Black People and Birdie Essay

In her novel Caucasia, Danzy Senna paints the image of a young bi-racial girl, Birdie, growing up in the 70’s and 80’s. Her mother is a white, blueblood Bostonian woman turned political activist, and her father is a black Boston University professor with radical ideas about race. Birdie and her older sister Cole are both bi-racial children, but Cole looks more black and Birdie looks more white. The two sisters are separated early in the novel and then the rest of the story focuses on Birdie and how she needs to â€Å"pass† as white. Passing is the ability of a person to be regarded as a member of social groups other than his or her own, such as a different race, ethnicity, social class, or gender, generally with the purpose of gaining social acceptance. Birdie’s existence is the ultimate experiment on how to pass. She is first asked to pass as black at Nkrumah, even though she doesn’t fit the profile of a black child. Then she is taken to New Hampshire and asked to be the opposite of what she’d been before- a white Jewish girl. Senna introduces Birdie to all different versions of the races she is torn between, and none of them seem to fit quite right. Through Birdie, Senna is making the point we see that there is no one size fits all version of any race. Birdie is exposed to many different ideas of what it means to be black while she’s younger, even though the general idea of the time was very specific. All of the adults around her are busy preaching this idea of The Black Person, but they are showing her all different versions of what that really means. The first impression she gets of a black person is her father who â€Å"in the past year had discovered Black Pride and†¦ was trying to purge himself of his ‘honkified past’†(10). Deck is an intellectual; he studied at Harvard and is a professor at Boston University. However by the time his daughters are old enough to really start understanding things, he has gotten caught up in the idea of The Black Person, saying things about his sister like â€Å"she sleeps with these white boys, then acts surprised when they don’t take her home for dinner. I told her, these ofays just want their thirty minutes of difference†(10). He’s telling his daughters that the way to truly be black is to have no association with white people, which is a direct contradiction of his own life and something that is impossible for them to do given their genealogy. He’s telling them there’s no way for them to be the ideological black person. Then the girls go to Nkrumah, a black power school. This school is supposed to be about owning your race and being proud of being black, but Birdie isn’t initially accepted well because she’s not ‘black enough’. The way she becomes more accepted is through her sister, but also because she assimilates to the idea of black culture that her school has. She reads Ebony magazine, speaks in a specific slang, dresses differently and does her hair in a braid to hide it’s smoothness. At Nkrumah, she tries to live as though she doesn’t have a white mother. However, that’s not who she is. She says that she â€Å"learned the art of changing at Nkrumah, a skill that would later become second nature†(62). She’s acknowledging here that this all black persona isn’t who she is. She’s simply changing, pretending. Pretending is what Birdie has to do for most of this book, but as she gets older instead of needing to pass as black, she needs to instead adopt a new identity as Jesse Goldman, a Jewish white girl. She maintains in her mind that she is black, and is just pretending with her white half. While using this persona, and having the mindset that she is just gathering information on whiteness, Birdie gets painted a picture of different types of white people. In an authoritative sense, Birdie gets ideas about being white from her mother and her mother’s boyfriend Jim. Jim is the type of white man who likes to act like he’s liberal until it comes down to real world circumstances. After causing a scene with some young black men, Jim says â€Å"I swear, I try to be liberal. I try really, really hard. But when you meet fucking punks like that, you start to wonder. I mean, Jesus, what did we do to deserve that? We’re on their side and they don’t even know it† (265). Jim is the white man who sees his liberality as a gift instead of a belief. Birdie says about this that â€Å"it scared me a little†¦. how easily they could become cowering white folks, nothing more, nothing less† (264). To contrast these this very negative views of what it means to be white, Birdie also has her mother as a model. Despite coming from an upper class, white family and the struggles that she has with that, Sandy is a white person who firmly believes in equality, even if she may take it to extremes. She tells her daughters â€Å"that politics weren’t complicated. They were simple. People, she said, deserved four basic things: food, love, shelter, and a good education† (22). This is the opposite from what Birdie has seen in other white people. Her mother doesn’t revert to racism or abandon her views when it comes time for her to uphold them. Finally, Birdie befriends the most racist girls in school saying it’s because â€Å"there was a safety in this pantomime. The less [she] behaved like [herself], the more [she] could believe that this was still a game†(233). However, as much as she’d like to say she’s acting, she assimilates to this culture just like she did the black culture at Nkrumah; â€Å"I was a New Hampshire girl now†¦we dressed identically: cutoff jean short, halter tops that exposed our tan bellies, and jelly shoes on our feet† (244-245). This version of being white was a skin Birdie could slide on easily, even if she didn’t really want to. The only thing that shocks her out of the comfort she’s fallen into in this identity is the fact that another half black girl recognizes that she’s not fully white; â€Å"I’m black, like you† (286). None of these ideas about race fit Birdie. She cannot exactly fit into a version of what it means to be white because that’s not the only part of who she is. She also cannot be fully black, not only because she has light skin but also because that’s not the only part of her heritage that exists. Birdie is the perfect example of how multidimensional race is. There is no one way to be black and there is no one way to be white. Race isn’t one size fits all.

What role did Nicholas II play in his own downfall? Essay

Nicholas II played, by far the biggest role in his downfall as the Tsar of Russia. Certain aspects of his behaviour definitely contributed to bringing down the Russian empire, however most of these qualities were not weaknesses in character but qualities associated with poor leadership. By weakness, I mean being easily influenced and controlled by others. Nicholas was a firm believer in autocracy and was virtually unmoveable in this belief. This unconscionable belief illustrated how he stuck to his ways, although in early years as Tsar, his uncles had a huge influence on him. The fall of the Russian empire was not all a result of Nicholas’ character and poor leadership but also the huge socio-economic changes as well as the outbreak of WW1, which hugely influenced the coming about of and the timing of the Russian revolution. In 1905 Russia had experienced a year of revolution and by the end of the year Tsar Nicholas had managed to keep power as he had promised a reform which h ad divided his opponents and because he had kept the support of the army. In March 1917 the Tsar abdicated because he lacked the support from both the Duma and the army. After a week of unsettlement in Petrograd, Russia had become a republic. Russia was a massive empire, stretching from Poland to the pacific and home to many different languages, religions and cultures. For the Tsar ruling such a massive nation was difficult and he soon found himself with too much pressure and weight on his shoulders. He wasn’t able to keep up with the needs of his people and so this contributed to the industrial revolution in 1917. There are many long term causes for this while the short term trigger was clearly World War 1. During the early 1900’s there were several events and issues which threatened the authority of the Tsar. Living and working conditions of workers and peasants were unwarranted. Life for peasants was brutal, often short, and quite unpromising. Until 1861, most peasants were illiterate and owned by their landlords. After emancipation their living conditions were still primitive. Many were in debt to their landlords. Unrest among peasants was extremely widespread. Workers on the other hand, could not afford decent housing as their wages were too low. Although workers were paid commission per piece on a low rate, they too had heavy taxation on food and goods. The government, aware of the growing discontent, became worried as ideas of revolution began to spread among the poor. Russia was an autocracy which  meant that there was no parliament. The Tsar made the laws and appointed and dismissed ministers as he pleased. His authority was upheld by Church leaders, the Orthodox and the Okhrana who were the Russian secret police. There was an extreme lack of rights as political parties and trade unions were illegal. This left the middle class, urban workers and peasants dissatisfied. Riots, strikes and protests were taking place across Russia. As a solution to these problems, the government decided to have a war against Japan. When the war began in 1904, the Tsar had hoped, that if Russia was successful, people would stop criticizing his government and he would be popular again. Instead, Russia suffered a terrible and humiliating defeat, weakening the Tsar’s authority and position. In cities and towns across Russia, many strikers set up councils called â€Å"Soviets†, which became an alternative government. As food and raw materials ran short, scores of workers found themselves out of work. On the 22nd of January 1905, an incident called â€Å"Bloody Sunday† sparked revolution. A mass of 200,000 workers and their families marched towards the Tsar’s Winter Palace to present him with a petition. The workers were asking for better conditions. However, outside the Winter Palace they were met by troops and police. Even though the protestors came in peace, shots were fired and over 500 marchers were killed. The extent of the unrest forced Tsar Nicholas II to make concessions. In October 1905 he issued a document called the October Manifesto. In this document, the Tsar promised that there would be a parliament elected called a ‘Dum a’ to make the laws, and basic rights for the Russian people. Just as the Tsar had planned, these concessions divided his opponents. The middle class were now satisfied but the workers and peasants were not. They did not trust the Tsar’s promises as these solutions didn’t solve their economic issues. The Tsar’s new Prime Minister, Count Sergei Witte, decided in December that it was time to end the revolution. Opposition in the towns and cities was suppressed, as many were killed or exiled. The revolution ended in March 1917. The Tsar had been â€Å"saved†, and had managed to keep power. This was because he had the support of the army, he gave concessions and basic rights, introduced a parliament and divided the opposition. Although there was now an opportunity to make Russia a constitutional monarchy, there was no guarantee that the Tsar would keep his promises. However, by early 1917, Tsar Nicholas II had lost complete  support. This was due to several factors. After issuing the October Manifesto in 1905, the Tsar decided he would take action to prevent further revolution. The Tsar a nd Prime Minister Peter Stolypin used repression against terrorists and revolutionary groups in an attempt to subdue the unrest. Stolypin then attempted to solve the problem of peasant unrest and poverty by cancelling the redemption payments and modernizing farming. Working conditions among the city factory workers were also improved, with factory inspections and insurance schemes introduced. These efforts were in vain, as unrest throughout Russia continued. The Tsar did not fulfill the promises he made in the October Manifesto, and Russia did not become a constitutional monarchy. The Tsar stated that he possessed supreme autocratic power and could dismiss the duma and call elections. Even though farming had been â€Å"modernized†, the peasant population was growing increasingly large, creating further poverty and unrest among peasants. Industrial unrest also continued as strikers on the goldfields were being shot by soldiers. Although Stolypin was competent and determined, he was assassinated by a revolutionary in 1911. The emerging influence of Rasputin in the government became clear after 1915. Raspu tin was a Siberian peasant whose full name was Gregory Rasputin. He was said to be a holy man and was sure of having received, from god, a gift for healing. The Tsar’s son, Alexei, suffered from haemophilia and Rasputin was brought in to try to heal him. Rasputin had won the devotion of both the Tsarina, Alexandra, and the Tsar, Nicholas II, after controlling the internal bleeding of Alexei. Both the Tsar and Tsarina saw Rasputin as their friend. While the Tsar was absent at the front with the Army, the Tsarina virtually controlled Russia, and Rasputin became her personal advisor. He influenced the Tsar on his appointing and dismissing of government ministers, which brought a great deal of discredit on the royal family. In people’s eyes Rasputin played against the Romanov reputation. He was found to have regularly joined in drinking parties, participated in orgies and was seen with prostitutes. He was nicknamed the ‘holy devil’ and despised by the church representatives. In an attempt to save the monarchy from future scandal, Rasputin was murdered in December 1916, by a group a nobles. Instead of solving Russia’s problems, this only increased dissatisfaction with the Tsar. By this stage, there was a notable lack of competent leaders, as once again the Tsar was  struggling to maintain power. Involvement in World War I left Russia in a state of hopelessness. After the Tsar decided to leave his country and takeover the post in 1915, the government turned into chaos. Massive troop movements across Russia caused regular bread shortages in the cities and towns. There was also unfair distribution of food, inadequacy of sources of supply and an immense and rapid increase in the cost of living. As a result of the unbearable conditions of everyday life, strong feelings of hostility and opposition to the government were widespread. In terms of the war itself, Russia’s army suffered terribly. Within the first six weeks, 250,000 Russian soldiers h ad been killed, and by the end of 1914 over 1 million Russian soldiers had been lost to the war. The month of March 1917 was one of utter discontent and mayhem. On Wednesday 7th March, a major steel works company locked out 20,000 workers as pay talks broke down. The 20,000 now angry works were out on the street, joined by other factory workers who went on strike in support. Within 3 days, a total of 250,000 workers were on strike. There was no public transport or newspapers and food shortages continued. After mutinies occurred in parts of the army, the Tsar was sent a telegram informing him that the situation in Russia was serious. The Tsar responded by telling the Duma to stop meeting. By Monday 12th March, various units sent to fight the strikers and mutinies were defecting. The Duma held a meeting and established a 12 man â€Å"Provisional Committee†. Revolutionaries set up a â€Å"Soviet† of workers and soldiers in Petrograd. Both wanted to take over the government. After one week of complete havoc, the Tsar sent a telegram to the Duma stating that he would sh are power. The Army Generals replied and told him that it was too late as none of the Army supported him. On Thursday 15th March, revolutionaries halted the Tsar’s train only 250km away from Petrograd. He had no choice but to agree to abdicate and give the throne to Alexei. After realizing that Alexei was too sick to become Tsar, the throne was given to his brother Grand Duke Michael. Fearing that he would be just as unpopular as Nicholas, he too abdicated. Russia was now a republic as there was no longer royalty or monarchy. Tsar Nicholas II had lost support because he failed in his duties to provide for and rule his country effectively. Nicholas allowed himself to be easily sued by the people and opinions around him. He did not have to force and fierce  determination to rule a country and didn’t believe in himself enough. In the source below he states that he never wanted to be Tsar of Russia and so in term he failed. He wasn’t experienced and trained in leadership and never had the support of his father leading from beside him. From the moment Nicholas became Ts ar, the welfare of Russia and its people became the last priority. Nicholas himself, was the main reason why he failed as his role as the Tsar of Russia. Although the Tsar was able to keep power in 1905, after losing the support of his army and not fulfilling the promises stated in the October Manifesto, growing unrest among the people was inevitable. It was no surprise that by 1917 he had lost support from his country. Nicholas was not brought up to be a leader and to be in control and so when the time came for him to lead, he was unable to do so properly. His firm beliefs and ways of life allowed little room for opinion, causing unrest and later losing vital support from governments and leaders and after losing the Japanese war he lost the respect of the army. BIBLIOGRAPHY: About.com – Russian History 2014 15.3.14 * http://europeanhistory.about.com/od/russiaandukraine/a/Causes-Of-The-Russian-Revolution.htm All class worksheets, booklets and slide shows Histor-C November 11 2010 15.3.14 * http://historc.wordpress.com/2010/11/11/12c-how-far-was-nicholas-ii-responsible-for-his-own-downfall/ History learning site – Rasputin 201317.3.14 * http://www.historylearningsite.co.uk/rasputin.htm Maureen Anderson ‘Retrospective’ Year 11 Modern History Jacaranda Press 2007 * Chapter Titled – The Fall of the Tsarist Regime Parisia201224.3.14 * http://www.parisia.com/paris/romanov/paris.php?id=12 Philip Ingram ‘Russia and the USSR 1905-1991’ Cambridge University Press 2005 * The events of 1905, the first world war etc†¦.. Skwirk – interactive schooling 2014 19.3.14

Narrative of the Life of Fredrick Douglass

Narrative of the Life of Fredrick Douglass Introduction Douglass’s book, Narrative of the Life of Fredrick Douglass- An American Slave, provides the best evidence about American slavery. In the book, Douglass gives vivid evidence that he was once a slave; a fact that was doubted by many critics due to his oration skills and impeccable language (Douglass 11).He also gives solid evidence of the inhumanity that was characteristic of this institution. Advertising We will write a custom report sample on Narrative of the Life of Fredrick Douglass An American Slave specifically for you for only $16.05 $11/page Learn More Douglss begins the book by giving a detailed description of his childhood life and the effects that slavery had on him as a child. He then goes on to give a detailed description of the brutality that was perpetrated against American slaves during his time as a slave. The book is filled with names, scenes and events which evidence its truthfulness. This paper is a description of the brutality that Douglas witnessed as a slave (Douglass 4). Aspects of American slavery American slavery was characterized with many acts of inhumanity. Slaves were denied their rights to literacy, severely beaten, overworked in farms, provided with poor living conditions, abused sexually, separated from their families, killed, tortured psychologically and emotionally, dehumanized, etc. Let us have a look at the evidence of these acts of inhumanity portrayed in Douglass’s book. Whippings The most portrayed act of inhumanity is the frequent beatings that were perpetrated on slaves. After Aunt Hester had gone out, she was severely beaten and caused to bleed profusely. All this was done because she was not there when the master â€Å"desired her presence† (Douglass 14). This is an act of inhumanity because it appears that the slaves were â€Å"tethered† like livestock and were not free to attend their needs. Before the beating, she was stripped from her neck to the waist and then whipped severely. This can be seen as an indication that her master, Captain Anthony, was abusing her sexually. This claim is substantiated by the fact that Aunt Hester had gone out to see a male neighbor named Ned Roberts. Captain Anthony was calling her a â€Å"b -b b -h† (Douglass 14) as he whipped her. Captain Anthony got his name, presumably, from having sailed at Chesapeake Bay. Another evidence of beatings perpetrated on slaves is seen when Douglass is taken to the custody of Mr. Covey. He says that he was whipped every week until one day he collapsed while working in the farm. However, one day as Covey wanted to tie him for his weekly routine, Douglass protested and put up a fight. They fought for two hours until Douglass won the fight. This can be seen as one of the things that encouraged Douglass to relentlessly fight against the institution of slavery. It is also the beginning of Douglass’s confidence in his manhood. This is because a fter the fight, he was never beaten again. Douglass also explains how his mother received frequent whippings for not being in the farm at sunrise since she travelled at night to see him (Douglass 12). Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More If a slave committed major misdemeanors, tried to escape or opposed the authority of the overseers in the farms, he/she was exposed to severe beatings before being sold. There is also a woman who was whipped in the presence of her children, who were crying begging the overseer to stop whipping their mother. The woman is said to have been whipped by Mr. Severe in front of her children until her blood ran for almost thirty minutes (Douglas 17). Psychological and emotional torture There is substantial evidence of psychological and emotional torture perpetrated on slaves by their masters. First of all, the separating of infants from their mothers bef ore they were one year old amounts to emotional torture on both the mothers and their children. Douglass explains how his mother walked a distance of about twelve miles night after night to see him. This was after she was separated from him during his infancy (Douglass 12). When his mother was sick and during her death, Douglass was not allowed to go and see her. Even when she died, he was not allowed to attend her burial. He says that his separation from his mother made him have no emotions for her such that her death hit him like the death of a stranger (Douglass 12). This is emotional torture perpetrated on Douglass. There is also the stated incidence in which a woman was whipped in front of her children (Douglass 17). This is emotional torture on the children. An example of how slave-holders psychologically tortured their slaves is seen when Colonel Lloyd meets one of his slaves who speaks ill of him. After the incident, Colonel Lloyd postpones the punishment for this act until two weeks later. The delay of punishment can be seen as psychological torture on the slave (Douglass 34). Sexual abuse Although Douglass does not give much evidence about sexual abuse, the reader is left to make his/her conclusions about this issue. First of all, Douglass’s father is said to be an unknown white man who is suspected to be his master. The fact that his father is unknown is a clear indication that his mother was sexually abused during his conception. This is also evidenced by the fact that his master was the chief suspect. Since masters were never good to their slaves. It is apparent that Douglass’s mother was forced into having sex with the man who bore Douglass. Another evidence of sexual abuse perpetrated on slaves is seen when Aunt Hester is whipped. There was also the rule that children who were born by black women belonging to white fathers were to be regarded as slaves (Douglass 13). This is enough evidence that the whites (masters) were sexuall y abusing slaves since for them to develop such a rule, there must have been several cases of children born by white men and black women. The rule is an indication that they had, kind of, legalized this behavior. It was also an evidence of the inhumanity that the masters had if they could send their own children to experience the woes of slavery.Advertising We will write a custom report sample on Narrative of the Life of Fredrick Douglass An American Slave specifically for you for only $16.05 $11/page Learn More Poor living conditions The slaves were provided with very poor living conditions. After a very busy day with whippings, slaves had limited time for household chores and thus they lacked enough time to sleep. They all slept on cold floors covered with very poor blankets. Slaves were provided with clothes annually. This meant that when a slave missed clothes, he/she could stay with tatters for two years. The clothes provided include two linen shirts , two linen trousers, one jacket, and another trouser for winter, a pair of shoes and stockings. Food was given on a monthly basis. Children of both sexes between the ages seven years and ten years were always naked. These were the characteristics of the â€Å"Great House Farm† (Douglass 17) which was the prestigious â€Å"workplace† of the slaves (Douglass 17). One wonders what the conditions of other lesser farms were. Dehumanization There are many cases of dehumanization in Douglass’s book. First of all, the slaves were overworked in the field and they received severe beatings while working. The effect of this can be seen when Douglass was taken to Mr. Covey. He was overworked and whipped routinely until he lost consciousness while carrying out his duties in the field. Another evidence of dehumanization of slaves is seen when Douglass’s master dies. His death is followed by the inheritance of slaves along with livestock and other property (Douglass 16) . Other acts of inhumanity Other acts of inhumanity in the book include the jailing of Douglass and his friends after an attempted escape. Additionally, while Douglass was working as a Caulker in Baltimore, all his wages were given to his master, Auld. The slaves were also denied their rights to literacy. However, Douglass beat the system and found his ways of attaining literacy. His literacy contributed greatly to his fight against slavery (Douglass 15). There is evidence that some slaves were killed for no apparent reason. This is evidenced in the description of the character of one of the overseers of Douglass’s master named Mr. Plummer. He is said to have been beheading women slaves (Douglass 13). Conclusion Many people doubted that Douglass was a slave due to his language skills but his book gave the proof that he was actually a slave. His description of the events and the environments of American slavery is filled with a lot of evidence of truthfulness inform of names. Among the names of places that are repeatedly mentioned in this book are the â€Å"Great House Farm† (Douglass 17), the Chesapeake Bay, the Baltimore, etc. On the other hand, events that are highlighted in this book are all meant to show the suffering of the slaves. These events include the singing of the slaves, who worked in the â€Å"Great House Farm† (Douglass 17) and events during which slaves were tortured or mistreated. Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The latter include the whipping of Aunt Hester, the whipping of a woman in front of her kids, the collapsing of Douglass while working on the field and his subsequent fight with Mr. Covey, the whipping of Douglass’s mother in the morning after failing to make it to the farm by sunrise etc (Douglass 12-17). All these events are meant to show the brutality that was perpetrated against American slaves. Douglass, Frederick. Narrative of the Life of Frederick Douglass-An American Slave. U.S: Yale University, 2001. Print.

Abortion the Pope and Peter Singer essays

Abortion the Pope and Peter Singer essays Abortion is one of the most controversial issues today. It has become a question of not only ethics, but morals. In the 1973 case of Roe v Wade the Supreme Court ruled that a woman has the right to terminate a pregnancy by abortion within the first six months of the pregnancy. However, conservative Presidents have changed the legislation enough to allow states to restrict abortion in various ways (Practical Ethics, Peter Singer). In the following paper, I will summarize the views on abortion of Pope John Paul II and philosopher, Peter Singer. These two men have very conflicting opinions This argument is very adamantly against abortion. It is also a religiously based argument. He uses exerts from the Bible and other religious documents and quotes many different clergymen and priests to help defend his position. He starts by explaining how you must follow the ten commandments to live a good life and have eternal life. Jesus replied, If you would enter life, keep the commandments (Mt 19:17). The first of these ten commandments is You shall not kill. On the contrary, you should love respect and promote life (The Gospel of Life, Paul II). In order to do this, one must carry out Gods plan of procreation with love and intentions to multiply. By having an abortion, one is doing the exact opposite. Not only are they killing an innocent human being, but they are killing a child of God. Also, man is not the final judge in matters such as life and death, he is only a minister of Gods plan (Humanae Vitae, Paul VI). Paul II goes on to explain how human life is sacred and inviolable. Life is sacred because it is a gift from God and man was created in the image of God. God overlooks our lives from birth to death, and no one else has the right to destroy an innocent human being, especially one as inno...

The Names of Colors in Italian

The Names of Colors in Italian You want to tell your friend the color of the Vespa you want to buy, the type of wine you were drinking, or the hue of the sky while you were on a hilltop in Florence, but how do you say the colors in Italian? To start, here are the most common thirteen along with a list of subtle and unique  blends. Basic Colors Red – Rosso Lei porta sempre un rossetto rosso. - She always wears red lipstick. Pink – Rosa Ho comprato un vestito rosa per la festa. - I bought a pink dress for the party. Purple – Viola Ho dipinto le unghie di viola. - I painted my nails purple. TIP: Unlike other colors, you don’t have to change the ending of â€Å"rosa† or â€Å"viola† to match the object it’s describing. Orange – Arancione La sua macchina nuova à ¨ arancione ed à ¨ troppo sgargiante per i miei gusti. - Her new car is orange, and it’s too bright for my tastes. Yellow – Giallo Stava leggendo un giallo con una copertina gialla. - He was reading a mystery novel with a yellow cover. TIP: â€Å"Un giallo† is also a mystery novel or thriller. Green – Verde Mi piace vivere in Toscana, in mezzo al verde. - I like living in Tuscany, in the middle of the green. Blue – Azzurro Ho gli occhi azzurri. - I have blue eyes. Silver – Argento Gli ho regalato un cucchiaio d’argento per la loro collezione. - I gifted them a tiny, silver spoon for their collection. Gold – Oro Cerco una collana d’oro. - I’m looking for a gold necklace. Gray – Grigio Il cielo à ¨ cosà ¬ grigio oggi. - The sky is so gray today. White – Bianco Non voglio indossare un vestito da sposa bianco, ne preferisco uno rosso! - I don’t want to wear a white wedding dress, I prefer a red one! Black – Nero Calimero à ¨ un pulcino tutto nero con un cappellino bianco in testa. - Calimero is a black chick with a white little cap on his head. Brown – Marrone Mamma mia, lei à ¨ bellissima, ha gli occhi marroni e lunghi capelli castani. - Oh my goodness, she’s beautiful, she has brown eyes and long, brown hair. TIP: You would use â€Å"marrone† to describe the color of someone’s eyes, like â€Å"gli occhi marroni†, and you would use â€Å"castano† to describe the color of someone’s hair â€Å"i capelli castani†. Dark Colors If you want to talk about dark shades, you can just add the word scuro at the end of each color. Dark red – Rosso scuroDark green – Verde scuroDark blue - Blu TIP: â€Å"Blu† is understood all its own to be a darker shade. Light Colors Here are some lighter shades: Baby blue – CelesteBaby pink – Rosa confettoLight green - Verde chiaroLight blue - Azzurro TIP: Like â€Å"blu†, â€Å"azzurro† on its own is usually understood as light blue. Unique Colors Shiny/glossy red – Rosso lucido Stavo pensando di comprare una Vespa di color rosso lucido, che ne pensi? - I was thinking about buying a shiny red Vespa, what do you think? Vermilion red - Rosso vermiglione Rimango sempre affascinata dalla tonalit di rosso vermiglione dei dipinti di Caravaggio. - I’m always attracted by the red vermilion shade used by Caravaggio in his paintings. Hot pink – Rosa shocking Non mi piacciono per niente i vestiti di colore rosa shocking, non sono eleganti. - I don’t like hot pink clothes at all, they’re not elegant. Blue green – Verde acqua Mi sono innamorato dei suoi occhi verde acqua. - I fell in love with her blue green eyes. Lilac – Lilla Il lilla à ¨ un colore davvero rilassante. - The color lilac is really relaxing. Maroon – Bordeaux Il mio colore preferito à ¨ bordeaux. - My favorite color is maroon. Hazel brown – Nocciola Ho comprato le lenti a contatto affinchà © potrei avere degli occhi color nocciola. - I bought contact lenses so that I could have hazel brown eyes. Italian Expressions with Colors Heart of gold – Cuore d’oroNot all that glitters is gold. – Non à ¨ tutto oro quel che luccica.Sweet dreams – Sogni d’oroBlack sheep (of the family) - La pecora nera

The Impact of Perceived Organizational Justice on Contextual Dissertation

The Impact of Perceived Organizational Justice on Contextual Performance for the Employees in Al-Ayuni Company - Dissertation Example The following research deals with the concept of organizational justice, which is increasingly gaining importance in corporate spectrum. Employees’ perception about level and the nature of justice and fairness in an organization influence their performance, level of job satisfaction and trust towards management. Organizational justice can be defined as perception of employees in relation to fairness in decision-making, interactions, outcomes and procedures in relation to the organizational management. These perceptions are so powerful that they can alter one’s attitude for good and ill as numerous organizational conflicts have repeatedly shown that the an organization is as good as its employees. The strength of an organization remains in how well organized is the management structure and how transparent is the management towards the employees regarding any ongoing, past or upcoming issues within the organization. Along with this, it can influence employees’ perf ormance both negatively and positively and thus can have direct impact on organization’s success. It is also a part of sound managerial practices and its successful application brings fruitful results for the organization. The importance of organizational justice increase manifolds, especially considering the economical challenging environment of today’s highly competitive world. Any organization that is not fair and transparent while making decisions has few chances of sustaining in today’s market environment. ... In the last, research methodology of the dissertation is elaborated which is based on survey through questionnaire. 1.2 Background of the Dissertation The following dissertation deals with the concept of organizational justice, which is increasingly gaining importance in corporate spectrum. Employees’ perception about level and the nature of justice and fairness in an organization influence their performance, level of job satisfaction and trust towards management. Organizational justice can be defined as perception of employees in relation to fairness in decision-making, interactions, outcomes and procedures in relation to the organizational management (Colquitt, Greenberg and Zapata-Phelan, 2005). These perceptions are so powerful that they can alter one’s attitude for good and ill as numerous organizational conflicts have repeatedly shown that the an organization is as good as its employees. The strength of an organization remains in how well organized is the manageme nt structure and how transparent is the management towards the employees regarding any ongoing, past or upcoming issues within the organization. Along with this, it can influence employees’ performance both negatively and positively and thus can have direct impact on organization’s success. It is also a part of sound managerial practices and its successful application brings fruitful results for the organization. The importance of organizational justice increase manifolds, especially considering the economical challenging environment of today’s highly competitive world. Any organization that is not fair and transparent while making decisions has few chances of sustaining in today’s market environment. When employees feel

Debate topic Abortion Should Be Illegal in Canada Essay

Debate topic Abortion Should Be Illegal in Canada - Essay Example Indeed, the situation is causing enough concern that skilled manpower has to be imported not only for the purpose of obtaining the best brain power but also to augment the population figures. This may not be the best way to preserve human habitation, like we do with natural reserves to preserve dying species of wildlife. Couples desirous of prolonging conception or limiting their families may be inclined to resort to abortion. As such, pro-choice is pro-child and serves the interest of the family. However a rising number of children may encourage couples to abort the unwanted child. Nonetheless, in Canada, the rules must favor child birth, and governmental incentives must be put in place to encourage bigger family units. Also, the vexatious issue of teenage sex and pregnancy, repugnant as it may seem, must be viewed with concern as well as consequence. This is so that although teenagers may be educated against pregnancy before marriage, they could be encouraged to avoid abortion to bring up the child as a consequence to their deed, even if it had been a result of an impulsive act. In many ways, the Catholic Church is doing a yeoman service by discouraging abortion from its rooftops. The Bible prohibits abortion in no uncertain terms.