Leadership - 2340 Words

DIAKOUMIS LEADERSHIP LESSONS FROM â€Å"THE DIRTY DOZEN† In the next paragraphs we are going to examine the Leadership lessons derived from the film â€Å"THE DIRTY DOZEN† based on the LEADERSHIP CHALLENGE book by Kouzes and Posner and the Leadership model and theory they establish through their analysis. According to their model there are specific steps/functions which constitute the process of establishing an effective leadership. The first step is to model the way: you need to do exactly what you are saying you are going to do and be a moving example of what you preach. Be able to show empathy, put yourself under the difficulties that you ask the others to go through. Provide efficient directions, evaluation, clear-cut procedures and†¦show more content†¦Great leaders have the ability to challenge the process by seeking for opportunities that break the status quo and go against the current condition of things through experimentation and risk-taking. These leaders inspire a shared vision by looking / heading at a future that is different than the present and convince the others to join them in an effort to attain this new and perhaps improved reality. Providing a climate of collaboration and strengthening enable others to act. Providing an example to others for success and winning is the next component that models the way and finally, appraisal and celebration of success encourages the heart. Reisman in his dealings with the DIRTY DOZEN employs all the practices used by effective leaders – he is challenging the process (by being not a typical / conventional military leader), he is inspiring a shared vision (by clarifying to them the importance of the mission’s goal and their shared destiny, which is freedom instead of imprisonment or death, and the re-pursue of their self-respect and appreciation), he is enabling others to act (by giving them space, some freedom of initiative, defusing power to them and be themselves the guardians of their own destiny and success), he is modeling the way (by setting the example and planning for small but powerful wins), and finally he is encouraging the heart of the DIRTY DOZEN (by recognizing individual contributions and celebrating accomplishments). He is a humane and effectiveShow MoreRelatedThe Leadership Of Leadership And Leadership842 Words   |  4 Pagesideals of leadership, I met with two respected and admired scho ol leaders: the Assistant Principal/Dean of Curriculum, and the Athletic Director. I chose these two school leaders because I wanted to gain an understanding of leadership from two diverse perspectives. I am thankful for the opportunity to hear from two different types of leaders, who ultimately share a lot of the same visions for my school and for leadership in general. While both subjects shared a similar definition of leadership, theirRead MoreLeadership And Leadership Of Leadership1711 Words   |  7 Pages7. Facilitative Leadership Facilitative leadership is dependent on quantities and outcomes – not a skill, though it takes much skill to master. The efficiency of a group is directly related to the effectiveness of its process. 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Leadership is â€Å"the behavior of an individual . . . directing the activities of a group toward a shared goal† (Hemphill Coons, (1957). p. 7). †¢ Leadership is â€Å"the influential increment over and above mechanical compliance with the routine directives of the organization† (Katz Kahn, (1978). p. 528). †¢ Leadership is â€Å"the process of influencing the activities of an organized group toward goal achievement† (Rauch Behling, (1984). p. 46). †¢ â€Å"Leadership is about articulatingRead MoreLeadership : Leadership And Leadership1476 Words   |  6 PagesLeadership Effectiveness There are many different approaches to leadership, which can be dependent upon the task at hand. Some leaders are authoritative, making all the decisions for group members and allowing no space for error or input. There are those who may opt to take the President Obama approach with a more democratic leadership role, inviting the ideas of others and encouraging open communication and staff participation. 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Ultimately, time, place, situation, and people involved are considered some of the view variables for which type of leadership will be most effective. Through taking the Gallup Strengths Finder survey, I have been able to cement some of my top strengths and see how they come into play in my daily life. Learning about strengths

Literature Review On Adolescent Identity Development

Adolescent Identity Development: Suggestion for a LGBTQ Identity Model Introduction The purpose of this literature review is to provide an in depth evaluation of the research on adolescent identity development. Specifically, to examine the limitations and gaps in the literature for LGBTQ (Lesbian, Gay, Bisexual, Trans*, and Queer) adolescent populations. There are many limitations to using traditional adolescent identity models for LGBTQ youth (Bilodeau Renn, 2005; Talburt, 2004). It is my hope to provide evidence to support the necessity of new identity development models developed for LGBTQ populations. In this report, I will analyze the works of the Erik Erikson’s psychosocial stages of development, James Marcia’s Identity Status†¦show more content†¦Ego Integrity versus Despair, older adults reflect on their accomplishments and regrets in their lifetime (Adelson, 1980; Miller, 2009). Erik Erikson Erikson developed the psychosocial stages based on his personal experiences, as Erikson felt like a minority, both within his peer group and stepfamily, particularly during adolescence—the stage Identity versus Role Confusion (Adelson, 1980). For the purpose of this review, the paper is to focus on this stage due to its relevance in adolescent identity development. Erikson, specifically notes that this stage in development is, â€Å"The sense of continuity with previous experience and a hope for the future are the crux of the adolescent’s task of identity formation† (Adelson, 1980) Meaning, there is an expectation for the past and future identity to share some congruence; natural divergence creates this developmental tasks. James Marcia James Marcia, another developmental psychologist expanded upon Erikson’s adolescent identity stage by producing the Identity Status Theory in his dissertation (Adelson, 1980; Miller, 2009). Marcia conceptualized Erikson’s Identity versus Role Confusion as a bipolar continuum, rephrased to Identity Diffusion and Identity Achievement. His theory consisted four identity statuses in total, including Identity Diffusion, Identity Foreclosure, Identity Moratorium, and Identity achieved, listed from one polar end to theShow MoreRelatedThe Absolutely True Diary of a Part-Time Indian Essay1131 Words   |  5 PagesAdolescents experience a developmental journey as they transition from child to adult, and in doing so are faced with many developmental milestones. Physical, cognitive, social and emotional changes are occurring during this tumultuous stage of life, and making sense of one’s self and identity becomes a priority. Sherman Alexie’s The Absolut ely True Diary of a Part-Time Indian addresses the challenges of adolescence in an engaging tale, but deals with minority communities and cultures as well. Read MoreDoes Counseling Overlook Glbt Students Needs? 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These are the consequences lesbian, gay, bisexual and transgender adolescent individuals face as members who are a part of parentally unaccepted families. In America, approximately 3.4% of adolescent individuals identify as homosexual. The breakdown of this population included 1.6% who identify as gay or straight, 0.7% who identify as bisexual, and 1.1% who don’t identify within those standards (Ward, Dahlhamer, Galinsky JostliRead More Brain Tissue Oxygenation Monitoring System and Subsequent Nursing Interventions for High School Athletes Diagnosed with a Severe Traumatic Brain Inju1471 Words   |  6 Pagesmotor and cognitive functioning (Abelson-Mitchell, 2007; CDC, 2010). Children and adolescents sustain approximately half of all diagnosed traumatic brain injuries (CDC, 2010). According to a literature review study conducted by registered nurse, Abelson-Mitchell (2007), adolescents, between 15 to 18 years of age, are the most vulnerable of obtaining a TBI. 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Problems In The United States Educational System Essay Example For Students

Problems In The United States Educational System Essay Today, the way the educational system works in the U.S. concerns a large number of people in this country. Only 25% of adults have a great deal of confidence in the people running education, according to the General Social Survey, down from 49% in 1974 (Russel 4). A lot of discussions have been held to find the best ways to improve teaching methods. At the same time, people recognize that a very valuable solution to increase the level of education in the United States is to look at some problems that cause difficulties and hamper the enhancement of the quality of education. The first step is to define these problems. As in every country, the U.S. wants to develop its national standards in education and wants them to be high. This has always been a government function. Being democratic, the government is trying to fit the qualities of democracy into the way to set these standards. Of course, this is not an easy task since this country has a very diverse population. To please everybody has always been an almost impossible task. Despite this impossibility, national standards have already been set. If a visitor from another nation was dropped into an American public school classroom without knowing the state or the region, he or she would be likely to see the same lesson taught in the same way to children of the same age (Ravitch 9). Everything seems right except the fact that the abilities of children are different. Not everybody is able to study at a college; not everybody wants to continue being educated. It is obvious that every country wants to produce as many educated people as possible. But, a t the same time, every country needs workers because, regardless of the fast development of technology, there is still a great necessity for human labor. To satisfy all the necessities of the country, the government should provide different kinds of education. This does not mean that we need to eliminate all of the standards; they could be set in each field of education. Although standards are set, there is still a very big difference in teaching methods in different schools. Perhaps, the most serious problem starts in high schools: some schools provide a higher level of education than others. Students from most city schools graduate with the confidence in their knowledge; their level of education is high enough to attend a university. On the other hand, students from small towns, suburbs, and villages do not have the opportunity to get that kind of education because schools in small areas of the United States can not provide the same level of education as schools in large cities. The democratic idea of everybody having an equal education is breached. The high school problem further extends to most of the nations colleges and universities. Students that come to colleges do not have the same level of knowledge. This could be proved by the results of the ACT (American College Test). According to the information provided by the ACT, Inc., out of all the students who took the test in 1997 (959,301), almost the same number of students scored 27 (36,566) as those who scored 14 (36,100). To solve this problem the general education program was brought into the college curriculum. It provides every college student with basic knowledge and, at the same time, balances the general level of education. It seems to be a perfect way to solve the problem of inequality in the educational system. This would be acceptable if it did not impede the system itself. A lot of students that have already gotten enough general education are held back because they are required to take the courses they already had. Most of them think that it is a waste of time and money. The other significant problem is the dropout level in the U.S. colleges. In states with high postsecondary matriculation rates, the college dropout rates can run as high as two thirds?about one half of those who try the baccalaureate college game will fail (Gray 530). This means that around 50% of those who attempt to go to college do not get their degrees, thus wasting their time and money. Personal and family problems are the most general reasons for students to drop out. Yet, there are a lot of students who once were convinced by their parents and teachers to continue education, but now realized that they can live without it and that there are ways to make good money having no college education. These students attitudes toward the higher education influence the decline of national standards in education. For better understanding, it would be appropriate to draw a parallel between the educational systems in Russia and the United States. In Russia, people that do not want to continue their education in college are not required to finish high school. Thus, the last two years in high school provide those students who are willing to go to college with the necessary amount of general education, so that, after graduating from high school, they are well prepared to start working on their college degrees. But there is still one concern: Russian high school students are overloaded. In the United States, high school students do not have such intense studies and as much homework as students in Russia. They have a lot of free time; that may be one reason American teen-agers experiment with cigarettes, alcohol, drugs, and sex at earlier age than Russian teen-agers, and that hampers them to perform well in school. The other reason for poor performance in school could be the recent decrease of adult supervision in both countries. Today, parents, working more than in any other years, rely on their school communities and pay less attention to their childrens studies. It an axiom of ? education that parents are partners in their childrens education (Berkowitz 47), but today it is more often not the situation. These deficiencies show that neither of these countries has a perfect high school education system. A compromise of the two systems might be a better choice. The only way to create this is to cooperate: to share experiences and ideas. With all its own problems, the U.S. seems to have even more of them when compared to the other countries. It has become rather fashionable, on all sides of the political spectrum, to bemoan the failed American public school system and to envy the education systems in Japan, Germany and other industrialized countries(Aviel 130). Various studies of educational achievements in the United States, some of which were conducted by such prestigious institutions as the National Assessment of Educational Progress (NAEP), have been showing how poor the academic performance of American students is compared to Asian and European ones. The studies have emphasized that most of the U.S. high school students do not pay enough attention to their studies, do not do enough homework, and do not have responsible attitudes toward their education. This continues to be the situation in colleges and most of the time appears to be the main reason of the high percentage of dropouts. Great Expectations EssayObviously, there was enough proof presented to provide a fair defense to the efficiency of the teaching methods in the U.S. schools. Then the question arises: What is the reason of the poor performance of American students? Perhaps the main factor that directly influences the decline of the students performance is the attitude the students themselves have toward their studies and education in general. Interesting facts were revealed during an interview with Maxim Sinitsyn, an instructor of Economics 112 at the Southern Illinois University at Edwardsville (SIUE). He allows his students to retake all the quizzes and tests if they do poorly on them. Out of 120 students (two sections), only three students were really concerned about their grades and came to retake the test after spending more time preparing for it. However, the most interesting fact is that about 10% of the class received failing grades. This tells us that most of the students either do not care about their grades at all or just do not try to improve their results when they are given an opportunity to do so. Here are some other statistical facts that are based on the survey of 250,000 freshmen from 464 institutions: ? 36.0% say that they were frequently bored in the class? 34.5% say they missed class or an appointment because they overslept ? only 33.9% in 1997 spent six or more hours a week studying or doing homework ? (McEachern 1). This survey has been conducted every year, and, every year, the results are getting worse. Of course, to find a solution to the problem that centers on the apathetic attitude of the students toward education is almost an impossible task because it is impractical to make the students study better. Yet, a good idea could be to increase the requirements in the nations high schools, especially the homework requirements. Home assignments help to review the new material studied in class, increase understanding, correct errors, and give a good oppor tunity to practice (Berkowitz 46). If all these purposes of homework were accomplished, the performance of the students would greatly improve. Also, the increase in the number of classes that students take during the school year would keep them busier and leave less free time for doing the wrong things. Students in the U.S. schools are treated more carefully than students in other countries. They are provided with enthusiastic teachers and perfect equipment, with a variety of financial aid programs that are available in most of the schools, and, finally, with a lot of opportunities to succeed in their studies; in most of the schools, especially private ones, each student will get an individual approach. For example, if you need special testing conditions, such as enlarged type or extended time, you provide documentation of your disability to the College Board or American College Testing (Smith 14). It is absurd not to use all these opportunities and to waste time and money trying to get any education just to assure oneself of having a high salary, forgetting that the real purpose of education is getting more knowledge and increasing ones ability to function more effectively in the society. The government aims its efforts to raise the overall level of education in the United States, and, by doing this, it hopes to bring the whole country forward in its quest for prosperity. To accomplish this goal should not only be the governments, but also the whole societys striving. Since the level of education is one of the most important determinants of the nations standard of living, everybody in this country has to assume these responsibilities in order to make any educational reforms proposed by the government successful. BibliographyWorks CitedAcademic Information. ACT Information School Profile (Class of 1996): n. pag. Online. Internet. 30 Mar. 1998. Available http://www.briarcrest.com/bcs/academic.html. American education: The good, the bad, and the task. Phi Delta Kappa Apr. 1993: 619+. Aviel, David. A closer examination of American education. Childhood Education Spring 1997: 130+. Berkowitz, Robert. Helping with homework: A parents guide to information problem-solving. Emergency Librarian Mar./Apr. 1998: 45-47. Gray, Kenneth. The baccalaureate game: Is it right for all teens? Phi Delta Kappa Apr. 1996: 528+. McEachern, William A. The Max for the Minimum. The teaching economist. Issue 15. Spring 1998. Nelson, F. Howard. How and How Much the U.S. Spends On K-12 Education: An International Comparison. Mar. 1996: n. pag. Online. Internet. 9 Mar.1998. Available http://www.aft.org/research/reports/interntl/sba.htm. Ravitch, Diane. 50 states, 50 standards?: The continuing need for national voluntarystandards in education. The Brookings Review Summer 1996: 6+. Rehder, Robert R. Education and Training: Have the Japanese Beaten Us Again? Personnel Journal Jan. 1983: 42. Russel, Cheryl. Whats wrong with schools? American Demographics Sep. 1996: 4+. Sinitsyn, Maxim I. The Results of a Test. (30 Mar. 1998). Smith, Greg. How to beat the SAT/ACT blues Career World Nov. 1995: 13+. Sternberg, Robert J. Extra Credit for Doing Poorly. New York Times 25 Aug. 1997, late ed.: sec.A: 23. Strengths and weaknesses of American education. Phi Delta Kappa Apr. 19Education Essays

The Race Issue in Flannery O’connors “Everything That Rises Must Converge.” Essay Example For Students

The Race Issue in Flannery O’connors â€Å"Everything That Rises Must Converge.† Essay The Race Issue in Flannery O’Connor’s â€Å"Everything That Rises Must Converge. † â€Å"Let’s skip it ,† (273) suggested Julian to his mother in Flannery O’Connor’s short story â€Å"Everything That Rises Must Converge. † What authoress says herself is â€Å"that the good novelist expresses feelings in symbols (qtd. in Paulson 156)†, and that is exactly what she uses in this story. By writing about fences she suggests us to jump over the differences which divide us and let us live on the same side of the fence. This poses one, very significant, question – are there enough similarities between races to raise them high enough and converge? We will write a custom essay on The Race Issue in Flannery O’connors â€Å"Everything That Rises Must Converge.† specifically for you for only $16.38 $13.9/page Order now Are we ready to skip the fence or we will rather trip over it? Another major symbol used by Flannery O’Connor in her short story was the hat. From what we know about hats they had been used from centuries to keep the head warm, signal profession but also â€Å"provided a simple and universally understood device for a protocol of respect† in the world of foreign service (Jansson 26) and â€Å"symbolized the honor borne by position and title† (Jansson 32). Moreover, as a symbol, hat also plays an important role in contemporary literature. One of such examples would be the novel The Catcher in the Rye by J. D. Salinger where the hat is a key attribute of the main character (Strauch 13). Also in O’Connor’s â€Å"Everything That Rises Must Converge† it is the hat worn by Julian’s mother and the Negro woman that is the key symbol. According to Teresa Balazy, it can be a representation of motherhood (66) and of â€Å"the depraved and displaced condition of man† (68). Moreover, it can be symbolic of economical equality of Black and White (Walters 129) or signify the â€Å"doubling† of the two women (Walters 129). According to John May it is also a â€Å"shared emblem of human equality† (95), while Suzanne Paulson considers it a symbol of alienation, Julian’s mother buys it in order â€Å"to avoid acknowledging her connection to others† (83); to avoid meeting herself â€Å"coming and going† (O’Connor 272). We can observe then, that critics ascribed to it many various functions, however, this does not mean we must choose only one of them, as in each there is some grain of truth. The most significant is that all those symbols and their meanings refer to both women, Black and White, in positive degree, which makes the races similar in he eyes of the writer. Furthermore, â€Å"Hats exist because the need to preserve, even if only symbolically, the noblest part of man exists: the head and thus thought† (qtd. in Berengan); taking this into account we may find that wearing hats in the short story guides our attention towards the thoughts of the characters and the psychological dimension of the story. What is more, O’Connor writes that Julian’s mother is â€Å"surmounted by the atrocious hat† (272). It emphasizes than the psychological denotation of the text. While choosing symbols for her short story, O’Connor reached also to historical events such as the Montgomery bus boycott which â€Å"was one of the first organized and large movements of African-Americans in 20th century America† and â€Å"was the beginning of a new era and activism in the black community† (Allen). By dint of it †not only could the black residents of Montgomery now ride city buses as equals, thanks to their efforts so could many other black citizens throughout the nation† (Hare) but it was also essential for the civil rights movement and black activism movement of 1960’s and 1970’s (Allen). Taking this into consideration, using a bus as a setting of â€Å"Everything That Rises Must Converge† seems to be intentional. For Flannery O’Connor bus was another vital symbol denoting †sameness† (Paulson 83). It was bus, during the boycott and in the story, where everything started and where the convergence was taking place. Moreover, in O’Connor’s story bus is enlightened, it may denote than a safe place towards which both, Black and White, seek refuge from the dark world in which they live, but also a place where the mental convergence is taking place. Bus Emphasizes the similarities between the races then. Except the bus, the rest of the setting is also worth mentioning. The world created by Flannery O’Connor is similar to Petersburg from Crime and Punishment of Dostoyevsky. Also in â€Å"Everything That Rises Must Converge† the city presented is a symbol. It can be compared to the cave from Plato’s Allegory of the cave. O’Connor often mentions that the surroundings â€Å"stood out darkly† (272) or that there was â€Å"growing darkness† (273). The world is then like a cave and people like prisoners incarcerated in it by the chains of their own minds and illusions. They see only shadows of things, made by the artificial light of lampposts. .u4929d5cd9bc9e8953adbd09bf03b3f27 , .u4929d5cd9bc9e8953adbd09bf03b3f27 .postImageUrl , .u4929d5cd9bc9e8953adbd09bf03b3f27 .centered-text-area { min-height: 80px; position: relative; } .u4929d5cd9bc9e8953adbd09bf03b3f27 , .u4929d5cd9bc9e8953adbd09bf03b3f27:hover , .u4929d5cd9bc9e8953adbd09bf03b3f27:visited , .u4929d5cd9bc9e8953adbd09bf03b3f27:active { border:0!important; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .clearfix:after { content: ""; display: table; clear: both; } .u4929d5cd9bc9e8953adbd09bf03b3f27 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4929d5cd9bc9e8953adbd09bf03b3f27:active , .u4929d5cd9bc9e8953adbd09bf03b3f27:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .centered-text-area { width: 100%; position: relative ; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4929d5cd9bc9e8953adbd09bf03b3f27:hover .ctaButton { background-color: #34495E!important; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4929d5cd9bc9e8953adbd09bf03b3f27 .u4929d5cd9bc9e8953adbd09bf03b3f27-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4929d5cd9bc9e8953adbd09bf03b3f27:after { content: ""; display: block; clear: both; } READ: John Steinbeck (1201 words) EssayBus is the enlightened thing which may symbolize the world outside the cave. However, people entering it are hurt by the light; hurt by the truth which they cannot comprehend. They remain strangers to each other as they have been raised in the world of shadows. O’Connor’s view is more pessimistic than Plato’s one as there is no philosophers in it, who would become acquainted with the truth and would teach others. O’Connor unveils to us the consequences of entering the illuminated world, quite different from those presented by Plato, namely Julian’s mother dies, being completely unable and unwilling to unde rstand the truth. Julian notices the light and its importance, he tries to reach it but the shadows are chasing him. In such comparison we can notice another similarity between Black and White as they are all presented as prisoners, equally lost and blinded by the world they live in. One of the most characteristic traits of O’Connor’s writing, mentioned by many critics (Walters 15, May xix, Paulson ix, McClave 141) is her use of irony and grotesque which is also present in â€Å"Everything That Rises Must Converge†. As Harpham notices, the most popular way of using grotesque is through introducing grotesque characters (465) and that is exactly what O’Connor’s uses in her work, ex. description of Julian’s mother and her hat: â€Å"It was a hideous hat. A purple velvet flap came down on one side of it and stood up on the other; the rest of it was green and looked like a cushion with the stuffing out† (271 When she mentions the Black woman with a child she writes: â€Å"the ponderous figure, rising from the red shoes upward over the solid hips, the mammoth bosom, the haughty face, the green and purple hat† (281). Also Julian’s mother looks at her: â€Å"as if the woman were a monkey that had stolen her hat† (281). As we can see, in O’Connor’s portrayal of characters we can easily find their â€Å"cartoon† qualities (Walters 15). However for the purpose of our discussion, the most important is the fact that those traits can be found in both, Black and White characters. We can see similarity between races as O’Connor mocks equally both of them. Another similarity depicted in discussed short story is manifested in evil inclination of all human beings. According to Pessimists ideas evil is integral part of our life (Sharpe) and O’Connor’s uses it to emphasize that both, Black and White, belong to the same world. Evil is depicted in the story for instance when Julian thinks: â€Å"At that moment he could with pleasure have slapped her as he would have slapped a particularly obnoxious child in his charge† (O’Connor 279); and the Black woman with a child, whose face was described as â€Å"set not only to meet opposition but to seek it out. The downward tilt of her large lower lip was like a warning sign: DON’T TAMPER WITH ME† (280). O’Connor shows, as Walters claims, that evil â€Å"resides in the souls of all, black and white, young and old† (130). May suggests even more, namely that antipathy of Julian for his mother has been objectified in the Black woman’s violence of the onslaught (96). Such statement indicates even stronger connection between Julian’s and Black woman’s evil inclination, or to speak more metaphorically, White and Black evil inclination. 5] Last but definitely not least is similarity of all human beings in inclination towards alienation, which according to Heinemann, is typical of all human beings and there is always â€Å"a limit to our understanding of others† (144) which is also clearly visible in O’Connor’s work. We can observe it on the example of all characters, regardless of race affinity. Julian has his â€Å"mental bubbl e in which he established himself when he could not bear to be a part of what was going on around him† (276). Julian’s mother â€Å"lived according to the laws of her own fantasy world† (276). Also Negroes are separating themselves from the outside world, the Black man was isolating himself behind the newspaper; Black woman with her son, as I have quoted in the former paragraph, was hiding behind the wall of her appearance and hostility. What is more, she was trying to keep her son behind this fence as well, to seclude him from the world outside it. All facts considered I would agree with Dorothy Walters who claims that Flannery O’Connor judges both races equally harsh (135). I reckon, she does it to emphasize that a lot should be done on the both sides of the fence in order to â€Å"skip it† (O’Connor 273) and be able to live together. .uda000e544c4fe1d02819fbb93f5dea5c , .uda000e544c4fe1d02819fbb93f5dea5c .postImageUrl , .uda000e544c4fe1d02819fbb93f5dea5c .centered-text-area { min-height: 80px; position: relative; } .uda000e544c4fe1d02819fbb93f5dea5c , .uda000e544c4fe1d02819fbb93f5dea5c:hover , .uda000e544c4fe1d02819fbb93f5dea5c:visited , .uda000e544c4fe1d02819fbb93f5dea5c:active { border:0!important; } .uda000e544c4fe1d02819fbb93f5dea5c .clearfix:after { content: ""; display: table; clear: both; } .uda000e544c4fe1d02819fbb93f5dea5c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uda000e544c4fe1d02819fbb93f5dea5c:active , .uda000e544c4fe1d02819fbb93f5dea5c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uda000e544c4fe1d02819fbb93f5dea5c .centered-text-area { width: 100%; position: relative ; } .uda000e544c4fe1d02819fbb93f5dea5c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uda000e544c4fe1d02819fbb93f5dea5c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uda000e544c4fe1d02819fbb93f5dea5c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uda000e544c4fe1d02819fbb93f5dea5c:hover .ctaButton { background-color: #34495E!important; } .uda000e544c4fe1d02819fbb93f5dea5c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uda000e544c4fe1d02819fbb93f5dea5c .uda000e544c4fe1d02819fbb93f5dea5c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uda000e544c4fe1d02819fbb93f5dea5c:after { content: ""; display: block; clear: both; } READ: Fashion Of 16th Century EssayDespite all differences between races she depicts many similarities manifested by various symbols, such as hat or bus, or by describing traits universal to all human beings, ex. alienation or evil inclination. She also uses grotesque in presenting both, Black and White, to emphasize their equality and, imprisons them in the same world, world which dominates and somehow governs them. All those similarities suggest equality between races and, what is the most important, their ability to rise and converge in order to live on the same side of the fence. Bibliography Allen, A. Why Was the Bus Boycott an Important Movement: Analysis. † 14 Dec. 2008 . Balazy, Teresa. Structural Patterns in Flannery O’Connor’s Fiction. Poznan: PWN, 1982. Berengan, Giuliana. â€Å"Fabulous Hats: History of Hats. † 16 Dec. 2008 . Dostoevskij, Fedor, M. Zbrodnia i Kara: Powiesc w Szesciu Czesciach z Epilogiem. Krakow: Zielona Sowa, 2000. Gill, Richard. â€Å"The Bridges of St. Petersburg: a Motif in Crime and Punishment. † Dostoyevsky Studies 3 (1982): 146-155. 16 Dec. 2008. . Hare, Ken. â€Å"They Changed the World: the Story of the Montgomery Bus Boycott: Overview.   Montgomery  Advertiser. 16  Dec. 2008  . Harpham, Geoffrey. â€Å"The Grotesque: First Principles. † The Journal of Aesthetics and Art Criticism 34 (1976): 461-468. JSTOR. 16 Dec. 2008 . Jansson, Maija. â€Å"The Hat Is No Expression of Honor. † Proceedings of the American Philosophical Society 133 (1989): 26-34. JSTOR. 16 Dec. 2008. McClave, Heather, ed. Women Writers of the Short Story. A collection of Critical Essays. May, J ohn, R. The Pruning Word: the Parables of Flannery O’Connor. Notre Dame: U of Notre Dame P, 1976. O’Connor, Flannery. Three by Flannery O’Connor. New York: Penguin Books, 1983. Pappas, Nickolas. Plato and the Republic. Ed. Tim Crane and Jonathan Wolff. London: Routledge, 1995. Paulson, Marrow Suzanne. Flannery O’Connor: A study of short fiction. Boston: Twayne Publishers, 1988. Sharpe, Alfred. Pessimism. The Catholic Encyclopedia. Vol. 11. New York: Robert Appleton  Company,  1911. 16  Dec. 2008. Plato. The Republic. Trans. Benjamin Jowett. The Priject Gutenberg. 16 Dec. 2008 . Salinger, J. , D. Buszujacy w Zbozu. Warszawa: Iskry, 2004. Strauch, Carl, F. , J. D. Salinger. Kings in the Back Row: Meaning through Structure. A Reading of Salingers The Catcher in the Rye. † Wisconsin Studies in Contemporary Literature. 2 (1961): 5-30. JSTOR. 16 Dec. 2008 . Walters, Dorothy. Flannery O’Connor. Boston: Twayne Publishers, 1973. He was one of the first to use the symbolical possibilities of city (Gill 146) It becomes almost paysage moralise (moralized landscape); symboliz es spiritual condition of characters presented, like Dostoyevsky’s work (Gill 146). Plato draws in his allegory a picture of a den where prisoners are being incarcerated. They are chained so that they cannot move or look sideways. Behind them there is a fire which casts shadows on the wall in front of them. They can see only shadows of things and people and hear only echoes of voices of guards. Later Plato describes the process of coming out of a cave to the light outside the cave. More information about the Allegory of the cave can be found in Nickolas Pappas Plato and the Republic or Plato’s Republic translated by B. Jowett More information about grotesque and grotesque characters can be found in Geoffrey Harpham’s â€Å"The Grotesque: First Principles. May also writes that „Julian and the Negro woman are obviously related through a bond of mutual irascibility and impatience† while „Carver and Julian’s mother, on the other hand, apparently understand each other as mother and son should since they both hale active hearts† (95-96). *PQgkeenoIJPRY`! %8sx a? ! $ ? M uoaOaIA  §Y? †Ã¢â‚¬ °~s†? k? c?  § c? mHsH Heinemann claims as well that â€Å"alienation cannot be completely eliminated, it can only be reduced to reasonable terms. All we can do is to remove it from the foreground to the background and deprive it of all central position and of its emotional power, but we have to acquiesce in the fact that alienation somehow belongs to our heritage† (144). Although Walters’s claims that †convergence in her title implies collision† (127), I would rather agree with McClave and her view that there is no irony in the usage of the title intended (150) and that O’Connor tries to show the possibilities of convergence between races rather than emphasizes futility of such trials.