Critical Period for Language Acquisition Chomsky

Critical Period for Language Acquisition Chomsky Chomsky claimed that there was a critical period for language learning which was first proposed by Eric Lenneberg. He claimed, as Cook Newson (1996:301) explain, that there is a critical period during which the human mind is able to learn language; before or after this period language cannot be acquired in a natural fashion. Although the rare cases of feral children who had been deprived of first language in early childhood seems to support the idea of critical period but it is not known for definite if deprivation was the only reason for their language learning difficulties as Sampson (1997:37) points out, it is not certain if children in cases of extreme deprivation have trouble learning language because they have missed their so-called critical period or if it is because of the extreme trauma they have experienced.Although Chomsky was a very influential and successful nativist, Sampson (1997:159) claims his theories were given a helping hand by external circumstances. Behaviourist Theory and Chomskys Innatism Further, reasoning the success of these new nativist writers Sampson says When Chomsky originally spelled out an argument, the reader would assess it and might detect its fallacies; but when recent writers refer to something as having been established back in the 1960s-70s, most readers are likely to take this on trust, for lack of time and energy to check the sources.Finally, on the subject of nature vs. nurture debate, which so heavily involves Chomsky, it seems impossible to distinguish whether language is only acquired due to environmental exposure or simply due to innate faculties. From the evidence it seems that humans possess innate capabilities which enable linguistic development, but the correct environment, with exposure to adult language throughout the critical period, also seems to be necessary in order for a child to develop and become a proficient speaker. Singleton evaluates the scenario in these words, The one qualification that might be entered with regard to such evidence is that deprivation of language input during the phase in a childs life when cognitive development is at its most intense may have quite general psychological/cognitive effects, and that it may be these general effects that are reflected in later language development rather that effects relating specifically to a critical period for language (Singleton 1989, 54). The behaviourist theory is also contradicted by the fact that young children very often make intelligent mistakes as they learn a language. As they progress beyond the two-word stage, they begin to understand and try to express more complex concepts, such as plurality, past tense and negation. Mistakes such as sheeps, goed, and I no want to, are all formed from formulae in the English language. In the first case, the child has grasped the general rule that /s/ at word endings implies more than one, but has not yet distinguished irregularities. The same applies to the second; /ed/ is a regularised past tense ending. In the third instance, the child definitely understands the concept of negation, but cannot yet distinguish between the different forms of expressing it (such as do not, dont; will not, wont; no; none etc) or completely comprehend the complex syntax involved. (Foster-Cohen, 1999, 89) If children only learned through repetition and imitation, would they be able to produce u tterances with grammar applied that they would never have heard their parents use? Chomsky and the Language Acquisition Device (LAD) Therefore there must be more to a childs linguistic development than simply social factors. Theories suggesting that the human brain has a unique capacity for language which is genetic and exists from before birth include Chomsky and the Language Acquisition Device, Piaget and Cognitive theory and Lenneberg and the Critical Period. The Language Acquisition Devise (LAD), according to Chomsky, is an inborn mechanism facilitating the learning of language, consisting of neural wirings and brain structures unique to human beings. A child does not need to be taught language formally, but simply needs to be exposed to adult speech. This effortless discovery of the language system is due to LAD. Chomsky, 1986, 118) The four properties of LAD are: Ability to distinguish speech sounds from over environmental sounds Ability to organise linguistic events into various properties Knowledge that only a certain kind of linguistic system is possible Ability to engage in constant evaluation of developing linguistic systems, such as generating new sentences and selecting the correct tense. Chomsky argues that language develops in a uniform way, which is genetically determined, and that learning develops in an individual with the trigger of experience. The human brain is ready for language intake from birth, and exposure to adult speech activates it. An ancient experiment where an emperor ordered for a group of children to grow up in isolation with no exposure to language resulted in none of them developing language for communication. This shows that exposure to adult language is essential for linguistic development, as language will not appear without it. A childs language develops through hypothesis testing: deciding an utterance and trying it on parents. Through trial and error, their speech will eventually correspond to adult speech. Chomskys LAD theory therefore does tie in with the behaviourist theory, but maintains that language acquisition is much more complex then simply imitation because innate faculties are also involved. If language development is dependent on the environment triggering the LAD, what is it that determined how and when children learn what? Certainly, the same stages of linguistic acquisition occur for all children (i.e. holophrastic, two-word, telegraphic), in the same order and at roughly similar ages.Piagets Cognitive Theory identifies language as an element of knowledge acquisition. He believed that the growth of knowledge is a progressive construction of logically embedded structures replacing one another by a process of inclusion of lower, less powerful logical means into higher and more powerful ones up to adulthood. This means that childrens logic and thinking methods are originally different to adults. Piagets cognitive theory suggests language is one of many cognitive behaviours, and it emerges from cognitive development or learning to think and problem solve. However, this theory is contradicted by the cocktail party chatterer children. Observations of these children have suggested that an ability to cope with language structure is largely separate from general intelligence. They talk for the sake of talking and their sentences may not make sense. However, as the behaviourist theory might have suggested, they are not simply repeating phrases they have heard, because they make grammatical mistakes such as three tickets were gave out by a police last year which they would not have heard said. A theory which would explain why these cocktail party chatterers could be able to speak fluently even with a very low non-verbal I.Q. is Lennebergs Critical Period Theory. He considered language to be an example of maturationally controlled behaviour, like walking and sexual behaviour, which is genetically programmed to emerge at a particular stage in an individuals life. Learning is required, but cannot be significantly hastened by coaching. Aitchinson Reith tells us no external event or conscious decision causes it, and a regular sequence of milestones can be charted. When the brain is in this period, lateralisation occurs, when the two sides of the brain develop specialised functions. Lenneberg recognised that in an adult brain, language is found only in the left hemisphere, whereas in infancy it is more spread out, meaning the infant brain has equipotential. Feral Children Phenomenon So-called feral children, those that have had no exposure to language in their critical period have helped to credit Lennebergs theory. Genie is an example. She was kept in appallingly deprived conditions, with almost no social contact or exposure to language until she was found at age thirteen. Attempts were made to teach her language, but although she progressed to the two-word and three-word stages like most children, her lack of morphology was never remedied. She only grasped simple grammatical concepts. Had and gave where her only past tenses which were used rarely and her only auxiliary was be; never have or must. She never used the demonstratives there or it although there were attempts at the definite article the. Genie demonstrates that after the critical period, pragmatic skills can still be developed but the structural knowledge of language is lost. She suggests that a child must be exposed to language during the critical period, and that after puberty language acquisition cannot reach its normal end point. (Snow, Hoefnagel, 1978, 1116) This suggests that universal grammar is no longer operative as an LAD. About Genies case, De Villiers is of the opinion that It is unnecessary to explain that such circumstances did not leave Genie intact in body and mind. However, although she was malnourished, there was no evidence of physical abnormalities sufficient to account for her behaviour, for she had adequate hearing, vision and eye-hand coordination. She was severely disturbed emotionally, having frequent but silent tantrums, yet there were no other symptoms of childhood autism. The most likely explanation was the chronic social deprivation she had suffered for those twelve years (De Villiers De Villiers 1978, p.215) Critical Period and Language Acquisition What the critical period theory does fail to emphasise is the way in which children learn language, concentrating more on the scientific explanation for why they are able to. The fact that children definitely need exposure to adult speech in order to learn language has already been discussed. But the reasons that humans, as social animals, need language have not been covered by any of the previously mentioned theories. Through studying his own son, Halliday identified five main purposes children need language for. These functional frameworks can be distinguished from childrens utterances even before recognisable words can be articulated, i.e. in the childs proto-language. Interpersonal functions are when the child is increasing and extending his capacity for engaging linguistically with others, for opening and sustaining dialogue with them. These include Instrumental, to satisfy material needs, for example /na/ when requesting an object. This is the I want function of language. The regulatory function is used to control behaviour of others, such as /ee/ meaning do that again! This is the do what I say function of language. Ideological functions are the aspects of adult language systems concerned with giving shape to and expressing events and the external world, and also the internal world of consciousness. (Jackson Stockwell, 1996, 170) The heuristic function is where a child uses language to explore its environment, such as requesting the name of and object. (Harley, 1989, 166). This is the tell me why function of language. The personal function enables the child to communicate his identity by expressing pleasure or interest, for example /a/ for thats nice. This is the here I come function of language. Hallidays language functions propose that both proto-language and later linguistic development can be identified by frameworks. These frameworks are factors which are important for humans to establish relationships with others, satisfy material wishes and to find out about the environment in which they live. All of the theories discussed in this essay have their merits, because the reason humans learn language and the way in which they do so are determined by many factors. Humans do uniquely possess innate faculties which enable linguistic development, but the correct environment, with exposure to adult language throughout the critical period, must be present in order for a child to develop and become a proficient adult speaker. Lexical Development Lexical development also continues after puberty, and, according to some suggestions, may continue throughout our lives, as people are continually interested in learning new things (Singleton 1989, p.56). Diller (1971) points out that twelve year olds have a recognition of about 135,000 words, Harvard freshmen know about 200,000 words, the typical thirty year oold PhD student know about 2,500,000 words. Vocabulary development continues in a natural, almost unnoticed fashion as long as one lives and is interested in new things. There have been several studies that strongly support Lennebergs hypothesis. Among the most prominent are feral children. Feral children are persons that have been linguistically isolated. When they were found, most were unable to pick up on language abilities. These cases propose that there may be a critical age in which any child who has somehow missed out on learning a language will never fully master one. (Macwhinney, 2004, 910) Genie never learned proper grammar or sentence structure. Other cases of feral children include: Victor, the wild boy of Aveyron (who was found at age 11) and Kamala of Midnapore (who was found at age 8), both never learned language correctly either. Therefore, although Lennebergs hypothesis is not proven, feral children forcefully support it. Critical Period Hypothesis and Empirical Evaluation The Critical Period Hypothesis is further supported by experiments about second language acquisition. Lenneberg believed that the language acquisition device, like other biological functions, works successfully only when it is stimulated at the right time (p. 19). Aitchison (1998, p.88) goes for a general outcome by saying that young children who start signing early because of their deaf parents end up more proficient that those who have hearing parents. The Ildefonso case is probably used against the hypothesis of upper limit critical period because he has shown nearly full competence in sign language despite his late start which was far beyond puberty. Psycholinguistic, a branch of linguistics theory covers the cognitive process that discusses the process as how to generate a grammatical and meaningful sentence out of vocabulary and grammatical structure, as well as the process to make it possible to understand utterances, words, texts, etc. It concentrates in the internal process of acquiring language and their effect on language learning. Whereas, adults can perform and develop many aspects of new ways of language and vocabulary (Singleton:1989,p.55) One internal factor is the development of Interlanguage, which is developed by learners of a second language who have not become fully proficient, but are only approximating the target language. Learners use some features of their first language during speaking and writing and they also create their own innovations; it is a system based upon the best attempt for learners to provide order and structure to the linguistic stimuli surrounding them. Interlanguage is particularly based on the learners experience on the target language. The learner creates an interlanguage using different learning strategies such as language transfer, overgeneralization and simplification. Language learning acquisition is a gradual process where errors will be unavoidable, but learners will slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers. Educators can give appropriate feedback after checking learners interlanguage, and assure learners that making mistakes is a procedure of development from the mother tongue to the second language. Universal Grammar Orientation Universal Grammar is another theory that explains failure of second language competence. It is said that Universal Grammar is a natural unconscious ability present at birth, that is a knowledge of grammar. This does not imply that a person does not make mistakes, but that they do make mistakes but irregular types of errors, and somehow a person has the ability to accept these errors and re-apply them. The set of grammatical rules are learned through conditioning, meaning that if a person when learning their mother language never heard anyone make mistakes, then he or she learns it that way. With Universal Grammar set in place at birth, the person is able to take on whichever language he or she is exposed to, as all languages have common elements and are inter-adaptable. This theory does not state that all human languages have the same grammar, or that all humans are encoded with a structure that underlies all surface grammatical expressions of each and every specific human language. But it implies that Universal Grammar suggests a set of rules that would explain how a person acquires their language or how they construct valid sentences of their language. (Chomsky, 1972, 37) This theory explains that grammar is the system of principles, conditions, and rules that are properties of all human language. Second Language Learning And Critical Period Learners begin by transferring the sounds and meaning, words order into the learning of the second language. By doing this an obstruction of the second language acquisition starts to raise, the learner starts to confuse the grammatical rules of the first language with the second language creating an incorrect language learning process. When learning a second language, a learner uses this language transfer concept as a strategy to have an uncomplicated language learning process. The learner uses parts of the analysis of one language in order to manage with the unclear grammatical rules of the target language. Learners when presenting or expressing their ideas, opinions and statements in the target language, tend to consider and apply the same grammatical structures of their first language; this transferring interferes with the proper application of the grammatical structure of the target language. The Monitor Model is another likely explanation for this second language incompetence. T his theory is characterized of five hypotheses. The Acquisition-Learning Hypothesis involves that there are two independent systems of second language performance; acquisition is the result of a subconscious process similar to childrens mother language acquisition and requires life-like second language interaction, which concentrates on communication rather than accuracy. On the other hand, learning occurs through formal instruction and includes a conscious process, which results in knowledge of the target language. Learned knowledge permits learners to read and listen more so that the acquisition is effectual. The Natural Order Hypothesis; suggests that just as first language learners, second language learners seem to acquire the characteristics of the target language in an obvious order. Contrary to intuition, the rules which are easier to state and to learn are not necessarily the first to acquire. It is observed that the natural order is independent of the order in which rules have been learned in class. Monitor Hypothesis The Monitor Hypothesis; states that a learners learned system acts as a monitor to what they are producing. In other words, while only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken, this occurs before or after the interaction is made, but not at the same time. The interlocutor therefore monitors their spontaneous speech using what they have learned. The Monitor Model then predicts faster initial progress by adults than children, as adults use their monitor when producing statements in the target language before having acquired the ability for natural performance, and adults will input more into conversations earlier than children. Input Hypothesis The Input Hypothesis states that only understandable input will produce acquisition of the target language. It is implied that learners must be exposed to input that is higher than their actual level of knowledge of the target language in order to produce a result in the acquisition of the target language. Because some instances learners do not posses that higher level of input, the development and improvement of the target language will not occur. The Affective Filter Hypothesis affirms that the learners emotional state acts as flexible filters that freely permit or obstruct input necessary to acquisition. It is said that adolescence and puberty are not effective periods for second language acquisition due to the hormonal changes that occur during that development period. The Sociolinguistic theory is concerned with the effect of all aspects of society in the learning process of the target language such as cultural norms, expectations and context on the way language is applied. It also concentrates on the different types of language variation, ethnicity, religion, status, gender, level of language knowledge and how all these factors have an impact on second language learning process. The Acculturation Model which is a likely reason for the failure of second language competence refers to the process of adjustment to a new culture, on how new language learners acclimatize not only to the target language but also to the culture of that language. This model refers to immigrants that are in second language surroundings, but it could also apply to new language learners and the way it affects them to also acquire a new culture. (Sagae, MacWhinney, 2004, 119). For some learners the idea of modifying and adding another culture in their life could cause difficu lties in their language learning process. One important distinguishing factor in the acquisition of second language is fossilization which refers to the permanent cessation of progress towards the target language, despite all attempts and exposure to the target language. (McLaughlin, 1985, 209). An aspect that has a relevance to fossilization is motivation; there exists lack of empathy with the target language, the culture and the native speakers. Accommodation Theory The Accommodation theory implies the way learners may adapt their speech in multilingual settings. This theory suggests the way learners adjust their way of interacting with people of different culture with different languages in order to facilitate communication. It also states that: is the way the learners social group (ingroup) identifies itself in the target language community (outgroup). If these two groups do not have a positive effect on one another, or they do not connect and identify themselves with each other, there will be a consequence in the acquisition of the second language. When learning a new language, learners need to feel that they belong in this outgroup, they need to feel that they are part of this new culture and that they feel a cordial welcoming from this outgroup; but if none of these intentions are met then learners will not have an effective and productive learning acquisition process. Social identity is another sociolinguistic issue that has a great impact in second language competence. Social identity is the way in which learners understand themselves in relation to others, and how they view their past and their future. Structural inequalities can limit leaners exposure to the target language as well as their opportunities to practice it. (Asher Garcia, 1969, 338). The input that learners acquire could be received from different sources such as; the teacher, textbooks, individuals, radio, television, newspapers, magazines, etc. And if these resources are not accurate in their language transmission then the input might not be logical to the learners and the learners intake will be erroneous which will result in the failure of language competence. (Collier, 1989, 523). Conclusion In conclusion, numerous linguists believe that there is a Critical Period in which humans can acquire language. The theory proposed by Lenneberg about a limited time in which language can be acquired is supported by large amounts of research. Although many challenge this hypothesis with the theory of Universal Grammar, both are unproven. Studies have determined that invalid conversational interaction affects the acquisition of second language, which in result could decrease the pace of language acquisition. Invalid interaction is the product of inaccurate input, which could cause a decline in the learners participation and motivation to produce language properly. The role of instruction has been examined as the role of focus on the grammatical forms of language in instruction. Many factors such as; internal or external factors can modify the way learners acquire and learn the target language; the above stated factors can obstruct second language acquisition competence. However, learners can manipulate and be capable of attaining the knowledge of the second language if their perspective of the target language is adjusted. Learners with low motivation and low language confidence will have high filters which will obstruct the achievement of second language acquisition. There are other variables in second language acquisition process. Aptitude refers to the ability and capacity that a learner has towards the language. The attitude the learner posses towards the target language, how the learner feels, the posture they have towards the target language. Age has also an influence in second language acquisition, as it is stated above adolescents might have an increase difficulty level when it comes to acquisition of language due to the hormonal changes, but at the same time they perceive language faster than adults due to their neurological development. As for adults, they become more appropriate for the study of a second language because of their maturity, but at the same time, their learning process struggles due to their developmental age.

Working class and racial discrimination

Each period of U. S. history presents an opportunity to think about the history of working class and racial discrimination. Having yet to develop thorough, critical, and radical interpretations of the civil rights struggle, historians have tended to share a sympathetic attitude toward the quest for civil rights. They also lack the advantage recently gained by diplomatic historians with the end of the cold war, and they cannot, and do not want to, declare the straggle to be â€Å"over† because racial discord has not ended and racial justice has not been achieved.Historians will, therefore, continue to write about an ongoing movement for equal rights in which their advocacy and support seem to them important to the movement's success. Surveys of the literature by Upton Sinclair and Anne Moody have already made important contributions in identifying persistent problems. For these writers, direct personal participation preceded writing about the movements. Unlike Sinclair’s The Jungle, Moody’s Coming of Age in Mississippi is compelling autobiographical narratives in the African American literary tradition.In a voice that is as subtle as it is insistent, as unpretentious as it is uncompromising, Moody maps her coming of age in Mississippi during the repressive 1940s and 1950s and the turbulent early years of the 1960s. Yet Moody’s narrative is more than a poignant personal testimony; it is an immensely valuable cultural document that offers an insightful view of life in Mississippi during the middle decades of the twentieth century and the carefully orchestrated resistance to that way of life that the civil rights movement initiated during the 1960s.The beautiful descriptions of Moody’s Coming of Age in Mississippi are all very good. They served a purpose and served it well. Coming of Age in Mississippi was a great book. It is lively and warm. It is written with pain and blood and groans and tears. It says not what man should be, b ut what man is forced to be in our world. It presents not what our country should be, but it describes what our country really is, the residence of pressure and unfairness, a nightmare of suffering, an inferno hell, a jungle of wild brutes.But I consider that The Jungle, which has beautiful theories, is even a greater book. It was the novel, which was responsible for the passing of the Pure Food and Drug Act. In 1906, Sinclair's The Jungle catapulted him into almost-immediate fame. The Jungle became a best-seller in many languages and actually made Sinclair's name known all over the world. The New York Evening World announced: â€Å"Not since Byron awoke one morning to find himself famous has there been such an example of world-wide fame won in a day by a book as has come to Upton Sinclair† (Foner 89).The Jungle produced big public excitement. I think that Upton Sinclair was emotionally involved in the creating of The Jungle. Though Upton Sinclair's The Jungle concentrates mo re on working-class struggle than mobility, it does as well good job in getting readers to think about socialism, immigration, capitalism, and future reform. Written in Chicago's immigrant neighborhood under the name the Back of the Yards, The Jungle beckons readers to look for history of this neighborhood.Descriptions of the neighborhood encourage readers to think about places where the author was writing and to understand historical events. The labor struggle in the book is based on the ineffective stockyard strike by workers of the Amalgamated Meat Cutters and Butcher Workmen in Chicago in 1904. Sinclair, who was there as a journalist for the Socialist weekly Appeal to Reason, stood among a growing number of pro-labor social workers. Unlike Moody, however, Sinclair evidently had much less sympathy for the struggles of African Americans, as his racialist description of the strikebreakers makes clear.In fact, Sinclair described a group of the strikebreakers as â€Å"a throng of st upid black Negroes, and foreigners who could not understand a word that was said to them† (260). Sinclair describes the strikebreakers – especially the African Americans – as idle, unqualified, and threatening. He had the most tractable pupils, however. â€Å"See hyar, boss,† a big black â€Å"buck† would begin, â€Å"ef you doan’ like de way Ah does dis job, you kin get somebody else to do it. † Then a crowd would gather and listen, muttering threats. After the first meal nearly all the steel knives had been missing,and now every Negro had one, ground to a fine point, hidden in his boot (261). Sinclair's recurring mention of African American men as  «bucks » deserves attention. Studying the stereotypes of African Americans, Donald Bogle observes the character of the black buck or black brute in D. W. Griffith's The Birth of a Nation. Bogle depicts the African Americans as â€Å"subhuman †¦ nameless characters setting out on a rampage of black rage. Bucks are always big, baaadd [sic] niggers, over sexed and savage, violent and frenzied as they lust for white flesh† (Foner 41). Sinclair presents a similar stereotype.He dramatizes the accusation by union officials in Chicago where African American strikebreakers brought amoral conditions to the plants because they were more lecherous than white workers. The lack of remonstrance to racist passages gives additional proof of white supremacy during this time, which claimed â€Å"that the Negro belonged to an inferior race and warned their comrades against violating the Caucasian purity of their association†. Unlike Sinclair, Moody presents the South through the eyes of Negro in the battle against Mississippi’s deep-rooted racist institutions and practices that remained largely unchallenged until the 1960s.While Sinclair again minimizes the cruelty against African American workers by simply saying that the â€Å"scab† who made the mi stake of going into Packingtown â€Å"fared badly† (263) Moody emphasizes the harsh realities of life in the Deep South in the mid-twentieth century—in Arkansas and Mississippi, respectively. As the critic Roger Rosenblatt has asserted, â€Å"No black American author has ever felt the need to invent a nightmare to make [her] point† (Foner 89). Touched by the powerful effects of these destructive forces, Ann Moody holds herself with dignity and self-respect.She moves forward toward a goal of self-sufficiency, combining a consciousness of self, an awareness of the political realities of black life in the South, and an appreciation of the responsibility that such awareness implies. Moody, however, is not entirely uncritical of the blacks in Mississippi. In fact, like Richard Wright’s Black Boy, the autobiography of Anne Moody can be read as an articulate yet restrained critique of certain aspects of southern black folk culture. It is a culture of fear that a ttempts to stifle inquisitiveness.Many black adults actively discourage the children from asking probing questions about race relations. A curious black child, they are afraid, might grow up to be a rebellious adult, and rebellion, they knew, could be lethal in Mississippi. When Moody, as a child, wants to know why whiteness is a marker of privilege or when she asks questions about reports of racially motivated violence, she is faced with a wall of silence or sometimes even intimidation. Later when she becomes an activist, some of her relatives plead with her to abandon her activism; some, in fear of white retaliation, refuse to associate with her.However, Moody’s fiercest criticism is directed at the whites. She is relentless in her assault on the Mississippi way of life. While she freely acknowledges the decency of some individual whites, even contemplates the possibility of interracial unity, she carefully exposes how the politics of color informs every aspect of life in M ississippi. With appropriately sharp sarcasm, the title of her autobiography alludes to Margaret Mead’s famous text Coming of Age in Samoa.Mead, an American anthropologist, examines in her work the social rituals and cultural codes that govern an individual’s passage from childhood to young adulthood in a supposedly â€Å"primitive† Samoan culture. In Coming of Age in Mississippi, with nearly anthropological precision, Moody maps her initiatory journey from innocence to experience among the seemingly â€Å"primitive† whites of Mississippi. Coming of Age in Mississippi is divided into four sections. In the first section, titled â€Å"Childhood,† Moody remembers her early years amid the grinding poverty of rural Mississippi.Even though her parents labor in the cotton fields from dawn to dusk almost every day of the week, they are barely able to feed and clothe their children. At age nine Moody starts doing domestic work for white families. After her father abandons the family, she works several hours a day after school and on weekends to help feed her siblings. The opening section of the autobiography concludes with her recollection of her first calculated act of resistance to the southern racial codes. She begins to work for Mrs. Burke, a white woman. On her first day on the job Moody enters Mrs.Burke’s house through the front door. The next day, when she knocks on the front door, Mrs. Burke directs her to the back entrance and Moody complies. However, the following morning, Moody knocks on the front door again. Once Mrs. Burke realizes that she cannot dictate Moody’s conduct, she lets her do the domestic chores without complaining. â€Å"Working for her,† says Moody, â€Å"was a challenge,† and Mrs. Burke would be the â€Å"first one of her type† that Moody would defy as she grows older (117). Moody’s minor revolt against Mrs. Burke foreshadows her later civil rights activism.Her poli tical awakening begins during her teenage years, and Moody chronicles those years in the book’s second section, titled â€Å"High School. † When she asks her mother for the meaning of â€Å"NAACP† (127)—something she had overheard Mrs. Burke mention to a group of white women who regularly meet at her house—her mother angrily tells her never to mention that word in front of any white persons and orders her to complete her homework and go to sleep. Shortly thereafter Moody discovers that there is one adult in her life who could offer her the answers she seeks: Mrs.Rice, her homeroom teacher. Like Mrs. Bertha Flowers in Maya Angelou’s I Know Why the Caged Bird Sings, Mrs. Rice plays a pivotal role in Moody’s maturation. She not only answers Moody’s questions about Emmett Till and the NAACP, but she volunteers a great deal more information about the state of race relations in Mississippi. Moody’s early curiosity about the NA ACP resurfaces later when she attends Tougaloo College. Titled â€Å"College,† the third section of the autobiography reveals Moody’s increasing commitment to political activism.The fourth and final section of the autobiography, titled â€Å"Movement,† documents Moody’s full-scale involvement in the struggle for civil rights. In the opening chapter of the final section Moody narrates her participation in a sit-in at a Woolworth’s lunch counter in Jackson. She and three other civil rights workers—two of them white—take their seats at the lunch counter. They are, predictably, denied service, but the four continue to sit and wait. Soon a large number of white students from a local high school pour into Woolworth’s.When the students realize that a sit-in is in progress, they crowd around Moody and her companions and begin to taunt them. The verbal abuse quickly turns physical. Moody, along with the other three, is beaten, kicked, a nd â€Å"dragged about thirty feet toward the door by [her] hair† (226). Then all four of them are â€Å"smeared with ketchup, mustard, sugar, pies and everything on the counter† (226). The abuse continues for almost three hours until they are rescued by Dr. Beittel, the president of Tougaloo College who arrives after being informed of the violence.When Moody is escorted out of Woolworth’s by Dr. Beittel, she realizes that â€Å"about ninety white police officers had been standing outside the store; they had been watching the whole thing through the windows, but had not come in to stop the mob or do anything† (267). This experience helps Moody understand â€Å"how sick Mississippi whites were† and how â€Å"their disease, an incurable disease,† could prompt them even to kill to preserve â€Å"the segregated Southern way of life† (267). In the chapters that follow she comments on the impact of the assassinations of Medgar Evers and Pre sident John F.Kennedy on the civil rights movement, the escalating turmoil across the South, and her participation in the attempts to integrate white churches in Jackson on the Sunday after the murder of Martin Luther King Jr. The short final chapter ends with her joining a busload of civil rights workers on their way to Washington, D. C. As the bus moves through the Mississippi landscape, her fellow travelers sing the anthem of the civil rights movement: â€Å"We shall overcome† (384). As she listens to the words of the song, Moody wonders. The autobiography ends with two short sentences: I WONDER. I really WONDER† (384).The word wonder, in the context of the autobiography, lends itself to two different meanings. On the one hand, it suggests that Moody is skeptical if blacks in Mississippi will ever â€Å"overcome,† as the anthem asserts. On the other hand, the word reveals her awe over her participation in a mass movement, her remarkable journey from her impove rished childhood on a plantation to her defiant participation as a young adult in a social rebellion that will shake the foundations of Mississippi, and the dignity and determination she sees on the faces of her fellow travelers on the bus to Washington, D. C. Both novels work well in determining the distinction between revolution and reform.The result, the Meat Inspection Act of 1906, was championed as a victory of progressive reform, but in many ways it was a defeat for Sinclair and his revolutionary ambition. Coming of Age in Mississippi expanded coverage and broadened understanding of the black freedom movement beyond the traditional major events, individuals, and institutions. Moody examined the relationship between organized labor and the black freedom struggle. Her book opened new ways of understanding the southern movement.The economic forces that inspired the works by Upton Sinclair and Anne Moody still operate. And the books do more than prove the importance of interracial labor solidarity. The works remind us that racialized enmity and violence are never without moral, political, and socioeconomic consequences. Works Cited Foner, Eric. The New American History. Philadelphia: Temple University Press, 1990. Moody, Anne. Coming of Age in Mississippi. Laurel Editions, 1992. Sinclair, Upton. The jungle. Memphis, Tenn. : St. Lukes’s Press, 1988.

Ggr252 Notes Essay

To gain a better understanding of the retail and commercial activity in the Toronto area, two different types of retail will be evaluated in the following report. The character, market orientation and location of a retail space all play crucial role in contributing to the success of the business. All three aspects of the retail spheres will be carefully assessed in order to make direct comparisons between the two types of retail businesses. The two retail systems that will be contrasted includes the ancillary retail system in downtown Toronto and the Retail Strip on Spadina, south of Baldwin. Part A – Ancillary Retail (First Canadian Place) The ancillary retail system in downtown Toronto is one of the most unique retail systems in the world. It is an underground shopping center that connects all the major banks and towers in the core of the city. The specific area that we investigate is called â€Å"First Canadian Place† and it is located on King & Bay St. This geographic region is one of the most densely engaged regions in all of Canada and this is because of the large skyscrapers that are located on top of this retail center. Its primary customers are upper-middle class workers that are working in the surrounding banks and institutions. Most of the consumers are not wearing jackets and this suggests that they were able to access this center without going outdoors. This is a significant advantage because people are more willing to go to areas that are easily accessible. The retail center is easily accessible by many different types of transportation. There are two subway stations that are located within this are a and there are also buses on the street level. As well, it is very accessible by foot because the retail center is connected to many other different shopping centers in the core of Toronto. There are many different types of stores in this retail center but they are all focused on â€Å"white collars†. Most of the customers are workers in large firms and they want quick access to different types of stores. This is why there is a large amount of fast-food/food court stores that allow workers to have their lunch quickly and efficiently. The busiest time of the day for this retail center is during lunch hour and rush hours because it is very convenient for all the workers to access this center. A 15 minute pedestrian count during lunch hours (around 1:30pm) indicated that approximately 1993 people access this ancillary retail system. This system  is in private property because it is under many large skyscrapers which are owned by private firms. This system is not very easy to navigate because of the complex connections of different shopping centers. Part B – Spadina, South of Baldwin (China Town) The retail strip on Spadina, south of Baldwin (known as China Town) is a completely different type of retail center. This retail is located outside and it is very easy to navigate since the arrangement of the retail stores is not complex. The streetcar track on Spadina helps people to identify the directions more easily (North ↔ South). This area is accessible by public transportation as a result of the frequent availability of streetcars and subway. There are also parking spots on either side of the road that can accommodate for cars. The area surrounding this retail strip consists of schools, university, and small houses. There are a wide variety of stores within the retail strip, offering customers many selections to choose from. Most of the retail spaces consist of restaurants, fashion and accessories stores, and family health services. However, there are also other services being offered, such as banking services, furthermore, there are meat shop and supermarket. This retail space is considered to be public as the entire business strip is not managed or controlled as a whole by any rules and regulations. And most evidently, the retail strip itself is located on a public street. It is possible that the city planners may have designed the street and the retail area to accommodate for the needs of the surrounding residential area. However, the actual stores and their specific styles and characteristics that each retail business offers are mainly unplanned (there might be some planned aspects). In the pedestrian count that was conducted during lunch time (around 1:30pm), a total of 327 pedestrians were counted during the 15-minute count. Chinatown is geared toward the market segment of low to mid-income individuals. Thus, most of the pedestrians are dressed in casual wear and jackets (Note: stores are located outside – winter period). The majority of consumers in this retail strip are Asians who speak Cantonese or mandarin and large portion of them are seniors. Part C – Compare and Contrast After careful analysis of the above two retail spaces, many similarities and differences can be drawn. First and foremost, both business entities consist of multiple retail stores that offer a vast variety of goods and services. This allows customers to have and opportunity to be exposed to a great selection of goods and services, and also creates convenience for the shoppers. In considering the physical location and layout of the two retail spaces, it is evident that both are located where a large amount of traffic can be found. People arrive at these areas by cars, transit (streetcars in China Town/buses in First Canadian Place, subway, cars for both), and walk, etc. This brings more customers to the businesses, and also helps accommodate for large amounts of traffic, which may be created as a result of it. Therefore, in terms of accessibility, both locations are very convenient to customers everywhere because of public access. The Ancillary Retail System is located in one of the most important commercial centers in Canada. There is a large population working above this system and this allows the system to have many customers during the weekdays. The disadvantage is that workers do not work during weekends would cause the system to have less customers, or the stores in the system might not be even opened during the weekends. The major disadvantage to the retail strip is that since the strip is located outdoors, many people would not be willing to shop outdoors in the cold winter. It is possible that the number of customers in the summer would be greater than the numbers in the winter, but it is more likely that customers would prefer the PATH since the system would have the air conditioning turned on in the summer. In both of the retail areas, we can see their different layouts. In First Canadian Place, most of the food services are centralized in the food court, whereas in the retail strip there are no spe cific patterns or layouts. This might be because it is a public space and the retail center is unplanned. The two different types of retail vary in their composition. The PATH system has more chaining retails than those in the retail strip. The stores’ degree of speciality in the strip is higher, this is because the stores are independent and owned by individuals that has the freedom to decorate the store and sell as they wish, without rules and regulations. Through the evidence from my observations, I believe that the retail strip  is less managed than the Ancillary System, because of the nature of the area. The retail strip is located on a public road, the city planners at most are doing their jobs setting out this area as retail but not as much as planning each store and how many stores of different types for this strip to be successful. The Ancillary Retail though, is a planned center, the land is owned as private property, and therefore, the stores run under rules and regulations. Before the stores can open in this planned center, marketing would have been done to see if th e center can accommodate another such shop in there. I believe that everything that goes in the PATH is carefully monitored and managed by a department under its private owner. Although own is private and one is public, one is planned and one is unplanned, despite these differences, they also have many similarities that kept them both running; their styles and selections attract different kinds of customers. The different specialty stores on the retail strip would attract customers that are looking for uniqueness and those that are looking for Oriental-style cuisines, and the stores in the Ancillary Retail would provide customer with convenience to their everyday needs and quick services such as the fast food services to customers who work nearby. Overall, these two different retail areas have their own qualities that attract customers, and everyday there are changes in the market and changes are made in those types of retail everywhere to suit out changing needs.

Music During The Classical Period Essay - 1833 Words

The term classical generally refers to something that has a wide and long lasting appeal. In music, it indicates the music written from about 1750 to 1825. Balance and order were two of the most important qualities of the music of this period. Simplicity, diversity and elegance prevailed in contrast to what was seen as the excessive, complex characteristics of Baroque music. The seeds of the Classical age were sown by a number of composers whose names are now, for the most part, forgotten. They were representative of a period which is variously described as rococo, a gradual move away from the Baroque style, or galante, a style characterized by symmetry and balance. It was this style that came to dominate the music of the latter half of†¦show more content†¦Large choral works by Mozart, Haydn, and Beethoven, and many of Mozarts operas made lasting contributions to the body of vocal literature. The major composers of the time focused, however, on new instrumental styles and forms. Vocal music wasnt nearly as important as it had been in the past. For the most part, the Lieder (songs) written by Haydn, Mozart, and Beethoven are not considered to be as important as their instrumental work. The operas composed by Haydn to entertain the guests at Esterhà ¡zy have vanished into history. Beethoven wrote only one opera, Fidelio. Opera In response to increasing complaints about the baroque style of opera where the stories were always mythical rather than about real people, and the music complex and difficult to comprehend, composers during the classical period developed a new concept called comic opera. Comic opera soon became very popular among the general audience due to its ordinary, unpretentious quality, which featured stories with amusing plots. The audience could easily understand and identify with the characters, and the music was much more approachable. Comic opera was known as opera buffa in Italy, opà ©ra comique in France, and singspiel in Germany. Christoph Willibald Gluck The composer who was first able to bridge the cosmopolitan gap between French and Italian styles of opera was Christoph Willibald Gluck (1714-1787). He was born in Germany, studied in Italy, and became famous in France. In the 1750s, aShow MoreRelatedThe Importance Of Being Used During The Classical Period Of Music2056 Words   |  9 PagesIn the first movement of Wolfgang Mozart’s piece Eine Kleine Nachtmusik, it presents numerous features of what is being used during the classical period of music. The recording that was made by the Prague Chamber Orchestra is a good way to hear all of the classical features in the first movement. The first movement is the first track on the album that was published in 1985. While it has an excellent recording of the movement, it is not a traditional quartet but a larger ensemble. 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