New Republican Party free essay sample

This paper looks at the Republican Party from the time of Lincoln to the time of George W. Bush. This paper looks at the Republican Party from the time of Lincoln to the time of George W. Bush. It examines how party policy has changed and evolved since then. This paper is written in the first person form as if a speech by Abraham Lincoln comparing national policies in his time to those of present. For students today, it is hard to understand that the Republican Party and the Democratic Party in their present state are far different than the parties they represented two hundred years ago. No one understands this confusion more than I, Abraham Lincoln. As I observe the political landscape today, and the state of the American two party system, I am confused as to where the party I helped create has gone today.

How to Get a Girlfriend in College and Keep Her

How to Get a Girlfriend in College and Keep Her Dating is one of the main concerns students have (besides studying of course), and sometimes it becomes a real struggle. How to find a girlfriend? How to make a good impression on her? How to make this relationship work? These are key questions that might occur in your head. We will try to answer these questions in our guide on how to meet a girl and build a relationship with her that will be actually deep for both of you. Find Inner Confidence Make the first move Many guys feel nervous and act awkward around girls. Its normal because not everyone has the strength to approach and talk to a girl. Most of the time we can see a guy in a high school or college who is staring in admiration at a girl from a distance. That seems creepy to onlookers. Please, dont do that. If you saw a girl who you find attractive in the class or in the library or any other place, come up to her. Or, find her on social media and text her if youre shy. Its the most difficult part because it implies leaving your comfort zone, but its actually a necessary step. Otherwise, you can wait for a girl to come up to you first for a very long time. Show her that you actually exist. Dont take it too seriously Be confident and think about this situation as a part of your life experience. You have nothing to lose, even if she rejects you. Dont make a drama out of the whole situation. Eventually, she is just a person too. So, take a deep breath, calm your nerves and come up to introduce yourself. Dont try to pretend like you dont care and approach her in the sake of curiosity or boredom only. A lot of guys do that to hide their feelings and then wonders â€Å"How to get a girl to like you?† Actually, after such a move, its pretty hard to change a girls opinion. First Meeting Its hard to evaluate the perfect scenario for an acquaintance. In movies, we can see beautiful scenes of a girl in college dropping books down and a guy helping her out. Even though it might happen to you, dont actually count on such a situation. There are a lot of places where you can meet a girl in college. You can start with a compliment or a joke. Or simply introduce yourself in a polite manner. Dont stare at her like youre a crazy man. Smile and speak to her about: College courses Professors Movies and shows Favorite books Hobbies Friends Pay attention to the topics she has a lot to say on. For example, if you are talking about the new microscope that you have bought, and a girl is just nodding her head in reply, try to change the subject. Ask her about her day or what she is doing on the weekend. The best thing for you will be to take her phone number or find her on social media. If you dont speak in person, but via phone or text messages instead, you will feel less anxious. Develop Trust The more you talk to a girl and build trust with her, the deeper relationship you can develop with her. Its not only about being honest but also about making her feel comfortable and safe with you. Show her that she can tell you about her worries and you can give her valuable advice. Avoid keeping secrets and make your intentions clear. A lot of girls are not ready for serious relationships, so you have to understand and appreciate that. Dont hide your feelings. Let her know how you feel. Caution: Remember that lying to your partner is the main reason why couples split up. Be a Good Listener If a girl feels that she can share her secrets with you and speak freely about everything in the world, its a good sign. Be a good listener. Pay attention to what she tells you about her family and friends, studying and job. The more you know about her, the better communication you will have. Try to remember significant information and show her that you understand her and can relate to her problems. Be Positive No one likes moody individuals. When you talk about your problems too much, it makes a bad impression on everyone around you. Its much better when a person you communicate with can feel that you are glad to have this conversation at the moment. Keep a good mood and try to cheer up a girl if shes having a bad day. Unlike the grumpy cat, you wont seem cute when you are not in a good mood. Make an Effort When you have a relationship, you have to put some effort to make it last and prevent from burning down. When you continuously have no time for conversation or dates, it makes you look like a person who doesnt care. A relationship is a constant compromise. You have to understand that managing your schedule to find time for your girlfriend is as essential as giving her time to be on her own. A person needs to have space and time for other things besides a partner. For example, the social circle of her friends or family. Find a balance between being too intrusive and too indifferent. Be polite, confident and caring. These are the most essential components of a long and deep relationship.

Qualitative analysis Assignment Example | Topics and Well Written Essays - 2000 words

Qualitative analysis - Assignment Example The research had a general question; how can we attract customers to the store more often, foster their loyalty to the store and encourage them to spend more in the store? The four specific research questions were addressed the above four specific objectives. The study was conducted using primary source of data. The data was obtained through oral interviews using interview schedules that were administered by trained interviewers. A sample of 60 respondents was done using a probability sampling technique – stratified random sampling technique. The stratification was done in terms of gender and age characteristics. The method gave six categories. Each category had ten interviews. The results from the study were presented in framework charts and the analysis done using code book technique. Data was collected using open ended interview schedule through face to face interview. The analysis of the data was done using framework charts and code book techniques. The response from each respondent was analysed and groped in to themes to come up with a coding scheme. The responses were then presented in a framework chart. The analysis could vividly show that there were various reasons why different individuals chose to use the Kingston Department Stores (KDS). The reasons ranged from factors related to human resource in the stores; the products they offer to the market; to the types and quality of the facilities they had put up to provide various services to the customers or the clients. From the study it came out that most of the shoppers said that their major reason for going to KDS was because there were a wide range of products under one roof and that the products offered were of high quality. For this reason, they were using the stores because they were able to buy a wide range of goods and services in a more convenient

Content Writing Essay Example | Topics and Well Written Essays - 17000 words

Content Writing - Essay Example Thus, it is important that when you hear the word limit, you should be able to create an outline with the arguments that would put your article forward at a glance. This is where we at _________come in. This is important especially for a college entrance essay where a lot of students have applied for limited slots within the university. The admissions committee would readily want to separate the people who have something to say and those who go around the bush. They also want to know you as a person and as a writer in as little time as possible through reading your article. Second, articles are given a limit because they want to know how you would deal with pressure. They would want to know how deep is your understanding of an issue and how you will gather the necessary information into a good essay piece. The common error when writing an article with a word limit is that, people unconsciously disregard the basic essay structure, as they get too absorbed in dealing with the word count. Without the structure, one would lose coherence and would not be able to weave the important points together within the word limit. Our company, ______________, is here to ensure that your essay is given a thumbs-up by whatever institution. Dealing with the stringent requirements of an article would surely be hard to deal with on your own. Our team of writers would readily help you with the needs of your article. They received trainings for writing articles and readily know how to go about with writing the article. Their knowledge on writing is limitless and a big bonus is their innovative style of writing. We would match your needs with skills and talents as soon as we receive your order and this would keep the ball running. Let us help you with writing that article today. Contact our support team now and they would gladly and readily assist you every step of the way. We would provide you with our best writers

Article review in fashion industry Essay Example | Topics and Well Written Essays - 500 words

Article review in fashion industry - Essay Example However, this may not be always easy for the companies to know what designs offends or goes against cultural beliefs and practices of an individual society2. However, there are certain ways that designers can avoid conflicts and offending others using their designers3. For instance in the case of Urban Outfitters, in the controversy regarding the grey and white striped pattern combined with a pink triangle, may be the Company would have changed the color of the stripes and the triangle shape to a different one, and that way it would not have offended anyone. Also, in cases of ‘Punk as F**k Shirt’ and ‘Pro-booze Shirts for Kids,’ Urban Outfitters would have avoided using offending logos, in particular, to the parents who always wish that their children would not suffer due to negative fashion influences. I believe that it is possible to convince the market people on any controversy, but if only it is not repeated several times. Furthermore, asking for genuine apology can make the market people change their attitude and perceive the apologizing party as sensitive, and thus forgive

Muscular Leg Strength and Sprint Performance Relationship

Muscular Leg Strength and Sprint Performance Relationship 2.0 Muscular Strength vs. Single Sprint Performance Muscular strength is a physiological characteristic thought to facilitate sprint performance, mainly due to the increased ability of the muscle to generate muscular contraction during short-term high intensity activity (Baechle and Earle, 2008). Experts have defined muscular strength as the ability of a muscle or muscle group to exert maximal force against a resistance once, through the full range of motion (Newman et al., 2004). Specifically, literature has deemed the force production capabilities of the legs to be the decisive factor in improving ones ability to sprint (Thorland et al., 1987; Alexander, 1989; Dowson, 1998). For instance, an initial study by Alexander (1989) examined the correlation between leg strength and 100m sprint performance in 23 elite sprinters. For all participants, a significant relationship was found between the two variables. In support, a similar study conducted by Dowson et al. (1998) examined the relationship between leg strength and sprint performanc e in 18 elite male athletes. Again, leg strength was deemed to be a major contributor to ones ability to sprint over shorter distances of 15 and 35m. Although ample studies have investigated the relationship between muscular strength and sprint performance, with several findings recognising strength as a significant facilitator (Thorland et al., 1987; Alexander, 1989; Dowson et al., 1998), a similar investigation by Baker and Nance (1999) deduced that no measure of strength was correlated to either 10m or 40m sprint performance in Rugby League players. Moreover, Cronin and Hansen (2005) examined the relationship between muscular strength and measures of first-step quickness (5-m time), acceleration (10-m time), and maximal speed (30-m time), with all 3 measures of speed proving to be unaffected by muscular strength. It appears that studies examining the relationship between leg strength and sprint performance have produced contradictory conclusions. However more importantly, the investigations discussed above only implemented single sprint trials. Current research has identified that perhaps repeated-sprint efforts reflect a more accurate representation of the intermittent physiological demands of multiple sprint sports, rather than a single sprint (Dawson et al., 1991; Duthie et al., 2006; Oliver et al., 2007). For instance, a study carried out by Dawson et al. (1991) noted that for high intensity efforts of less than 5 seconds such as a 1RM squat or single 40m sprint test, the largest contribution to the energy demands was made by the phosphagen (ATP-CP) energy system. Moreover, Dawson et al. (1991) recognised that the contribution of the glycolytic system in ATP re-synthesis significantly increased when sprint efforts were repeated, which more accurately reflects the physiological demands of intermittent sports. This notion has since received support from other studies examining repeated sprint ability (Newman et al., 2004; Bishop and Edge, 2006). Therefore, although studies have formed contrasting opinions on the effectiveness of leg muscle strength in predicting a single sprint performance (Thorland et al., 1987; Alexander, 1989; Dowson et al., 1998; Baker and Nance, 1999; Cronin and Hansen, 2005), the validity of these investigations appears limited when considering the imprecision of using a single-sprint to assess multiple-sprint sport performers. 2.1 Isokinetic Strength vs. Multi Joint Strength Measures As discussed, it is widely recognised within the literature that RSA is more ecologically valid than a single sprint when assessing team-sport athletes (Dawson et al., 1991; Newman et al., 2004; Duthie et al., 2006; Oliver et al., 2007). Despite this knowledge, the association between muscular leg strength and repeated sprint ability has received scant consideration. However, one investigation by Newman et al. (2004) did specifically examine the relationship between isokinetic knee strength and repeated sprint ability in soccer and rugby players. Newman and colleagues reported that no measure of strength was related to RSA, thus concurring with other similar investigations (Baker and Nance, 1999; Cronin and Hansen, 2005) who albeit implemented single sprint trials. Despite Newman et al. (2004) notions, the methods employed to assess leg strength may have influenced their findings and reduced their validity. For instance, Newman et al. (2004) highlighted that the isokinetic knee exten sion test they implemented was not specific to the conditions and movement patterns performed in the sporting environment. To elaborate, Flint-Wagner et al., 2009 highlighted that isokinetic strength tests generally require participants to be placed in a position that isolates the tested muscle. Specialized apparatus then gives resistance so that no matter how much force is exerted by the participant, movement takes place at a constant speed. Although this method of testing has been established as beneficial during the injury rehabilitation process for testing a specific area or joint movement (Cardone et al., 2004), the validity of the procedure has been has been questioned in able team-sport athletes. For example, research by Duthie et al. (2006) illustrated that during sports performance, seldom does one body part work in isolation at a constant speed. Instead, Newman et al. (2004) and later Duthie et al. (2006) recognised that muscles are required to work synergistically in an i ntegrated and co-ordinated fashion. This indicates that perhaps using a multi-joint strength measure would give a more valid reflection of muscular strength in rugby players, as muscles are required to interdependently. Even so, studies evaluating the effect of leg strength on the ability to sprint have been inclined to implement laboratory based isokinetic strength measures (Adams et al., 1992; Blazevich and Jenkins, 1998; Newman et al., 2004; Kin-Isler et al., 2008). Therefore, a study examining the relationship between a multi-joint strength measure and repeated sprint ability warrants investigation. 2.2 Brief vs. Prolonged Repeated Sprint Ability In addition to the strength measure used, recent studies on RSA have begun to examine the structure of the brief RSA protocols previously implemented (Oliver et al., 2007; Rampinini et al., 2007). To elucidate, a study by Oliver et al. (2007) examined the physiological relationship between brief and prolonged repeated sprint ability protocols. They identified that the participants maximal speed significantly decreased in the latter sets of the brief RSA test, but not in the prolonged test. This suggests that the brief RSA protocol previously employed by Newman et al. (2004) will have influenced the strength/RSA correlation witnessed. For example, Newman and colleagues implemented 20 second recovery periods in the RSA test, less than the half-life of CP re-synthesis (Gaitanos et al., 1993). According to Bishop and Edge (2006) who examined the determinants of RSA in female athletes, a short recovery period between sprints induces the accumulation of H+ ions, causing a reduction in repe ated sprint ability. Therefore, if Newman et al. (2004) had implemented prolonged periods of recovery between sprints (i.e. more than the half-life of CP re-synthesis), the relative contribution of the glycolytic and phosphagen systems will have changed, which would have affected the relationship between muscular leg strength and RSA. This idea was demonstrated by Oliver et al. (2007) who indicated that a relationship between muscular strength and prolonged repeated sprint recovery could be plausible, provided the recovery was long enough for near phosphagen repletion. Furthermore, Oliver et al. (2007) theorised that although brief RSA protocols are accurate for reflecting short intense periods of play, longer periods of recovery between sprints perhaps reflect a more accurate portrayal of the recovery patterns experienced throughout the course of a whole match. This view was endorsed by Bishop and Edge (2006) who stated that a large majority of sprints experienced during intermitte nt sports are separated by rest periods long enough (> 1 min) to allow complete or near complete recovery, over double the amount of rest implemented in the majority of RSA studies (Dawson et al., 1991; Newman et al., 2004; Edge et al., 2006; McGawley and Bishop, 2006; Spencer et al., 2008). Consequently, it appears that the correlation between leg strength and prolonged RSA has yet to be adequately understood, and thus, a study investigating this relationship requires examination. 2.3 Repeated Sprint Ability Protocols In addition to the length of recovery performed, recovery mode has been shown to affect ones performance during repeated sprint exercise, making it a key component of any RSA protocol. Recently, studies have produced contrasting findings in determining whether passive or active recovery is the most beneficial in resisting fatigue. Some studies have proposed that active recovery is superior as blood muscle flow is maintained, which enhances the buffering and removal of hydrogen ions (Bogdanis et al., 1996; Toubekis et al., 2008). Conversely, other studies have indicated that active recovery negatively affects the subsequent sprint performance, by inducing fatigue and slowing the rate of PC resynthesis (Dupont et al., 2003; Spencer et al., 2006). Despite this conflict, time motion analysis has illustrated that phases of recovery in team sports typically involve some sort of active work (i.e. jogging or shuffling into defensive position) (Spencer et al., 2004; Jougla et al. 2009). There fore, active recoveries appear to represent the most valid form of recovery when testing repeated sprint performance in rugby union players. Despite this knowledge, numerous repeated-sprint studies on team sport athletes have implemented passive recovery in their protocols (Bishop et al., 2004; Edge et al., 2006). Another factor that can affect repeated sprint performance is the length of each executed sprint. Previous studies on repeated sprint ability have typically used sprint distances requiring 6 seconds of work to assess their participants (Gaitanos et al., 1993; Dawson et al., 1997; Bishop et al., 2004; Edge et al., 2005). However, Spencer et al. (2004) suggested that shorter sprint durations of 4 seconds provide a more accurate portrayal of the sprint distances typically experienced during team sports. Spencer and colleagues based this notion on their time-motion analysis of RSA patterns in elite field hockey, which is deemed by Spencer et al. (2004) to elicit similar physiological demands to rugby union. In support, other time motion analysis studies by Duthie et al. (2006) and later Deutsch et al. (2007) reported that for all rugby positions, the mean duration of sprints was 2-4 seconds. This suggests that although 6 second sprints have been widely used within the literature, they ma y not be optimal for testing RSA in team sport athletes. This may explain why recent studies on team sport athletes have begun to implement shorter distances of 3-5s in their RSA protocols (Spencer et al., 2006; Oliver et al., 2007; Spencer et al., 2008), rather than the 6 second distances previously employed. Additionally, RSA studies on team sport athletes have typically included 5-10 sprints in their protocols, as this is thought to represent the most accurate depiction of a brief intense period of play (Gaitanos et al., 1993; Dawson et al., 1997; Bishop and Spencer., 2004; Bishop et al., 2004; Edge et al., 2005; Spencer et al., 2006; Oliver et al., 2007; Spencer et al., 2008), shown in table 1. This idea was forwarded by Spencer et al. (2004) who examined the number of repeated sprints executed during a brief intense period of play in elite hockey. A brief intense period of play was defined as a minimum of three high intensity sprints, with a mean recovery duration of less than 21 s. Spencer et al. (2006) findings revealed that the majority of intense phases of play were comprised of 3-7 sprints. Therefore, based on Spencer et al. (2004) findings and the majority of previous RSA studies, 5-10 sprints appear to most accurately represent a short intense period of play in team sports. A further variable to consider when designing RSA protocols is the mode of exercise performed. Although non-motorised treadmills and over-ground sprints provide the most accurate mode of assessing RSA in team sport athletes, they have been sparsely administered within the literature (Spencer et al., 2006; Oliver et al., 2007). In contrast, Table 1 shows that the majority of RSA investigations have implemented cycle ergometers to analyse their participants (Gaitanos et al., 1993; Dawson et al., 1997; Bishop et al., 2004; Bishop and Spencer, 2004; Edge et al., 2005). Recently, experts have questioned the validity of employing cycle ergometry to assess team sport athletes, who primarily execute over-ground sprints in game situations (Fitzimmons et al., 1993; Bishop et al., 2001; Oliver et al., 2007). Therefore, it appears that although cycle ergometers may provide a convenient means for recording muscle biopsies, analysing gas samples and eliminating environmental conditions. For most f ield sports, cycle ergometers provide a poor reflection of the physiological movements typically experienced during a match. Hence, when assessing RSA in team sport athletes such as soccer, hockey and rugby players, the most valid method of assessment appears to be over-ground sprints, as used by Spencer et al. (2008) which is shown in Table 1. 2.4 Explosive Power Although the relationship between muscular leg strength and sprint performance has produced ambiguity within the literature (Thorland et al., 1987; Alexander, 1989; Dowson et al., 1998; Baker and Nance, 1999; Newman et al., 2004; Cronin and Hansen, 2005; Kin-Isler et al., 2008), recent studies have suggested that perhaps explosive power is more of an accurate determinant of sprint performance (Dowson et al., 1998; Hennessy and Kilty, 2001). Explosive power is defined as the maximal force that a muscle or muscle group can generate at high speeds, or (work/time) (Baechle and Earle, 2008). Investigations by Dowson et al. (1998) and Hennessy and Kilty (2001) have tested the effectiveness of explosive power in predicting sprint performance by implementing field based tests such as vertical countermovement jumps. Interestingly, Dowson et al. (1998) identified that the magnitude of force generated during a countermovement jump significantly correlated with the amount of speed an athlete pro duced during a single-sprint performance, indicating that explosive power could potentially be a direct predictor of sprint performance. In support, Hennessy and Kilty (2001) reported a similarly significant relationship between countermovement jumps and sprint performance in female athletes. They attributed this relationship to the stretch-shortening cycle (SSC) witnessed during a countermovement jump. To elaborate, the stretch-shortening cycle was found to mimic the eccentric-concentric contractions of the leg extensor muscles experienced during sprinting, which directly facilitated sprint performance. After reviewing the literature, it appears that studies ascertaining the relationship between explosive power and a single sprint performance have produced consistent results, as well as being valuable in terms of ecological validity (Dowson et al., 1998; Hennessy and Kilty, 2001) compared to such laboratory based strength investigations (Adams et al., 1992; Blazevich and Jenkins, 1 998; Newman et al., 2004; Kin-Isler et al., 2008). However, research has continued to solely focus on the relationship between explosive power and a single sprint, neglecting the opportunity to examine the association between explosive power and repeated-sprint ability, despite research highlighting the specificity of RSA to the patterns of play witnessed during multi-sprint sports (Dawson et al., 1991; Newman et al., 2004; Bishop and Edge, 2006; Duthie et al., 2006; Oliver et al., 2007). Subsequently, an investigation examining the effect of explosive power on brief and prolonged repeated sprint ability appears warranted in order to fully establish explosive power as the most accurate physiological predictor of RSA. Accordingly, the primary aim of current study was to examine the effect of muscular strength on brief and prolonged repeated sprint ability using a multi-joint strength measure. A secondary purpose was to ascertain if explosive power was a more valid determinant of brief and prolonged repeated sprint ability than muscular strength.

Black Nationalism Essay

Critically discuss the contributions of both Booker T. Washington and W. E. B DuBois to the idea of Black nationalism in the United States. What were the major obstacles they faced in their articulation of the black Nationalist ideology? Booker T. Washington â€Å"was an American political leader, educator and author† who proved to be one of the most dominate figures in African American history in the United States (Booker, par. 1). William Edward Burghardt Du Bois â€Å"was a noted scholar, editor, and African American activist†¦[who] sought to eliminate discrimination and racism† (.. During the late 19th and early 20th century Booker T. Washington and W. E. B. DuBois were two great men who significantly influenced the idea of Black Nationalism in the United States. Though they both wanted to see an America where the Negro was treated with proper respect and equality, their views on how to obtain these noble goals contrasted one another. The ideology of DuBois and Washington were so completely different that people became subjected to following the doctrine of one or the other. With the knowledge that only one could be the â€Å"spokesman† for the race the two began a bitter battle to control the Black Nationalism ideology. Amid the competition against one another, both men still had to face other obstacles such as racism in order to further the goals of blacks of the period. Even though the two men had differing opinions on the ideology of Black Nationalism, both would greatly contribute to the idea of Black Nationalism. However, their differing positions on Black Nationalism portrayed a divide amongst African Americans of the time. To understand why Washington and DuBois had such differing opinions it is necessary to look back into the environments that both men came from. Born into slavery in 1856, Washington was the son of a white man and his slave mother Jane. While growing up in Virginia, Washington worked in both a coal mine and as a salt packer. In 1872 Washington left his work to go the Hampton Institute. The major educational doctrine of the school was that former slaves should receive a practical education that centered on skills instead of a liberal arts education. At the institute Washington worked to pay his way through school. After leaving the school, Washington worked for several years before he received an appointment to establish the Tuskegee Institute in 1881. At Tuskegee, Washington used many aspects of the education he received from the Hampton Institute. One of the central ideas that he brought from the institute was the belief that blacks should learn a trade or skill. (Hine 369) William Edward Burghardt DuBois’ background shaped his paralleling views to those of Washington. In contrast to Washington, who was born on a plantation, DuBois was born in a small North Eastern town where he was subject to little overt racism and acquired a much higher education. He was once quoted as saying, â€Å"I was born free. Washington was born a slave. He felt the lash of an overseer across his back. I was born in Massachusetts, he on a slave plantation in the South. My great-grandfather fought with the Colonial Army in New England in the American Revolution. I had a happy childhood and acceptance in the community. Washington’s childhood was hard. I had many more advantages: Fisk University, Harvard, and graduate years in Europe. Washington had little formal schooling (Hine 400). † This quote exemplifies his opposing foundation compared to that of Washington. DuBois’ background made him more comfortable with confrontation with whites, while Washington’s created a deep subconscious feeling of fear and submission. While DuBois enjoyed the benefits that the upper class life had to offer, Washington was faced with scorn, dehumanization, neglect, and prejudice, all of which he had to overcome. It is apparent for the quote that DuBois sympathizes and understands the demeaning nature in which Washington was treated which is the ultimate result of Washington’s pessimistic attitude toward society. Everyone has a different life experience. What one experiences early in their life shapes the way they think and how they view society later in their life. Typically an early life of tranquility, less hardships, and opportunity to succeed lends itself to one having a more optimistic view of society where as an early life of great hardships and little to no opportunity results in an individual having a more judgmental and disparaging view of society. This was the case with Booker T. Washington. Growing up as a slave, Washington was presented with many emotional and physical hardships which were the causes of his critical view of society. However, Washington manipulated the lessons that his early life experience had taught him to shape his view on society. He utilized these teachings to provide insight on how he wanted to bring about change within society in order to initiate progress and advancement. Booker T. Washington was particularly interested in the advancement of Blacks in a predominantly white society. Growing up as a slave he had little opportunity to achieve anything, however, because he was a slave he learned to value old-fashioned hard work which transposed over to him greatly valuing agricultural education as a major aspect of Tuskegee. With hard work being one of his fundamental values, he was convinced â€Å"that the surest way for black people to advance [in society] was by learning skill and demonstrating a willingness to do manual labor (Hine 369). † In a speech at the Cotton States Exposition in Atlanta in 1895, Washington stated that â€Å"no race can prosper till it learns that there is as much dignity in tilling a field as in as in writing a poem. It is at the bottom of life we must begin, and not at the top (Hine 370). † This statement asserted that Washington believed people, mainly black people, could gain the respect and acceptance of white Americans through acquiring skills and becoming prosperous small farmers, artisans, and shopkeepers. If Blacks were to continuously demonstrate this humility then it will eventually result in the eradication of the race problem of the time. Booker T. Washington’s belief in living a simplistic life in order to progress not only stemmed from the idea of hard work but also carried on to other beliefs such as the importance of liberal arts education and especially the foundation of industrial growth. He was very committed to promoting industrial education. He stresses that many positive things will branch from such a foundation including the growth in black people’s social life, the growth in black people’s educational life, and the growth in black people’s religious life (Hine 371). This statement shows that Washington felt that men and women who acquired these skills would be recognized as productive contributors to the southern economy thereby, once again, deteriorating the color boundary that was separating society at the time. The purpose of Booker T. Washington’s ideas for trying to assimilate Blacks in this manner was simply to avoid protesting and upheaval that could result in people getting harmed. His goal was to assimilate the black people into white America in a civilized manner, however, in order to achieve it he believed that black people should merely understand there place in society. One positive aspect of Washington’s beliefs was that it promoted steady labor. Washington believed in educating blacks in particular skills in order to maintain steady jobs and make a living. It was important that blacks were able to hold a job in order to function healthily as families, provide for themselves, and help develop their economic independence. At the time, there was increased competition between poor whites and blacks. In order for a black worker to get a job, they must not only deal with learning a particular trade but also overcoming racism. Being educated in common manual labor provided the basis for blacks to work up from. Although blacks were commonly restricted to the lower paying jobs, having a formal training in a skill made their value as a laborer rise. This labor also provided another positive aspect in that it transferred money from the white economy to the black economy. By being able to work for whites, blacks were able to use their income as they pleased. No longer did they have the restrictions placed upon them in slavery. Washington advocated a diverse labor field for blacks. Rather than only advocating farmers, he believed that blacks could be educated in other manual labor such as masonry, mining, and smith work. Another positive aspect of Washington’s beliefs is that it was the beginning in raising blacks out of their lower class position. For the first time blacks were not simply working on farms or plantations, they were acquiring skills. These skills provided the foundation for blacks to work up to gaining an education, earning money, and providing for the future of the next generations. This not only benefits oneself, but also the black community. The ideas of Washington did not inspire conflict or fear in whites because whites viewed that Washington was promoting keeping blacks in menial jobs rather than the higher paying work or typically white jobs such as doctors, lawyers, or politicians. The ideas of Washington enabled educational institutions such as the Tuskegee Institute and other black colleges and universities to exist that encouraged agricultural, mechanical, or technical skills. Since these institutions encouraged blacks to only strive for technical careers rather than offering a liberal arts education it did not inspire fear in whites. Whites were willing to allow black schools to exist that encouraged these skills because in turn these skills would offer a cheap labor but effective labor source. Also these institutions were non-threatening to whites because they offered skills and trades versus an education that would allow for black minds to grow and develop. Even though the education that blacks received from these institutions did not compare to those of liberal art universities, it still did offer blacks a chance at some sort of education. Although not encouraging the deeper growth of the black mind, schools like Tuskegee offered its students an education that would allow them to become proficient at a skill and earn an income. Washington believed that by working and hard, increasing their economic holding and becoming masters of many trades that they could eventually end racism and be accepted by whites. He believed that blacks should not let racism deter one from working. Washington once said, â€Å"Nor should we permit our grievances to overshadow our opportunities (Hines 397). † This shows that he believed that blacks must use their opportunities to better themselves rather than focusing on the negative aspects of life. Washington also said, â€Å"In our humble way, we shall stand by you with a devotion that no foreigner can approach, ready to lay down our lives, if need be, in defense of yours, interlacing our industrial, commercial, civil, and religious life with yours in a way that shall make the interests of both races one (Hines 397). † Washington believed that by blacks staying in their positions and working diligently, blacks would eventually be accepted by whites. He believed in blacks about remaining devoted to the white race rather than rising against it. By advocating working within the confines of white society rather than rising in opposition against it, Washington promoted the safety of blacks during this time period. Washington pushed for gradual and deliberate social acceptance of blacks as they began assimilating to white culture. By gradually working towards being accepted, this kept the opposition of whites to a minimum. As long as whites viewed blacks as harmless, blacks were able to continue growing and improving themselves. â€Å"The wisest among my race understand that the agitation of questions of social equality is the extremist folly, and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than of artificial forcing,† said Washington (Hines 398). Washington believed that it is impossible to force someone to accept one another; rather one must make people want to accept them. Washington’s goal was not to force blacks into the upper class society, but to gradually encourage their acceptance and possibly an eventual rise in social stature. Despite the many positive and beneficial aspects of Washington’s view of Black Nationalism, there were many drawbacks that hindered the widespread acceptance of his ideology. He believed in maintaining the lower class position of blacks. By saying that all blacks should work in menial labor, he limited the opportunities for black people to strive for anything more. Rather than encouraging and uplifting blacks in believing that they could do anything they wanted to, Washington believed that blacks should remain content in their lower class state. Considering that Washington, a part white and black man, was the spokesperson for the race, he was stating to whites that he was the exception rather than the rule. Whites were able to justify his leadership and politics by attributing his success to his white ancestry. Whites were pleased with Washington’s stance that blacks should stay with basic tasks for a number of reasons. Typically, these jobs were usually lower paying and had terrible working conditions. These jobs were considered lower class labor, and the majority of whites, with the exception of poor whites, were not interested in pursuing these jobs. The lack of competition made it acceptable to the majority of whites. If these jobs were considered â€Å"black jobs† then it was fine for blacks to work in these fields. During this time period, the category of â€Å"black jobs† became redefined to these positions. Whites were moving out of these fields at the same point that blacks were striving to move up in their job status, therefore it was okay for blacks to replace these whites since it did not adversely affect them. Also Washington constantly advocated the point that blacks should work long and hard to â€Å"prove† their worth to whites. He offers a reconsideration of what it means to be black (Owens, par. 2). However, whites were never accepting of blacks. It was almost impossible for blacks to gain acceptance by simply showing their hard work during a time period where they were consistently looked down upon. Washington also believed that blacks must remain passive in their attempts to improve life. While whites used methods such as brute force and intimidation to keep blacks down, Washington believed in turning the other cheek rather than encouraging conflict. At this time period, it would have been almost impossible for blacks to gain any amount of social standing by continuing this passive ideal. As the spokesperson for the black race, Booker T. Washington presented various and influential ideas about Black Nationalism in America. Many of his ideas were beneficial to the black race at the time, such as the advocating of skills and trades, however, other ideas, such as his advocacy for maintaining the social position of blacks and non-confrontation, were not effective in improving Black Nationalism. Washington principles revolved around blacks working as shopkeepers, farmers, and other low-skilled professions. He believed, â€Å"On such a foundation as this will grow habits of thrift, a love of work, economy, ownership of property, bank accounts. Out of it in the future will grow practical education, professional education, and positions of public responsibility. Out of it will grow moral and religious strength. Out of it will grow wealth from which alone can come leisure and the opportunity for the enjoyment of literature and the fine arts (Hine 371). † In stark contrast to this, DuBois believed, â€Å"If my own city of Atlanta had offered it to-day the choice between 500 Negro college graduates – forceful, busy, ambitious men of property and self respect – and 500 black cringing vagrants and criminals, the popular vote in the favor of the criminals would be simply overwhelming. Why? Because they want Negro crime? No, not that they fear Negro crime less, but that they fear Negro ambition and success more. They can deal crime by chain gang and lynch law, or at least they think they can, but the South can conceive neither machinery nor place for the educated, self-reliant, self-assertive black man (Hine 371). † W. E. B. DuBois believed in the opposite of what Washington believed. Instead of believing that the way for blacks to succeed was within industry, DuBois believed it lied not within training but within educating. DuBois believed that the learning that blacks received should go beyond training for work or learning a skill. He believed that it was necessary for blacks to gain an education that would allow them to develop and grow mentally. He mentioned that â€Å"the function of the Negro college, then, is clear, it must maintain standards of popular education, it must seek the social regeneration of the Negro, and it must help in the solution of problems of race contact and cooperation. And finally, beyond all this, it must develop men (Hine 370-71). † By receiving an education, blacks would then become better men and could be able to lead the black race. By having large numbers of educated blacks leading the race, DuBois felt that this was the best way to end racism. In his ideology DuBois felt that there would be a group of blacks that would lead blacks to prosperity, social acceptance and bring about the end of slavery. He characterized this group of people as the â€Å"talented tenth† (Hine 401). In other words, the most educated and best suited 10 percent of the black population would be used to lead the black race as a whole. He affirms to that â€Å"work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work – it must teach Life. The talented Tenth of the Negro race must be made leaders of thought and missionaries of culture among people. No others can do this work, and Negro colleges must train men for it. The Negro race, like all other races, is going to be saved by its exceptional men† (Hine 401). This statement exemplifies DuBois’ strong belief in an elite group of back men how will arise to lead a deprived race into a society that will accept and acknowledge their talents, skills, and wisdom. While advocating for the best of the black race to lead the rest of the black race, DuBois also had different opinions on how to confront racism. Instead of trying to circumvent racism DuBois wanted to attack it, becoming somewhat of a militant leader (Maddox, par.3). He did not promote settling for meager jobs, he wanted to attack discrimination in all forms including disenfranchisement and Jim Crow laws. DuBois was not willing to wait for whites to give blacks their rights. Also DuBois was not tolerant toward blacks who were not willing to fight for their rights. With the ideology that DuBois adopted, there were many positive aspects that he brought to the idea of Black Nationalism. Education is one of the most important aspects that DuBois stressed in his ideology. DuBois believed that blacks could not hope to eclipse their position in life without an education. With this belief he encouraged blacks to go to numerous colleges and universities in order to receive an education. Another positive aspect that DuBois came to push with Black Nationalism was the view that white racism should be confronted. Throughout this time period, white racism was overt and abundantly clear for what it was, however, blacks were not in a position to confront this. Du Bois believed in encouraging blacks to stand up for their rights and for the elite â€Å"talented tenth† to show whites that they were not to be viewed as unrefined barbarians. DuBois believed that whites were more than happy to have blacks working for them. With whites perfectly content to allow blacks to work under them in a neo-form of slavery the same social position that blacks were in would continue to exist without change. With the knowledge that racism would not change unless it was directly confronted, DuBois began to believe in this ideology of confrontation. One of the greatest contributions that DuBois presented was his idea of higher education. He believed that it was essential for blacks to gain a deeper theological education, rather than the basic skilled education. DuBois believed it was important to gain this education in order to gain status of the â€Å"talented tenth. † In his ideals, DuBois believed that it was important that blacks did not need to be lead by one spokesperson such as Washington, but instead could be led by intelligent, resourceful, educated black Americans. Although he had an idea of a more talented group of people, these lines were flexible and able to be changed with new faces of black America. He understood the need to have different and multiple representations, rather than one blanketed statement about black Americans that would encourage misrepresentation and stereotypes. While there were many positive aspects of the ideology that DuBois put forth, there were also some problems. Dubois’ idea of a select group of black intellectuals whose purpose would be to â€Å"set out to organize an aggressive effort to secure the rights of black citizens† is a very potent idea, however, it becomes problematic when one places this enormous responsibility in the hands of such a small group of individuals (Hine 401). The fact that he felt that merely ten percent of the black population would be qualified to lead the struggle for black equality, explained earlier, has its importance. Nevertheless, this idea has some absurdness to it. To put the burden of trying to correct the discriminative situation that was accruing at the time on purely ten percent of the black population could be strenuous on that particular group. Therefore, instead of progression within the movement it would possibly cause a regression within the movement and deter any success that could accrue. This ten percent of black intellectual leaders should not focus on wrestling the task of establishing equal civil liberties for blacks on there own. Instead, they should focus on teaching the remaining ninety percent of the black population to lead as well. By accomplishing this task the black race would not have to rely merely on a few group of individual to fight the struggle for their liberation into a society of equality. Alternatively, many black people will have the ability to lead their own struggle in their particular area of the nation. In contrast to Booker T. Washington’s passive attitude to accomplish black equality, W. E. B. DuBois, on the other hand, had a more aggressive attitude. DuBois felt that to achieve the black community’s goal of eliminating racism the black community should attack it head on. Unlike Washington’s idea of simply sitting back and let the White community slowly accept the black people and recognize them for their hard work, DuBois wanted to actively assert the black community into society swiftly and without prejudice. This tactic could pose to be over aggressive which would ultimately retract from what he wants to get accomplished. Some states, mostly northern states, would be able to tolerate this aggressive tactic and possibly even acknowledge the efforts of DuBois. However other states, particularly the southern states would find his aggressive method as offensive thereby diminishing the popularity of DuBois’ goal viewed by the white community. Another problem with Dubois’ idea on how to confront racism was that it did not take into consideration everybody’s economic standpoint. He believed that with the acquisition of a higher theological education rather than simple basic skills education, the black community will be able analyze the society in which they live and make informed decisions on how they would like to live instead of simply accepting their position in which society had prepared for them. However, for many black to acquire that theological education in that time was quite challenging because not every black person or family could afford to pay for that higher education. To remedy these situation free educational institutions could be established, but somewhere down the line the expense to run the school would become overwhelming without financial support from the state. The black institutions would have extreme difficulty obtaining financial support from a predominantly white state who felt that they had already made a place for the black race. Although both Booker T. Washington and W. E. B Dubois made great contributions to the idea of Black Nationalism, their strategies would be questioned and would also be met with much objection. The major obstacle they faced in their articulation of a Black Nationalist ideology was opposition from each other. Their contrasting up-bringing allowed them to have different views and opinions of society. It also helped in forming their attitude of how to go about expressing their Black Nationalistic ideology. Washington experience as a child made him more passive. â€Å"His childhood was one of privation, poverty, slavery and back-breaking work† (Yankowitz par. 1). Growing up as a slave he learned to be more submissive and accepting of things presented to him and therefore he felt that the opportunity for black people to succeed will come slowly with obedience and serenity. DuBois, however, up-bringing made him have a more forward outlook on society and life in general. Unlike most blacks living in the United States, â€Å"Du Bois had grown up with more privileges and advantages†¦He had suffered neither severe economic hardship nor repeated encounters with blatant racism† (â€Å"W.E. B Dubois†, par 4). Because he grew up in a well-to-do setting he learned to have a more assertive personality resulting in his aggressive approach to confront racism. In a statement made at the Atlanta Cotton States and International Exposition in 1895, Booker T. Washington alludes to his opposition of the tactics utilized by W. E. B DuBois by mentioning that â€Å"the wisest among [his] race understand that the agitation of questions of social equality is the extremist folly†¦Ã¢â‚¬  (Hine 396). This statement affirms that if one is to be aggressive in their manner to acquire equality in the society in which they live, then it would surly lead to the demise of their efforts. The statement can greatly be associated with DuBois’ methods of articulating Black Nationalism ideology. More opposition to Washington’s conciliatory stance on racial matters stemmed from William Monroe Trotter, an educated Harvard editor of the Boston Guardian, who became the most â€Å"vociferous† critic of Washington (Hine 399). Trotter referred to Washington as â€Å"the Great Traitor, the Benedict Arnold of the Negro Race, and Pope Washington† which hardly bothered Washington. However the nicknames did, along with many argumentative articles that he wrote, cause unsettling skeptics about Washington’s techniques Similarly, Booker T. Washington’s method of articulating Black Nationalism ideology contradicted W. E. B Dubois. In his book entitled The Souls of Black Folk, Dubois remarks that â€Å"Mr. Washington distinctly asks that black people give up, at least for the present three things, – First, political power, Second, insistence on civil rights, Third, higher education of Negro youth, – and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South† (Hine 396). It revealed that Washington did not want black people to expect too much but should greet menial labor as a step in the struggle for progress. DuBois greatly detested this notion and preferred the assertive strategy which he felt to be the most effective way to ensure progress. Though Booker T. Washington and W. E. B DuBois had conflicting ideas of Black Nationalism ideology, the two presented ideas that lasted and effect the ideas of future black nationalist. Works Cited America’s Story from America’s Libraries. 2006. The Library of Congress. 3 Oct. 2006 . â€Å"Booker T. Washington. † Wikipedia, The Free Encyclopedia. 21 Nov 2006, 07:24 UTC. Wikimedia Foundation, Inc. 21 Nov 2006 . Hine, Darlene Clark, William C. Hine, & Stanley Harrold. The American Odyssey: Volume Two. Upper Saddle River, New Jersey; Prentice-Hall, 3rd edition 2005. Maddox, Alton H. , â€Å"The untold story of the Civil Rights Movement – Part I. † New York Amsterdam News 96. 44 (2005): 12-14. â€Å"W. E. B Dubois. † MSN Encarta, The Online Encyclopedia. 2006. 6 Oct. 2006 . Owen, Williams R. â€Å"Old Negro, New Negro. † Rev. of The Education of Booker T. Washington: American Democracy & the Idea of Race Relations, by Michael Rudolph West. Black Issues Book Review May 2006: 45 Yankowitz, Donna. â€Å"Booker T. Washington. † 2006. 6 Oct. 2006 .