The Theme of Freedom in Kafkas Metamorphosis Essay -- Kafka Metamorph

The Theme of Freedom in Kafka's Metamorphosis One of Franz Kafka's most well-known and most often criticized works is the short story, "Die Verwandlung," or "The Metamorphosis." "The Metamorphosis" is most unusual in that the first sentence is the climax; the rest of the story is mainly falling action (Greenburg 273). The reader learns that Gregor Samsa, the story's main character, has been turned into an enormous insect. Despite this fact, Gregor continues to act and think like any normal human would, which makes the beginning of the story both tragic and comical at the same time. However, one cannot help but wonder why Gregor has undergone this hideous transformation, and what purpose it could possibly serve in the story. Upon examination, it seems that Gregor's metamorphosis represents both his freedom from maintaining his entire financial stability and his family's freedom from their dependence upon Gregor. Long before the story takes place, Gregor Samsa's father had a business failure that left him deep in debt. His son, Gregor, works as a commercial traveler for the company to whom he owes money; in effect, Gregor is slowly working off his father's debt. Gregor is not happy with his job, which Greenburg calls "degrading" and "soul-destroying," but believes that his family's existence depends upon him "sacrificing himself by working at this meaningless... job," and so he continues (274). Heinz Politzer goes far enough to say that Gregor is a slave to his boss (276), which would imply that there is no escape for Gregor- at least, no conventional escape. However, Gregor does escape from his life of indentured servancy- by becoming a giant insect. Walter H. Sokel explains the effect of the metamorphosis on his occupat... ...om House, 1963 Greenberg, Martin . The Terror of Art: Kafka and Modern Literature. New York: Basic Books, 1968. Kafka, Franz. The Metamorphosis and Other Stories. 1st ed. Translated by Stanley Appelbaum. New York: Dover Publications, 1996. Parry, Idris, 'The Talk of Guilty Men' (1981), in: Parry, Speak Silence. Essays, Manchester 1988. Politzer, Heinz, Franz Kafka: Parable and Paradox, Ithaca N.Y. 1962 Sokel, Walter H. The Writer in Extremis, Expressionism in Twentieth-Century German Literature. 1st ed. California: Stanford University Press, 1969. Works Consulted Pawel, Ernst. A Nightmare of Reason: A Life of Franz Kafka. 2nd ed. New York: Farrar, Straus, & Giroux, 1984. Suchoff, David. Critical Theory and the Novel: Mass Society and Cultural Criticism in Dickens, Melville and Kafka. 5th ed. Wisconsin: University of Wisconsin Press, 1994.

Beebo Brinker

The society in which the Beebo Brinker series found its home during the late 1950’s and early 1960’s was an inhospitable one. While homosexuality was nothing new in the world at large, it had almost completely been repressed, especially in a Western cultured world that was not only steeped in Christian tradition, but also notably patriarchal.A masculine woman was called a tomboy, and she was expected to curb her tomboyish attitudes in time for marriage and child-rearing. Societal expectations consigned her to petticoats, which in the sixties had been downgraded to dresses and stockings.However, the desires of the woman to dress as comfortably as a man and perform the roles that were traditionally given to men were repressed during that time. While the desires of the woman to have more freedom were repressed, any homosexual tendency was crushed violently. While the violence of lesbian repression might not have been overtly performed, all the women (lesbian or not) were a ware of the intense pressure put on anyone who held those feelings or performed those actions.Ann Bannon describes her own wretched experience during that time and the suicidal feelings that necessarily accompanied the tendency toward lesbianism in the 1960’s. She writes that while being in a gay bar in the evenings, she would have extreme fair of it being raided and of herself being taken to jail. She continues: â€Å"I had been extremely low profile, very proper, very Victorian wife†¦ I thought, ‘Well, that would do it. I’d have to go jump off the Brooklyn Bridge. ’ As easy as it might be if you were a young woman in today’s generation to think that was exaggerating, it wasn’t.It was terrifying† (Lootens, 1983, p. 12). The fear that society inspired in the lives of lesbians drove them to underground haunts and secret lifestyles that marginalized their existence in American society. This marginalization drove lesbians to the citi es where people were much less concerned with the business of others as compared with small towns. In the Beebo Brinker chronicles, the big city referenced is Greenwich Village, and the life that Beebo leads after she finds the courage to â€Å"come out† to her gay roommate is possible only in that city.She uses the facilities that the relative anonymity of the city grants to lesbians—gay and lesbian bars and apartment life, and this facilitates the unleashing of her hidden desire for other women. The promiscuity that is possible even to heterosexuals under the blanket of city life is also granted to Beebo, and she becomes a butch character playing the role of the male in many short lesbian affairs. This butch/femme role is highlighted in the novels written by Ann Bannon, and Beebo falls staunchly into the butch role.She is described as being one who sits at the bar and lights up a cigarette, holding out the match to another woman expecting her to blow it out. This ove rpoweringly masculine role goes beyond the level of mere self-discovery into an assuredly male persona. Beebo (and others like her) are shown to have performed the search that many lesbian women must do, and have found and realized her deepest desire to act in that domineering manner toward women. In fact, this emphasizes the desire that these women have to for the feminine body—not to be feminine but to command the sexual love of the feminine woman.This concept of the butch/femme role is, however, a stereotypical one, as many homosexual women find elements of both types within their characters and personalities. This fact highlights the stereotypes that have been propagated concerning lesbianism. Beebo Brinker does serve to facilitate some stereotypes that were cast concerning lesbians. The butch/femme stereotype is one of the major ones upheld in the series. The re-release of the books highlights this stereotype, as Beebo is portrayed as a beautiful yet muscular and dominee ring woman even on the cover.The cartoon-like nature of the picture (which enables the caricature) further serves the purpose of the stereotype. Yet, the book also depicts the nature of the woman who was confined to living a closeted lifestyle. The fears, frustrations and anxieties Bannon depicts transcends the stereotypical evil and satanic creatures that homosexuals were taken for in that society. It depicted them as human beings who suffered on account of the feelings they had, and the feelings that society had toward them.In this way, the novels attacked some of the negative stereotypes that society had of lesbians. The literary form of the novels falls into the category of popular fiction. These have been compared to the Harlequin and Mills & Boon romances that many consider trite and sentimental. However, the feelings and problems dealt with (however tersely) in Bannon’s books were never as tidy as those in novels expressing heterosexual love. The characters in Bannon b ooks were often forced to relinquish the loves that they desired and return to the oppression of traditional life.Even in the Beebo Brinker tales (where lesbianism was more embraced by the title character), lesbians were never able to rid themselves of a social stigma that would oppress them regardless of their success in finding happiness in love. These complexities of life are revealed in the Beebo Brinker novels, and this allows them to transcend the level of the trash novel and to become a historical artifact. Works Cited Bannon, Ann. Beebo Brinker. San Francisco: Cleis Press, 2001. Lootens, Tricia. â€Å"Ann Bannon: A Writer of Lost Lesbian Fiction Finds Herself and Her Public. † Off Our Backs. Vol. 13, Iss. 11, 1983.

Causes And Effects Of Anaphylaxis - 876 Words

Anaphylaxis is a severe, life-threatening allergic reaction that can be caused by ingestion of certain foods or a bug or animal bite. Symptoms of an anaphylactic shock are dangerous and can include poor blood circulation, shortness of breath, and trouble swallowing, all of which may lead to death if untreated. The first step to treating anaphylaxis is epinephrine, a hormone and neurotransmitter which treats by acting as false adrenaline for the body, effectively stopping the symptoms of anaphylaxis. Since 1980, people with anaphylaxis have been able to carry epinephrine, a life saving treatment, on them at all times with the invention of the epinephrine auto-injector, or EpiPen. The EpiPen was and remains a revolutionary piece of technology; a device which allowed sufferers to quickly and safely inject epinephrine in themselves, with simple instructions printed right on the side in the event someone else had to administer the injection. Epinephrine, the medicine contained within an EpiPen, is sold very cheaply. The Epipen, however, has faced a series of price increases, resulting in its manufacturer, Mylan Pharmaceuticals, facing extreme criticism. According to Carrier (2016), â€Å"Between 2009 and 2016, Mylan raised the price of this life-saving device, which delivers epinephrine to treat anaphylaxis shock, 15 times, resulting in an increase of more than 400%† (p.1). The uproar is widespread, with several powerful voices chiming in, such as that of democratic presidentialShow MoreRelatedThe Effects Of Exposure Of Horse1399 Words   |  6 Pagescalled hypersensitivity and is clinically recognizable as allergy. If the reaction is sudden and clinically severe, it is called anaphylaxis and may result in anaphylactic shock. Eyre (1976) observed systemic hypotension, pulmonary hypotension, and apnea with anaphylaxis in horses and concluded that histamine and serotonin were of relatively low significance in equin e anaphylaxis, whereas kinins, prostaglandins and slow reacting substance may be more important. While Burka et al. (1976) described thatRead MoreSymptoms And Treatment Of Allergies1391 Words   |  6 Pagesin the population.In addition ,Cause of food allergy enter hospital almost thirty thousand people to the emergency room, and up to a hundred to two hundred deaths each year (Taylor and Hefle. 2005). The purpose of this paper is to elaborate on the on the issue of food allergies in terms of the number of people having allergies, various emergency situations,allergy symptoms, allergy treatment and prevention. Thus, this paper aims to provide information the effects and symptoms of food allergiesRead MoreAllergy : An Common Inveterate Case Worldwide1389 Words   |  6 Pagesin the population.In addition ,Cause of food allergy enter hospital almost thirty thousand people to the emergency room, and up to a hundred to two hundred deaths each year (Taylor and Hefle. 2005). The purpose of this paper is to elaborate on the on the issue of food allergies in terms of the number of people having allergies, various emergency situations,allergy symptoms, allergy treatment and prevention. Thus, this paper aims to provide information the effects and symptoms of food allergiesRead MoreFood Allergies : A Growing Problem1747 Words   |  7 Pagesperson to person, sometimes it may be simple and small fixable reactions such as vomiting and or rash, nausea along with a lot of other smaller reactions, but they can also become life threatening very quickly and suddenly and in some cases can even cause death. This shows how serious food allergies can be and unfortunately food allergies can’t be cured, although they can be treated in early childhood to try and avoid the allergy from even occurring in the body. In some extreme cases there are medicationsRead MoreThe Importance Of Vaccinating Children1237 Words   |  5 Pagesvaccinations to attend public school. However, if these required vaccinations cause the child to get sick or develop health problems, they cannot attend school. Factors such as public education requiring vaccinations may pressure parents into getting their child fully vaccinated, even if they do not agree with it. There is a large argument against some vaccinations due to claims of strong and potentially harmful (or fatal) side effects affecting the child only after getting vaccines. There are also issuesRead MoreArgumentative Argument For Vaccinations1238 Words   |  5 Pagesvaccinations to attend public school. However, if these required vaccinations cause the child to develop sickness or other health problems, they cannot attend school. Factors such as public education requiring vaccinations may pressure parents into getting their child fully vaccinated, even if they do not agree with it. There is a large argument against some vaccinations due to claims of strong and potentially harmful (or fatal) side effects affe cting the child only after obtaining vaccines. There are also issuesRead MoreImportance Of Immunisations And Vaccination833 Words   |  4 Pagesdose of the disease or virus. The dose is small and weak enough to allow the body to create antibodies that fight the disease, without the patient actually being infected and suffering the symptoms of the disease. With the immune response put into effect, the body has created distinct antibodies for a certain disease that can be used to fight off the disease if it ever tries to attack the host. It is strongly encouraged that all children get vaccinated with various immunisations to protect the childRead MoreSymptoms And Symptoms Of Pneumonia1234 Words   |  5 PagesPneumonia can be defined as the inflammatory process of the lungs that produces excess fluid. The most common cause of pneumonia is bacteria pneumonia. Bacteria pneumonia is caused by Streptococcus pneumonia. This type of pneumonia can occur on its own or after you ve had a c old or the flu. For your average adult, pneumonia manifestations include: fever, chills, flushed face, diaphoresis, shortness of breath, tachypnea, pleuritic chest pain, sputum production, crackles, coughing, dull chest percussionRead MoreVaccination927 Words   |  4 Pagesvaccine is a much safer way to make antibodies without having the suffering of the disease itself and the risk of becoming disabled or even dying. Antibodies stay with you for a long time. They remember how to fight off the germ. If the real germ that causes this disease (not the vaccine) enters your body in the future, your defense system knows how to fight it off. Often, your defense system will remember how to fight a germ for the rest of your life. Sometimes, your defense system needs a boosterRead MoreDairy Allergies and What to do About Them700 Words   |  3 PagesWhat to do About Them Food allergy or hypersensitivity refers to the abnormal allergic reaction of the body’s immune system to a usually harmless food such as milk, eggs, peanuts, and fish. Food allergens that cause allergic reactions are usually proteins and this can cause adverse effects even if cooked or have been digested. Dairy allergens include milk and milk proteins that are found in cows, sheep, goat, and other grazing mammals that produce milk. Milk allergy symptoms may differ from person

Goethe - a Literary Genius

Johann Wolfgang von Goethe is the most important German literary figure of modern times and is often compared to Shakespeare and Dante. He was a poet, dramatist, director, novelist, scientist, critic, artist and statesman during what was known as the Romantic period of European arts. Even today many writers, philosophers and musicians draw inspiration from his ideas and his plays open to wide audiences in theatres. The Goethe Institut is Germanys national institute for promoting German culture around the world. In German speaking countries Goethe’s works are so prominent they have been referred to as classics since the end of the 18th century. Goethe was born in Frankfurt (Main) but spent most of his life in the city of Weimar, where he was ennobled in 1782. He spoke many different languages and travelled great distances throughout his life. In the face of the quantity and quality of his oeuvre it is tough to compare him to other contemporary artists. Already in his lifetime he managed to become an acclaimed writer, publishing internationally bestselling novels and dramas such as â€Å"Die Leiden des jungen Werther (The Sorrows of Young Werther, 1774) and Faustâ€Å" (1808). Goethe was already a celebrated author at the age of 25, which made explain some of the (erotic) escapades he supposedly engaged in. But erotic topics also found their way into his writing, which in a time coined by rigorous views on sexuality was nothing short of revolutionary. Goethe also played an important role in the â€Å"Sturm und Drang† movement and published some acclaimed scientific work such as â€Å"The Metamorphosis of Plants† and the â€Å"Theory of Color†. The later built on Newton’s work on color, with Goethe asserting that what we see as a specific color depends on the object we see, the light, and our perception. He studied the psychological attributes of color and our subjective ways of seeing them, as well as complementary colors. In so doing, he improved our understanding of color vision. Besides, writing, researching, and practicing law, Goethe sat on several councils for the Duke of Saxe-Weimar during his time there. As a well-travelled man, Goethe enjoyed interesting encounters and friendships with some of his contemporaries. One of those exceptional relationships was the one he shared with Friedrich Schiller. In the last 15 years of Schiller’s life, both men formed a close friendship and even worked together. In 1812 Goethe met Beethoven, who in reference to that encounter later stated: â€Å"Goethe – he lives and wants us all to live with him. It is for that reason that he can be composed.â€Å" Goethe Influence on Literature and Music Goethe had an enormous influence on German literature and music, which sometimes meant he turned up as a fictional character in works of other authors. While he had more of an oblique impact on the likes of Friedrich Nietzsche and Herrmann Hesse, Thomas Mann brings Goethe to life in his novel â€Å"The Beloved returns – Lotte in Weimar† (1940). In the 1970s, German author Ulrich Plenzdorf wrote an interesting take on Goethe’s works. In â€Å"The new Sorrows of Young W.† he brought Goethe’s famous Werther story to the German Democratic Republic of his own time. Very fond of music himself, Goethe inspired countless composers and musicians. In particular, the 19th century saw many of Goethe’s poems turned into musical works. Composers such as Felix Mendelssohn Bartholdy, Fanny Hensel, and Robert and Clara Schumann set his poems to music.

Parkinson s Disease A Common Neurological Disorder

I have become a lizard, a great lizard frozen in a dark, cold, strange world.† So says Roberto Garcia d orto in his description for Parkinson’s disease. This disease is a very common neurological disorder. Two centuries ago, James Parkinson was the first to describe the disease in detail. He published a monograph, â€Å"An Essay on the Shaking Palsy,† describing a neurological illness consisting of resting tremors and an odd form of progressive motor disability, now known as Parkinson’s disease. Parkinson’s disease is associated with many challenges and complexities. The diagnosis, causes and risk factors, and treatments of Parkinson’s disease are the best categories to gain knowledge from about the disease and how it affects the patients’ behaviors. To obtain a valid diagnosis of Parkinson’s disease, clinicians should examine some motor and non-motor features. The motor features of Parkinson’s disease are characterized by resting tremors, muscular rigidity, bradykinesia, and postural and gait impairment. According to Samii, Nutt, and Ransom, â€Å"A resting tremor with a frequency of 3-5 Hz is the first symptom in 70% of Parkinson’s disease patients† (1783). Most people, if they have tremors, do not have this range of frequency. Hand tremors are more common in patients as a presenting sign than foot tremors, and they usually get worse with anxiety and walking. Rigidity is another sign of Parkinson’s disease, which is more prevalent in the tremulous limb. Rigidity is the inabilityShow MoreRelatedParkinson s No Longer Happens But Is Inherited1181 Words   |  5 Pagesone inherits a trait, disorder, or disease that is passed or shared through families. Whether it is albinism or red hair (also ref erred to as day walkers or ginger) height or heath both parent carry the autosomal trait that is passed to the child. An autosomal recessive disorder means that two copies of an abnormal gene must be present in order for the disease or trait to develop. A mutation in a gene on one of the first 22 non-sex chromosomes can lead to an autosomal disorder like Down syndrome orRead MoreThe Disease Of Parkinson s Disease1648 Words   |  7 PagesParkinson’s disease has been cataloged as one of the most serious and slowly progressive neurodegenerative disease that affects a wide array of motor and non-motor aspects that impact the function of a person. Afflicting over four million Americans and the second most common neurological disorder after Alzheimer’s disease, Parkinson’s continues to take its toll on the neurological health of many(Constantinescu et al, 2007 ). James Parkinson, a British physician first coined this disorder as â€Å"shakyRead MoreParkinson s Dise ase Is A Chronic Progressive Movement Disorder Of The Central Nervous System895 Words   |  4 PagesParkinson s disease is a chronic progressive movement disorder of the central nervous system. Early in the course of the disease, the most obvious symptoms are movement-related; these include shaking, rigidity, slowness of movement and difficulty with walking and Parkinson’s like gait (leaning forward, small fast pace steps, shuffling, etc.). Parkinson’s involves the malfunction and death of nerve cells in the brain, entitled neurons. Although damage can be spread about, it primarily affects neuronsRead MoreEssay about What is Parkinsons Disease?1415 Words   |  6 PagesIntroduction Parkinson disease is a neurodegenerative disorder affecting primarily the patient’s motor function. The disease is characterized by rigidity, tremor at rest, bradykinesis, and decreased postural reflexes (Bollinger, Cowan, LaFontaine, Ronai, 2012). Parkinson disease was largely documented and brought to the forefront by James Parkinson, who published an article discussing the condition in 1817 (Lees, 2007). While great strides in understanding and treatment have been made, Parkinson diseaseRead MoreThe Parkinson s Disease Foundation1443 Words   |  6 PagesIntroduction: The Parkinson’s Disease Foundation states that this disease is a chronic and progressive movement disorder. In another words, the disease typically worsens over time. Nearly one million people in the United States live with Parkinson’s disease today (Parkinson’s Disease Foundation: What is Parkinson’s Disease, 2016). The cause of this disease is still being researched and tested, but as of now it is still unknown and has no cure. Since there is no cure, things like medications, treatmentsRead MoreQuantitative Study: Burdens among Parkinson’s disease Caregiver979 Words   |  4 PagesIntroduction â€Å"Parkinson’s is the second most common neurological disease after Alzheimer’s. It has been described as a chronic, progressive, neurological disorder, which generally not life-threatening but is incurable (Magennis Corry, 2013). Parkinson disease has no antidote but has altered treatments. Patients require caregivers help when PD gradually starts to affects motor, cognitive and emotional functioning. Patients are hindered from fulfilling their daily needs, thus necessitating the caregiver’sRead MoreThe Purpose Of My Research Conducted For This Paper Was1677 Words   |  7 Pagesrelationship between Parkinson s disorder and its connection to the anatomy of the human body. Parkinson s is a progressive disorder of the nervous system that affects movement due to the loss of Dopamine. Dopamine which is a neurotransmitter located in the brain allows signals to be transported from one nerve cell to another. Its purpose is to regulate both movement and cognition . The loss of these chemical messengers can cause both stiffness of the body and tremors, which are two common effects of ParkinsonRead MoreOn Nervous Disorders : Parkinson s Disease1193 Words   |  5 PagesOn Nervous Disorders: Parkinson’s disease Parkinson’s disease is a progressive disorder of the nervous system characterized by tremor, slowed movement, and muscle rigidity; typically only seen in those over the age of forty. It is named after James Parkinson, an English surgeon, whom first described the symptoms of â€Å"the shaking palsy,† in a report published in 1817 (Grimes, 2004). The brain is the control center of the body. The brain orchestrates movement, sensations, feelings, personality, andRead MoreParkinson s Disease : Disease3496 Words   |  14 Pages Parkinson s disease Twanda H. Lewis North Carolina Wesleyan Dr. Quinan Parkinson s Disease Twanda H. Lewis North Carolina Wesleyan Dr. Quinan Outline Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Symptoms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Tremor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 6 Slow Movement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 Rigid Muscles†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Disfigured Posture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 LossRead MoreParkinsonS Disease, Also Known As Pd, Shaking Palsy, And1530 Words   |  7 Pages Parkinson s disease, also known as PD, shaking palsy, and paralysis agitans is an idiopathic neurodegenerative disorder; it rises from an unknown cause and increases in severity over time (Ronken). The disease was named after English physician James Parkinson, who first described it in 1817 (Weiner). PD can be defined as the degeneration of neurons in the substantia nigra, which is the area of the brain that contains dopamine cells and regulates movement. As the degeneration of neurons occurs,

Desegragation of Schools Free Essays

string(29) " six thousand more students\." President Lincoln’s Emancipation Proclamation freed the black people from the bondage of slavery. Shortly after Lincoln issued the Emancipation Proclamation, Congress passed three Constitutional amendments and four Civil Rights acts securing Negro rights. In 1896, Plessy v. We will write a custom essay sample on Desegragation of Schools or any similar topic only for you Order Now Ferguson, the Supreme Court ruled that it was not wrong for a state to use discriminatory seating practices on public transportation and that each state may require segregation on public transportation. It sustained the transportation law that ordered separate but equal transportation facilities for blacks and whites. The Supreme Court went on to make several other significant decisions sanctioning racial segregation in other circumstances and in other places. The Supreme Court subsequently ruled to authorize racially segregated schools. Prior to the Brown decision, there were significant Supreme Court decisions in this country in the 1930’s and the 1940’s through which blacks gained important civil rights. Blacks were admitted to white Law Schools. White Primaries were outlawed. Racially restrictive covenants in real estate sales were voided. In 1954, the renowned case, Brown v. Board of Education was decided. The Supreme Court declared segregated schools were inherently unequal and therefore unconstitutional. It called for the elimination of discrimination in all public schools. Because the Supreme Court focused on the race issue in public schools, so did the nation. In 1955, Brown v. Board of Education II was decided. The court ruled that blacks need not be immediately admitted to pubic schools on a racially nondiscriminatory basis, but that school boards should eliminate segregation â€Å"with all deliberate speed. † In the South, there was massive resistance to the desegregation of schools. For the next ten years after the Brown I and II decisions the Supreme Court took an inconspicuous position. In 1965-1966 Judge John Minor Wisdom from the 5th Circuit Court of Appeals made three decisions that transformed the face of school desegregation law. The three cases were Singleton v. Jackson I and II and U. S. v. Jefferson County Board of Education. The critical premise set forth in these decisions was that school boards had a positive duty to integrate, not merely to stop segregating. U. S. v. Jefferson County Board of Education was one of the most important school desegregation decisions. It was a remedial decree which outlined in detail specifically how school districts were to equalize educational opportunity. This decision foretold of a level of judicial involvement in local education that would have been unimaginable at the time of the Brown decisions. In 1968, the U. S. Supreme Court decided in Green v. County School Board that the school board had the responsibility of affirmative action integration and that it must assume that responsibility immediately. The Court said that school boards would be judged on performance, not on promises or paper. The performance of school boards was to rely on statistical evidence. In 1969, the issue of faculty assignments was addressed in the Supreme Court in U. S. v. Montgomery County (Alabama) Board of Education. The Court set forth a racial ratio of teachers in the school district using quantitative standards. This decision marked the first time the Supreme Court sanctioned the inclusion of affirmative numerical goals in a school desegregation remedy. It was an overdue attempt to give the lower courts and school boards positive guidance as to what faculty desegregation required. Also in 1969, Alexander v. Holmes (Mississippi) Board of Education ordered school systems to integrate no later than February 1970. Eventually, this deadline was extended for years. In that same year the Court, in Carter v. West Feliciana Parish School Board, scolded the school board for delaying student desegregation. In 1970, the Supreme Court decided Swann v. Charlotte-Mecklenburg (Virginia) Board of Education. This was the first decision made by the Supreme Court during the Nixon administration with the two new Chief Justices who were Nixon appointees. In this first decision, written by Chief Justice Warren E. Burger, one of President Nixon’s nominees, the court found Charlotte-Mecklenburg out of compliance with Green. The Court adopted the Finger Plan, a plan proposed by Dr. John Finger, an expert witness in the case selected by the Court. The Finger Plan was to result in schools throughout the system ranging, ideally, between nine and thirty eight percent black enrollment. These percentages were not an absolute, but a goal. It involved busing an additional thirteen thousand students and buying over one hundred new school buses. Start up costs to implement this plan were over one million dollars, with annual operating expenses of over one half of a million dollars. Swann v. Charlotte-Mecklenburg laid the framework for all future court decisions involving busing. It also implemented the Green decision. Basically, it said that if a school district is found to be in constitutional violation, an appropriate remedy must be implemented. In 1974, the Swann case was closed, leaving the constitutional operation of the schools to the Board of Education. In 1970, Senator John Stennis of Mississippi and other Southern Senators proposed that new federal desegregation guidelines be enforced uniformly across the country. The Stennis amendment was adopted by the Senate. During the 1960’s, urban schools in the North and the South were untouched by the Courts. The Courts had been concentrating on the rural South. The 1960’s had seen a great migration of rural Southern blacks to Northern cities. In the early 1960’s, three fourths of all blacks in the United States lived in urban areas. The north had its own way of distancing blacks, ghettos. In the South, there was de jure segregation of schools, which is segregation of schools required by law. In the North, there was defacto segregation of schools, which is segregation of schools due to residential segregation. In 1972, the Supreme Court heard its first northern and western case, Keyes v. School District No. 1 (Denver, Colorado). The court found the school district guilty of subtle racism. The remedy that the Court implemented was the busing of six thousand more students. You read "Desegragation of Schools" in category "Papers" Many elementary school students went one half day to a segregated school and one half day to an integrated school. In 1974, Federal District Court Judge Garrity found that the Boston, Massachusetts School Committee was implementing a systematic program of segregation affecting all students, teachers and schools. The Court imposed the remedy of mandatory busing. This order created chaos and social upheaval in the city of Boston. In 1974, Milliken v. Bradley posed a question of remedy to the Supreme Court. The Federal District Court had found that the city of Detroit, Michigan was obstructing integration. The question before the Court was could the Court use suburban students to desegregate inner city schools. The Court’s decision was that suburban students could not be used to desegregate inner city schools. It was a decision that gave priority to educational democracy over school integration. This decision upheld the right of the middle and upper classes, which are predominantly white, to flee the inner city to the suburbs and to educate their children in suburban schools. The segregation that occurred in Detroit’s urban school system was the result of segregated housing practices. This was the first major defeat of the pro-integrationist forces in the Supreme Court. It was the beginning of a continuing trend in the Supreme Court. School desegregation is unfinished business. The desegregation of schools has not significantly improved black students’ achievements, nor has it eliminated segregation in American society as a whole. Racism and prejudice continue to be a major problem in our country. Many problems with our current methods of desegregation of schools have become apparent. However, the United States is relatively inexperienced at the business of racial equality, since the desegregation of schools began just thirty four years ago with the Supreme Court’s decision in Brown v. Board of Education. There are many points that need to be refined. Desegregated schools send a message of victory to the black community, that of equal protection under the law. However, community support of school desegregation as well as the attitudinal makeup of the individual and the influence of his family and peers are important factors that influence whether or not a child feels a sense of power. A child’s self esteem can be affected either positively or adversely by attendance at a desegregated school. A child’s self esteem depends on his social interactions and reflects others perceptions of him and of the organizations with which he is affiliated. A child’s self esteem is not effectively raised by attendance at a racially mixed school with a poor reputation, nor is it raised by attendance at a high status school where the child is looked down upon. Schools that are racially mixed and are located in naturally desegregated neighborhoods foster and heighten a child’s self esteem. A person’s sense of powerlessness is closely related to their comparison of their own deprivation as compared to others. A segregated black child has less awareness of his family’s low status in the mainstream of society than in a desegregated school where the student will become aware of how deprived he is in comparison to other students. The expectations of parents, teachers and friends also motivate the child. A child sees his performance through their eyes. He is also motivated by their expectations for him. In the ghetto school expectations are low. In a desegregated school, expectations are much higher, but not necessarily for the black, or bused, students. Higher teacher expectations can motivate students in any school. Assimilation of middle class ideas and values depends on how much a child is exposed to them. This is more an integration of the social classes than of race. The climate of the integrated group is an important factor in the assimilation of new values. A desegregated school does provide for exposure to different value systems. Attendance at a desegregated school not only exposes a child to different value systems but also changes his attitudes towards other races and classes. This is a process that takes time. Contact with other social classes of people and races of people and the knowledge of and familiarity with one another is the basis for overcoming prejudice. Prejudice is the pre-judgement, positive or negative, of another person on the basis of that person’s appearance, sex, race, ethnic background or any particular belief. As well as acquainting students with the history of school desegregation, I also wish to educate students as to the extreme prejudice and discrimination that blacks in the United States have been subjected to throughout our history. I want the students to have a knowledge of the segregation laws, also called Jim Crow Laws. This is a very painful part of our heritage that is omitted from history textbooks. I feel our inner city students should be educated about the history of their ancestors and about the continuing journey of blacks from slavery to equality. Segregation is the method of physically separating people by race. It was developed by whites after slavery was abolished with the purpose of confining and controlling blacks. In the North, slavery was abolished by the 1830’s. The free northern blacks could not be bought or sold. They could not be separated from their families. They couldn’t be legally made to work without compensation. However, the blacks were by no means equal to the whites. The doctrine of White Supremacy was universally accepted. Northerners made sure blacks understood their status. One of the major ways the blacks were confined was through segregation laws. In the South, the first place segregation emerged was in the cities. The institution of slavery in Southern cities found blacks and whites living in the same house, divided only by a wall. This was unlike the rural South, where slaves lived in separate houses from their masters. The purpose of segregation was the convenience of the masters and the control of the slaves. After the Civil War, Lincoln declared in his Emancipation Proclamation that all slaves were freed. Immediately afterwards, blacks and whites established physical and social distance between themselves. After the Emancipation, the states instituted the Black Codes, which imposed restrictive conditions on blacks that virtually reinslaved them. The Jim Crow Laws were instituted on the railroads. These Black Codes remained in effect until the First Reconstruction, a period of black Civil Rights. The First Reconstruction was ushered in by the Civil Rights Act of 1866, the Fourteenth Amendment to the Constitution and the Reconstruction Act of 1867. By the mid-1870’s public attitude had undergone a gradual change. There was a resumption of the policies of White Supremacy. The Redemption was the return of old Southern attitudes. The black peoples’ stigma from slavery stopped them from fighting for their civil rights, if they were not given to them. During this period, the platform of the Southern upper class white conservatives was that blacks were inferior but that they should not be subject to segregation or humiliation. Squeamishness about contact with blacks was thought to be a lower class white, or â€Å"cracker†, attitude. During this period, racism was expressed in the United States Supreme Court decisions. Between 1873 and 1898, three cases drastically limited black privileges and immunities. These cases were the Slaughterhouse Cases of 1873, U. S. v. Reese and U. S. v. Cruikshank. The Civil Rights Cases of 1883 held that the Fourteenth Amendment to the Constitution gave Congress the power to restrain states but not individuals from acts of racial discrimination and segregation. In 1896, in Plessy v. Ferguson, the court decided that the separate but equal doctrine was justification for segregation. The turn of the century was a new era of racism, spurred on by recent Supreme Court decisions. There was a renewal of the White Supremacy doctrine. When the United States acquired the Phillipines, Cuba and Hawaii we had under our jurisdiction eight million people of a dark race. Attitudes of racism against these dark-skinned people included American blacks. This period of history was marked by severe segregation laws and discriminatory practices. One such practice was the disfranchisement of the Negro. The standard procedure for disfranchisement of blacks was to set up barriers for voting through which only white men could squeeze. A voter was required to meet property and literacy qualifications. There were loopholes for underprivileged whites, such as the understanding clause, the grandfather clause and the good character clause. Before a citizen could vote, he was also required to pay a poll tax, which was a very reliable means of defranchising blacks and objectionable whites. At this time, the White Primary democratized nominations and party control. The White Primary excluded minorities and became a white man’s club. At this time, propaganda about negro crimes, such as arrogance, surly manners and impertinence was spread. Race relations deteriorated. White mobs committed ruthless acts of aggression against blacks. They set fires, wounded, lynched and murdered blacks. Many Jim Crow Laws were enacted in the years between 1900 and 1920. Up until 1900, the only Jim Crow Law on the books in most Southern states was the law segregating first class railroad cars. This law was expanded to include street cars, steamboats and second class railroad cars. In Southern states , signs were erected that read â€Å"Whites Only† and â€Å"Colored Only†. These signs were at the entrances and exits to public buildings, theaters, boarding houses, toilets, drinking fountains, waiting rooms and ticket windows. The South Carolina Code of 1915 prohibited textile factories from permitting laborers of different races to work in the same room, or use the same entrance, pay windows, exits, doors, lavatories, drinking water, pails, cups or glasses. There was Jim Crow Unionism which excluded blacks from jobs. State institutions, such as hospitals, had segregation laws. Only negro nurses were allowed to care for negro patients. Prisons were also segregated, as were homes for the aged, the indigent and the blind. Blacks were prohibited from public parks by the Separate Park Laws of Georgia, 1905. In Louisiana,a law was passed in 1914 segregating blacks and whites at circus and tent shows. In Birmingham, Alabama a law was passed decreeing that the races must be distinctly separated and must be at least twenty five feet apart from one another in any room, hall, theater, picture house, auditorium, yard, crowd, ballpark or any other outdoor place. In 1910, five patterns of residential segregation had emerged in the South. The first was in Baltimore, Maryland. It designated all white and all negro blocks. This pattern was copied in Atlanta, Georgia. The second pattern of residential segregation was in the Chesapeake Bay area cities of Roanoke and Portsmouth, Virginia. The city council was authorized to divide territories into segregated districts and to prohibit either race from living in the other’s district. A third pattern emerged in Richmond, Virginia. Blocks throughout the city were designated black or white, according to the majority of residents. Persons were forbidden to live in any block where residents are occupied by those with whom the person is forbidden to intermarry. The fourth pattern, in Norfolk, Virginia applied to both mixed and unmixed blocks. It fixed the color status by ownership as well as occupancy. The fifth pattern of residential segregation emerged in New Orleans, Louisiana. The law required persons of either race to secure consent of the majority of persons living in an area before establishing residence there. In 1917, these patterns of residential segregation were declared unlawful by the Supreme Court. The most successful attempt to circumvent the Court’s decision was the policy of Restrictive Covenant which was a private contract limiting the sale of property in an area to purchasers of the favored race. The most prevalent and widespread segregation was the consequence of the blacks’ economic status. This was the black ghetto, or slum in every Southern city. Smaller towns excluded black residents completely by making it known that their presence would not be tolerated. On the other hand, thirty towns in the South were inhabited exclusively by blacks. Other Jim Crow Laws regulating a variety of negro activities were enacted during this period in history. In 1909 in Mobile, Alabama, a curfew law required blacks to be off the streets by 10 p. m. In 1915, the Oklahoma State Legislature required the telephone company to maintain separate booths for blacks and whites. In North Carolina and Florida, public schools were required to keep the textbooks of one race separate from those used by the other. Florida specified separation even while school books were in storage. South Carolina segregated schools into a third caste, with separate schools for mulatto children. In Atlanta, Georgia Jim Crow bibles were provided for negro witnesses in court. There were also Jim Crow elevators for negroes in buildings. The prevalent belief in our country at this time, during this Redemption, was that segregation was inflexible and innate. It was also believed that legislation could not change mores. The Jim Crow Laws of this period didn’t assign blacks a fixed status. They were aggressive and destructive laws that pushed the negro further down. With World War 1, the blacks had new hope for a restoration of their rights. Many blacks joined the armed forces. Many blacks moved North where high wages were being paid in the war industry. The blacks’ participation in the war for democracy raised the demand for mor democracy for them on the home front. However, the post-War Era saw the racial policies of the South imitated in the North. White laborers did not like competition from blacks. They excluded blacks from unions and pushed blacks from the more desirable jobs in industry, federal employment and crafts. In the gid-1920’s the membership of the Ku Klux Klan reached five million. In the 1920’s and the 1930’s, more Jim Crow Laws were passed. In 1926 in Atlanta, Georgia, a law was passed that forbade barbers to serve women or children under age fourteen. At that time, All barbers were black. Four states, Mississippi, Florida, Alabama and Georgia had laws requiring Jim Crow taxis. White passengers were only driven by white taxi drivers. Black passengers were only to be driven by black taxi drivers. In 1944, the Virginia Legislature passed a law requiring separate waiting rooms and other facilities at airports. In 1932, a law was passed in Atlanta, Georgia prohibiting amateur baseball clubs of different races from playing within two blocks of each other. In 1933, Texas prohibited blacks and whites from boxing with each other. In 1937, the state of Arkansas segregated race tracks and gaming establishments. In 1935, Oklahoma segregated both races while fishing and boating. In 1930, a law in Birmingham, Alabama made it unlawful for black and whites to play together or keep company with one another. In the 1930’s, racial tensions lessened. A new liberal administration was making a sincere attempt to improve the lot of blacks and whites. In the early 1940’s, the North was exerting pressure on the South to abolish segregation. The Supreme Court became a leader in reversing the trends of segregation that it had endorsed during the First Reconstruction. The most monumental Supreme Court decision of this century in civil rights was Brown v. Board of Education. It reversed a constitutional trend that began in the late 1800’s. It marked the beginning of the end of Jim Crow. Presently, blacks are enjoying equal civil rights under the law. All kinds of segregation and discrimination have been declared unconstitutional. The underlying prejudices and subtle racism are slower to die. It is these prejudices that make it difficult for true integration to occur presently in our society. How to cite Desegragation of Schools, Papers

Humanities Communication

Question: Write an in-depth journal on Business Communication. Critically, analyse and apply relevant journal articles and texts to your journal. Answer Introduction Communication models and theories have been subject to a wide body of researches. Communication, both verbal and non-verbal, can be explored and analyzed on multiple layers. Quite often, certain verbal and non-verbal messages are conveyed to suppress or conceal contradictory psychological inclinations and mindsets (Eunson, 2011). The origin of these conflicts between the conveyed messages and the actual mindsets can be explored through effective communication models and theories. Some of the more effective communication models are designed on the basis of psychological inclinations of individuals (Spector, Merrill, Elen Bishop, 2013). In this case, an individual, who lacks proper skills of communicating in English language, opted to stay silent even when he realized that the person, with whom he was speaking over phone, has mispronounced his name. The actual psychology behind this attitude has been analyzed through appropriate communication models and theories. Case analysis 1 Message flow analysis The case represents some distinct symptoms of lapses in the overall communication process. Certain biases and preexisting mindsets are quite evident on the part of the receiver of the conveyed messages. However, there are certain elements that have induced the receiver to react in a certain way. The reactions and other symptoms are quite typical of a communication occurring between two parties, belonging to different cultures (Dwyer, 2012). The foreigner, in this case, is unaware and unsure about the colloquial communication structure and patterns. As a result, certain communication gaps are quite prominent while interacting over the phone. The pattern of communication, in this case, can be explained, to an extent, with the help of the following basic model: Information source- In this case, the person who called to update the contact details can be considered as the originator or the source of the information. Transmitter (Encoder) This part of the communication process is often considered as one of the most important stages (Beck, Bennett, Wall,2013). Quite often, the intended message gets affected by certain characteristics that are specific to the originator. In this case, the agent who called for certain details must have used specific accents, tones and sentences that are part of the professional etiquettes while interacting with the customers. Thus, the entire texture of the agents communication has been formal and professional. Channel- The medium through which a message is delivered is termed as the channel. The intended meaning of a message may get affected significantly, due to the quality of the channel used during communication (Baldwin, Coleman, Gonzlez, Shenoy-Packer, 2013). In this case, the channel plays a vital part. The channel in this case is the phone. The recipient of the message was not proficient in speaking or listening to English. Moreover, while interacting over the phone, some other noises were audible, that further distorted the message. Receiver (Decoder) - The ability of the recipient to interpret the conveyed message is considered as another important aspect of the entire process of communication. Specific characteristics of the recipient come into play, while decoding the conveyed message (Cobley, Schulz, 2013). In this case, the recipient had certain preconceived notions and mindsets which ultimately affected his interpretation of the entire situation. Destination- Ideally communication is viewed as a two way process. However, in this case, the communication pattern mostly turned out to be unidirectional in nature. 2 Factors affecting communication The communication model gives a basic idea about the entire pattern of interaction that has been stated in the case. However, there were certain key factors that shaped up the dynamics between the two parties and the overall conversation. Berlos model may be used to demonstrate and analyze the different factors that affected the communication process. Communication skills- The initiator of the message is a professional and well versed with communicating in fluent and professional English. However, the recipient of the message, on the other hand, does not have a strong background of either speaking or writing fluent English. Thus, there was a discrepancy in the basic communication skills of the two parties, as far as English language is concerned. Attitude- The agent displayed a strictly formal attitude, while interacting. However, the recipient on the other hand, was unsure about his own skills of listening and interpretation of the messages. Moreover, the formal attitude displayed by the agent further discouraged the recipient to ask to repeat when he was unable to comprehend certain parts of the message. Knowledge- There was clear discrepancies in the levels of proficiency in English language of the recipient and the conveyer of the message. This, quite naturally, contributed to the communication gap between the two parties involved (Jensen, 2013). Certain qualities of the messages conveyed, contribute to the direction and flow of communication. Structure- The message conveyed by the originator had a formal texture. Thus, the recipient, who was unsure about his own listening skills, felt even more uncomfortable because of the formal tones and attitudes displayed by the originator. Code- The message was conveyed in fluent English, which is not the native language of the recipient. This acted as a significant obstacle in the process of interpretation of the message. The channel in this case has further limited the scopes of proper communication. The recipient could only depend on his listening skills while interpreting the messages (Mills Barlow, 2014). There were clear symptoms of post-editing in the behavioral pattern of the recipient during the entire communication process. The recipient chose not to correct the caller on certain points. This is because of the fact that the recipient perceived that it would be indecency on his part, if he asks the caller to repeat certain parts of the questions. Thus, he chose to ignore certain facts as that would have exposed his lack of proficiency in English. Thus, the interpretation was affected by the recipients tendency to post-edit the messages according to his own convenience. This can also be considered as a prominent symptom of cognitive dissonance (Fiske, 2010). Assertiveness and active listening could have compensated for the disparities in various aspects, between the two parties involve Conclusion Quite clearly, the preexisting mindset of the foreigner shaped up the pattern and flow of the communication initially. However, interaction over the phone has further distorted the flow of message from the originator to the receiver in this case. The technology, in this case, has further hindered the decoding of the intended message due to some surrounding noises, while interacting over phone. Moreover, the recipient of the message has consciously tried to divert the topic when he realized that the person at the other end has made some mistakes while collecting the personal data, thus displaying signs of repression or cognitive dissonance. Furthermore, the significant disparity of the attitude, knowledge and communication skills deepened the communication gap. References Books Eunson, B 2011, Communicating in the 21st Century, 2nd, John Wiley Sons Australia Ltd, Milton QLD Spector, Michae, Merrill, M. David, Elen, Jan Bishop, M. J 2013, Handbook of Research on Educational Communication and Technology, Springer Science Business Media, USA. Dwyer, Judith 2012, Communication for Business and the Professions: Strategies and Skills, Pearson Higher Education, USA. Beck, Andrew, Bennett, Peter Wall, Peter2013, Communication Studies: The Essential Resource, Routledge, UK. Baldwin, John R, Coleman, Robin R. Means, Gonzlez, Alberto Shenoy-Packer, Suchitra 2013,Intercultural Communication of Everyday Life, John Wiley Sons,USA. Cobley, Paul Schulz, Peter J 2013, Theories and Models of Communication, Walter de Gruyter, Germany. Jensen, Klaus Bruhn 2013, A Handbook of Media and Communication Research: Qualitative and Quantitative Research, Routledge, UK. Mills, Brett Barlow, David M 2014, Reading Media Theory: Thinkers, Approaches and Contexts, Routledge, UK. Fiske, John 2010, Introduction to Communication Studies, Routledge, UK.