine life’. The individual is further given an ‘outsider’ status. When this occurs, the individual internalises the idea of him or her being a deviant. This will propel the individual to act deviantly to upkeep societyâ₠¬â„¢s stigma of him resulting in secondary deviance. The secondary deviance thus causes more harm than good as it will only result in the reoffending of an offender. It can thus be derived from the above that self-fulfilling prophecy which originates from stigma will result in re offending, thus causing more harm than good. This is evident in the UK with regards to the Anti-Social Behaviour Orders (ASBOs). ASBOs are intended to protect the public from anti-social behaviour that is likely to cause harassment, distress or alarm. In 2013 however, it was found that 73 % of the offenders had breached their orders. A possible explanation for offenders who had breached their orders could have acted in this way to conform to society’s expectations of them by unconsciously adopting the self-fulfilling prophecy. This thus causes more harm than good as it has also resulted in offenders regarding ASBOs as a ‘badge of honour’. (Squires and Stephan, 2005) thus living up to society’s expectations of them. Stigmatising offenders can also cause more harm than good as it can lead to the ‘dramatization of evil’ (Tannenbaum, 1938). This can have potentially lasting implications on the behaviour in children, thus causing more harm than good. The process of dramatization of evil involves the shift from an act being defined as evil to the individual becoming seen as evil. For example when a child has committed a criminal act he or she will be separated from other children and will then will be tagged. This evil is then further dramatized by treating the individual the way society thinks the individual should be treated. The individual is recognised as being different from others who are considered ‘normal’. Tannenbaum (1938) describes this process one of â€Å"tagging, defining, identifying, segregating, describing, emphasizing, making conscious and self-conscious.† This inaccurate label that stigma can impose on an individual results in the social exclusion of the individual. This cause more harm than good because the offender will now associate himself with other deviants ( Heimer and Matsueda, 1992) and this could further lead to deviance amplification ( Lermert, 1967) Recently, Injunction to Prevent Nuisance and Annoyance (IPNA) bill was the subject of debate, with the House of Lords rejecting this bill. The intention of the bill was to replace ASBOs. The IPNA in my opinion, is a reflection of ‘dramatisation of evil’ as, it can result in many unassuming juveniles being caught by it which can trigger the possibility of the juveniles seen as delinquent rather than the act alone. This will thus cause more harm than good. It should also not be passed as this could lead to children being considered offenders for petty crimes. This will breed a new generation offenders from such a young age. Stigmatising offenders can result in a lack of self-esteem in offenders. This is explained by symbolic interactionism. The symbolic interactionist view holds that the stigma faced by offenders would affect the way they perceive themselves and this in turn will affect their future behaviour(Blumer, 1969) , causing more harm than good. Cooley (1922) states that one’s perception is formed through the â€Å"looking glass self†. An individual thus will shape their self-concepts based on their understandings of how they are being perceived. With regards to offenders their self perception and esteem is thus based on what is reflected of them in society. An offender will thus have a low self esteem as what is reflected of them is likely to be poor. This reflects how crucial society’s perceptions of offenders are as it can reduce the offender’s esteem where they are negatively perceived. Having a low self-esteem will result in the failure of the offender to move past his mistakes. However, it is impossible to completely blame society for an individual’s actions at the end of the day. Deviants are not always ‘thrust’ with the label of offenders. Offenders could have actively seeked the label be joining certain groups. (Ackers, 2007) Also, Lemert (1967) argues that offenders who have committed secondary acts of deviance do not necessarily commit crimes just because of the stigma they face. There are instances where offenders are able to brush off the stigma, and in other instances even become oblivious to the stigma. The idea of whether stigma discourages offending behaviour and thus acts as deterrence to crime, has indeed been a contentious issue. (Williams and Hawkins, 1992; Tittle, 1980; Grasmick and Bursik, 1990; Zimring and Hawkins, 1973; Andeneas, 1974; Nagin and Paternoster, 1994). Becker (1955) in his study; Marijuana Use and Social Control; observed that the stigma attached to marijuana users as ‘unproductive criminals’ acts as a deterrent to individuals who intend on using the drug. This is supported by the observations of Cohen, who noted that there are certain roles which people actively resist, such as the label of alcoholic or drug addict. Cohen observes that people would avoid subjective identification with these negative labels even when they have been identified with them, trying to limit the visibility of these roles or to emphasise that these are secondary characteristics of their sense of self. Similarly, stigmatising offenders, can work as a deterrent as potentia l first time offenders would not want to be labelled or stigmatised. The certainty of stigma derived from punishment of a crime deters an offender more than the severity of the punishment. (Nagin, 1998). From an economic view point, a key advantage of stigma is that it is a deterrent with no cost involved. (Rasmussen, 1996) This could thus reflect the benefits that stigmatising offenders has. Whilst stigma acts as a deterrent and thus causes more harm than good, it also has some limitations. Firstly, where the stigma is huge, and the offender has no way of hiding it or shedding it, the stigma will be counterproductive to deterrence and will instead amplify the offender’s misconduct. Secondly, research has also shown the stigma might have little effect of already stigmatised ex-convicts, and can possible drive the ex-convict to commit more crimes (Funk, 2004). Having taken into account the advantages of stigma being a deterrent to crime, and the limits to this, this essay argues that whilst stigmatising offenders is good as it helps to deter potential new offenders from committing crime to avoid the stigma that other offenders already face. Offenders are not the only ones to face the stigma and the possible effects of it. Stigma also has broad effects on their families who suffer stress from stigma and also possibly social isolation. This especially holds true for the families of offenders in prison, where the stigma is borne by a host of non-offenders as well. (Thompson, 2008) Where the families of prisoners come from areas that are ‘disproportionately victimized by crime’, the stigma they face is a lot greater. Children of serious offenders suffer secondary stigma, which is related to the idea of ‘contamination’. (Condry, R. and Boswell and Wedge) Condry states that this stigma could be long lasting and serious. 3 It has been established that the stigma society holds of offenders have a significant impact on their livelihood and their abilities to re integrate into society. This is proven by the failure of ‘disintegrative shaming’ which is adopted by many countries which will make an offender still feel like a criminal, and prevent him from re integrating into society. Mc Alinden (2005, 2007) argues that disintegrative shaming stigmatises offenders which thus results in the ostracism from their respective communities. This in turn may result in violence directed towards the offenders. This was evident in the brutal slayings of two sex offenders in Maine in 2006, where the addresses were obtained via the sex registry. This sparked debate in the US as to whether an online sex registry (and thus shaming the sex offender) was necessary. Furthermore, this form of disintegrative shaming will hinder an offender’s employment opportunities and re-entry into the community. This knowledge has contributed to an alternative method of combating certain deviant behaviour, such as juvenile delinquency, known as ‘Reintegrative Shaming’. This method has been analysed by Braithwaite and Mugford. Central to this process is the condemnation of the deviant act, while reintegrating the individual into regular society. A conference is conducted between the deviant, the victim and the deviant’s family, with a neutral coordinator. The deviant is forced to hear the victim’s side of the story, and is shamed in front of his family. He is given the opportunity to apologise and is in turn forgiven, hence reintegrated into society.(McAlinded, 2005 , Makkai and Braithwaite 1994). Braithwaite notes that the most important elements for this method to work are that the actor and the act must be decoupled, so that it is the act which is criticized, not the actor. Petrunik (2002 : 56) that re integrative shaming allows a sex offender to ‘redeemâ⠂¬â„¢ himself/ herself whilst under the scrutiny of the community concerned. Braithwaite identifies Japan as a country with much lower crime rates because the communitarian values that are upheld in Japan enable re integrative shaming to be successfully applied. Further examples of successful re integrative shaming would include New Zealand where juvenile delinquency is dealt with by family group conferencing. Re integrative shaming will also allow the offender to contribute to society, (Braithwaite, 1989, McAlinden 2005). It must be noted that re integrative shaming should not be seen as a softer option to conventional punishments as it can also be degrading and hurtful. There are however certain shortcomings to re integrative shaming. They are that both the victim and the offenders have to be present. McAliden finds that where the participation of offenders is forced upon them, the programme is futile. Where offenders voluntarily involve themselves, the programme is more effective. (McIvor 1992; McLaren 1992; McGuire 1995). Furthermore, forcing victims to participate could lead to victimization and disempowerment. Moreover, the process is often met with controversy, particularly with ‘gendered and sexualised violence’. (Hudson, 2002). â€Å"Disintegrative shaming† on the other hand, labels and stigmatises offenders, ostracises them from the local community and may result in violence directed towards offenders. Mc Alinden (2005, pg 380), in support of Braithwaite’s disintegrative shaming practices in the form of coercive criminal justice responses will not deter offenders, protect victims or make significant reductions in recidivism levels except in the short term. The difference between reintegrative and disintegrative shaming is not in the quality of the shaming, but in its aim and in the processes that follow. However, my view is that such a process shows the deviant that he is no longer ostracised by other members of society. After the apology, he is forgiven by all, including the victim. This eliminates the sense of alienation which was identified earlier as the central cause for amplification of the deviant behaviour. However this process may not work well for perpetrators of serious crimes or for adults, who may not be as open to such a process as juveniles.

Management function Essay

During week two the group was presented with new information that helped to teach different aspects of planning as a management function. The different types of planning include strategic, operational, and tactical planning. Strategic planning involves looking into the long term goals and plans. Tactical planning translates broad goals and strategies into specific actions to be taken within different parts of an organization. Operation planning is the specific short term procedures done at lower levels of the organization. As problems in various companies were identified by the class a SWOT analysis was something that could be used to see what weaknesses, threats, strengths, and opportunities an organization has to combat issues. This is very important to see what the organization is doing wrong or right to help strengthen and decrease weaknesses and threats. It also helps a company to find its strengths and lean on them and to look for opportunities within the company. Then there are the threats to the company that we can try and get rid of like competition. Core competencies can be discovered during this process that gives firms a competitive advantage. We discussed how organizations can remain competitive by choosing strategy options that competitors are unwilling or unable to imitate. In making sure that plans are successful managers have to make sure they implement their strategies effectively and efficiently. Learning ethics and why they are vital to the hiring process was reviewed. Business ethics are the moral principles and standards that act as a guide for how those in the business world should act. Different ethical systems include universalism, egoism, utilitarianism, relativism, and virtue ethics. Egoism is doing the right thing that is best for one person where utilitarianism is doing the right thing for the group. Relativism is a fun one that influences business because it is based on opinions and behaviors. Corporate social responsibility or CSR is an organizations obligation toward society. It was observed how ethical decision making is important in the business environment. Management has to consider all facts and how decisions will affect the organization on a short and long term basis. An example is an employee using paid work time to surf the Internet this cause’s lost wages for the company and could cause viruses to the company software by using outside company sites. In talking about ethics the topic of Greenwashing was mentioned. Greenwashing is the misleading of consumers concerning the environmental benefits of a product or service and it was discovered that several companies are guilty of this. In considering what a business needs to have customers value them brand loyalty was learned. Brand loyalty in relation to price is seen because as consumers become more loyal to certain brands they are less sensitive to the changes in price. Consumers who are loyal to a brand feel that there is not another company who is able to imitate the one they have chosen to be loyal to.

Presentation: Barack Obama “Dreams from My Father”

Barack Obama – â€Å"Dreams From My Father-A Story of Race and Heritance† Today I want to introduce you United States President Barack Obama’s first memoir, dreams from my father. It was first published in July 1995 as he was preparing to launch his political career and republished in August 2004. Author: Since my book is an autobiography I won’t tell you everything about the author, I just will give some personal facts about him. Barack Obama was born in 1961 in Honolulu, Hawaii to Barack Obama Senior and Ann Dunham. In 1991, Obama graduated from Harvard Law School.While in law school he worked as a co-worker at the law firms of Sidley & Austin where he met his wife, Michelle, whom he married in 1992. Barack and Michelle Obama have two daughters: Malia Ann and Natasha, known as Sasha. On November 4 2008, Obama won the presidency of the United States. The inauguration of Barack Obama as the 44th President took place on January 20, 2009. On October 8 of las t year, Obama was named the 2009 Nobel Peace Prize laureate. Characters: Paternal Family The Obamas are members of the Luo, Kenya's third-largest ethnic group. Hussein Onyango Obama Barack Obama's paternal grandfather †¢Habiba Akumu Obama Barack Obama's paternal grandmother and the second wife of Hussein Onyango Obama †¢Barack Hussein Obama Senior He is the father of Barack Obama. Visited his son only for one single time. In his memoir, Barack calls him the Old Man. †¢ Kezia †¢Jane Her sister, Jane, is the ‘Auntie Jane' mentioned at the very start of Dreams from My Father when she telephoned President Obama to inform him that his father had been killed in a car accident. †¢Ruth NdesandjoBorn Ruth Nidesand, in US, Barack Obama Sr. ‘s third wife Maternal Family †¢Ann Dunham Mother of Barack Obama. His mother is open minded, idealistic, naive in one sense, world-wise in another. †¢Stanley Dunham is the grandfather of Barack Obama. Stanley and his wife Madelyn raised Obama in Honolulu, Hawaii. His grandparents love him unconditionally. He learns his grandfather's strengths and weaknesses, but never really comes to see him as the father figure he's seeking. †¢Madelyn Lee Payne Dunham Barack Obama's maternal grandmother. †¢Lolo SoetoroStepfather of Barack Obama, born in Indonesia, Obama speaks fondly of his step-father, and learns several life lessons from him, but unfortunately his mother's relationship with his step-father doesn't last. Plot: 1. Origins 2. Chicago 3. Kenya Epilogue Barack Obama, the current narrates a heart-rending story about his personal implications; tribulations in the American society, and his father’s roots. Ad 1. The story opens up in New York, where he hears that his father—a figure he knows more as a myth than as a man—has died in a car accident.Two years later after Baby Obama was born, his father won a scholarship to continue with studies at Harvard University . And so, Obama Senior left Hawaii, went to Harvard, separated from his small family and, was divorced by Ann. He completed his studies and returned to Kenya to take up a senior job at the department of national planning. Baby Obama never saw him until much later. As a young boy, his mother marries a man from Indonesia and they go to live there. His mother sends him back to Hawaii to live with his grandparents so he can attend a prestigious Hawaiian school, as one of only three black students there.Obama has one encounter with his father when he's ten in Hawaii. Obama is a little adored, a little overwhelmed by his father’s visit. Nevertheless his father doesn’t stay very long and leaves Obama with more questions than answers. Ad 2. Propelled by a desire to understand both the forces that shaped him and his father’s legacy, the book then moves on to moves to Chicago where he works as a community organizer. It's challenging work that is rarely rewarding, but Obam a gives it his all. Then a relative from Kenya, his aunt Jane, calls to tell him his father has died, but Obama's not quite sure how to feel about that or how to react.Several weeks later, his Kenyan half-sister, Auma, makes contact with him. Auma gives him a sneak peek into his father's life in Kenya. Obama is fascinated by the life Auma leads and wants to learn more about their father. Before he leaves community organizing to go to Harvard Law School, he makes arrangements to visit Auma in Kenya and TO TRACE THE ROOTS OF HIS FATHER. Ad 3. In Kenya, Obama discovers a family he didn't even know. His father had at least four wives, and Obama has a slew of brothers and sisters who are living in their father's shadow.Obama and Auma visit with one their grandfather's wives, â€Å"Granny. † She tells Obama's father story to him. The story: Because Onyango wanted his son to be provided as best as possible as for opening up a good future, his father received a scholarship in economi cs through a special program which offered Western educational opportunities to outstanding Kenyan students. Following Obama Sr. enrolled at the University of Hawaii where Obama Sr. married Ann Dunham, though she would not find out that her new husband was already married to a pregnant wife until much later.Ann quit her studies to care for the baby, while Obama Sr. completed his degree, leaving shortly thereafter to study at Harvard University. While studying at Harvard, Obama Sr. met an American-born teacher named Ruth who he married after divorcing from Barack’s mother. After a while Obama Sr. published a paper entitled â€Å"Problems Facing Our Socialism† harshly criticizing the concept for national planning. This conflict with President Kenyatta destroyed his career. Following he was fired from his job, was blacklisted in Kenya, and began to drink.He had a serious car accident, spent almost a year in the hospital, and by the time he visited his son in Hawaii, when Barack was ten years old. Obama Sr. ‘s life fell into drinking and poverty, from which he never recovered. Obama Sr. later lost both legs in another automobile collision, and subsequently lost his job. He died at the age of 46, in a third car crash in Nairobi. From then on, Obama realized that the man he thought to be a failure was in fact a hero in his village. His father was the first person to have gone to the US University from his village.Then, Obama forgave his father and decided to change his life basing on his father’s dreams. Themes: †¢Racism Throughout the whole book the main character is faced with Racism. From early childhood he had to struggle with students that teased him when he was playing with one of the three black kids. Even in Kenya, when he and some of his family members are at a restaurant, the waitress who is black, ignores their orders and doesn’t serve them after she has seen European tourists who are white. †¢Search for communi ty As a young adult, Obama set off in search of community and purpose, with the reat role models of the civil rights movement. The glory days of the civil rights movement were long gone when Obama gets an organizing job in a poor neighborhood on Chicago's South Side plagued by crumbling public housing, disappearing manufacturing jobs, and rising crime. The group's founder is a Jewish man who is not fully trusted by the community. At the same time Obama makes personal connections. He becomes close with the three middle-aged African-American women who are core to the organization, and develops a friendship with an eccentric, pot-smoking Catholic organizer.He looks out for Kyle, the teenage son of a volunteer who is in danger of getting into trouble. One of the most moving bits in the book where Obama tells the group he is headed off to Harvard Law School, and promises his friends in the neighborhood that he'll be back. †¢Search for family and identity Feeling out of place in high school, Obama gravitates toward the black kids and works to embrace an African-American culture that matches others' expectations of his appearance, but is different from his upbringing and background. A trip to Kenya before law school is an opportunity for discovery.Obama grew up with an idealized vision of his father, which both intimidated and inspired him. As he gets to know his African family, he finds out that his father's life was more complex and less perfect than the idealized image. In Kenya, Barack Junior finds a family that is loving, close, and welcoming but surrounded by problems — feuds, alcoholism, and poverty. The stories that Obama hears on his trip make things more complicated, not simpler. The stories provide context for the personality flaws, passions, that which are more meaningful, more admirable, and more forgivable, than a shallow but false idealized image. The Limits of â€Å"Organizing† After a series of infamous defeats, the persistence, sk ill and empathy of Obama's group begins to pay off. They organize cleanup for the housing project, job training for the neighborhood, mentoring for school kids. But in the end, during a public forum where the neighborhood people demand basic maintenance for public housing projects, the bureaucrats explain that the Housing Authority budget allows a asbestos removal, or basic repairs, but not both. So as you can see, one small person can’t change everything without reaching some limits.