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Single African-American Mothers, 2008.
A review of the social welfare aspects of of the Great Society and the Welfare Reform Act of 1996 with regard to single African-American mothers.
1,922 words (approx. 7.7 pages), 10 sources, APA, £ 42.95
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Abstract
This paper reviews two approaches in social work to single African-American mothers and poverty. The first approach, practiced during the "Great Society" era of the 1960s and 1970s, focused on state-provided welfare, housing and other assistance for single African-American mothers and their families. The second era, starting with the Welfare Reform Act of 1996, focused on integrating poor African-American mothers into the workforce, and providing support services to insure that those mothers could support their children, learn a trade, and become self-supporting. Specifically, this paper presents a sociologically-oriented study of both approaches, establishing what works and why, and what elements can be improved. The paper discusses the two programs in three parts: (1) it explains the goals and implementation of the Great Society program, (2) it explains the goals and implementation of the Welfare Reform Act, and (3) it compares and contrasts the two programs, with a sociological analysis of the outcomes and consequences for social workers.
Outline:
Introduction
The Great Society: Goals and Implementation
Background and Purpose of the Great Society
Actual Implementation
The Social Challenge: Needed Assistance Wasn't Available
Welfare Reform Act, 1996
Background
Concerns about TANF and Current Welfare Programs
Conclusion
From the Paper
"The ambitious programs called on a significant increase in social workers. At the time, there were only 2,000 social workers in HEW, but the need was estimated at 35,000 in order to implement the imperatives of the CAP and the "War on Poverty." The predictable result was that many of the new hires had no experience, academic or working, in social work. By the time of the renewal of the act, in 1967, Congress attempted to modify the AFDC, or Aid to Families with Dependent Children, portion of the act in order to address concerns about absent fathers. The perverse effect was that those who had a father present were penalized, while those who were single mothers without an actual, even common-law, husband found their welfare payments reduced. In addition, AFDC provisions paid single mothers additional monthly amounts for each new child. The result was that, by 1970, poverty had been reduced, but the rate of single-parent families increased substantially."
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Standing Up For What is Right with Silver Rights, 2008.
This paper looks at the story of 'Silver Rights' by Constance Curry.
920 words (approx. 3.7 pages), 1 source, MLA, £ 22.95
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Abstract
In this article, the writer discusses that the story of 'Silver Rights', the story of Carters of Mississippi, is a story of seemingly unshakable faith and courage. The writer notes that the Carters were sharecroppers, individuals who were virtually one step above slavery, tied to the land in an unfair system where they could never make enough money to own their land and to escape the grip of white land owners. They lived and labored on a cotton plantation, almost like slaves. The writer explains that the state government of Mississippi was controlled by whites, and blacks had little voice or political support within the community. Even poor whites, looking for someone to demonize because of the terrible circumstances of their own condition, looked down upon African-Americans in their midst.
From the Paper
" As a result of their actions, the family was threatened with violence, and their children were harassed in school. They lost their jobs and their homes on the cotton plantation where blacks had worked for generations. The father, Matthew Carter, was denied a job anywhere else, and their home was riddled with gunfire. Even the children were treated like pariahs, as the teachers mocked the young Carters for their appearance, their hygiene, and even rotated seating partners, so that white children would not have to sit next to black children. The book is honest about the emotional trauma and abuse experienced by the children. The Carter children were subject to bullying and intimidation that would result, today, in lawsuits, even if the words wielded by the teacher were not racially charged--which they were. The children had to assume an emotional responsibility far beyond their years, and they knew that no one in authority at the school, not the principal, teachers, or administrators, wanted them there or would protect them. They only had their faith and their family. Even the youngest Carter children enrolled in school, age six, had a sense of what the family was sacrificing, for the children to attend school."
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"The Life of Olaudah Equiano or Gustavus Vassa", 2008.
A review and discussion of "The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African", by Olaudah Equiano.
1,632 words (approx. 6.5 pages), 0 sources, £ 36.95
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Abstract
This paper discusses and reviews the autobiography entitled, "The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African,". It describes the storyline and the plot of the book and the discusses the writer's personal reactions to it. The paper then looks at how effective Equiano's narrative was as a from of propaganda to develop opposition to slavery.
Table of Contents:
The Book's Message about the Institution of Slavery and the Slave Trade
Surprising Aspects of Equiano's Account
Effectiveness of Equiano's Narrative as a Form of Propaganda Meant to Develop Opposition to Slavery
Editing Equiano's Account
From the Paper
"More than anything else, the book would have forced those far removed from the procurement of their slaves on a distant continent to face the ugly realities that paid for their source of labor. In the most developed and so-called civilized nations of the Western part of the world, treatment of slaves, while still atrocious by any moral standard, would likely have been much better, on the whole, than on the African continent."
"In retrospect, it is nothing less than astonishing that post-Enlightenment/post-Industrial Revolution men of education and societal distinction would ever have tolerated, much less partaken in the enslavement and life-long exploitation of fellow human beings. The justification most often suggested is that it is difficult, if not entirely unfair altogether, to judge social conventions of earlier times by modern ethical and humanitarian standards."
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Succeeding after College, 2008.
A research proposal to explore the influence of Reserve Officer Training Corps (ROTC) leadership development on the planning skills of African Americans.
12,280 words (approx. 49.1 pages), 48 sources, APA, £ 163.95
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Abstract
This paper presents a research proposal that would help determine whether development task achievement status of African-American students enrolled in College Army Reserve Officer Training Corps (ROTC) leadership development programs differ from African-American students not enrolled. The study is significant because it provides insight into some of the underlying variables that may be responsible for the lack of commitment in multiple developmental task areas. The paper relates that there is a lack of research addressing how college ROTC leadership development influences the behavior and attitude development tasks of African American students. The education gap, high levels of incarceration and income differences between African American and other groups may be a result of behavior and attitude development short falls. The proposed research illustrates that attitude is linked to talk development and behavioral adjustment which is part of the requirement for making the commitment for achievement in educational attainment. Principles of military discipline and leadership are also reviewed in relation specifically to college ROTC programs, which assist in development of character among students that may be applied in management in corporate management following college.
Table of Contents:
Chapter One
Introduction
Problem Statement
Background of the Study
Purpose
Methodology
Significance of the Study
Research Questions
Hypotheses
Chapter Two
Literature Review
Chapter Three
Methodology
Research Population
Research Questions
Hypotheses
From the Paper
"A fourth finding of this study was that African American students' out-of-class recreational experiences (e.g., art, music, and theater experiences, experiences in the student union) had fewer positive effects on educational outcomes than did academic-related student involvement experiences. This finding is consistent with Astin's (1993) findings that watching television was associated with negative educational outcomes for college students. Perhaps for the African American students in the current study, their out-of-class and social experiences had similar effects as did watching television in Astin's study and may have served to distract students from engaging in more developmental activities."
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Jena 6 Controversy, 2008.
This paper looks at racial attacks, focusing on the Jena 6 controversy.
950 words (approx. 3.8 pages), 5 sources, APA, £ 23.95
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Abstract
In this article, the writer notes that the United States claims equality and tolerance as part of its national policy. The writer points out that while this has been somewhat challenged since the 9/11 attacks, many Americans still feel that the country advocates the values of humanity over those of racial or ethnic segregation. It is therefore tragic when racial conflicts and hatred attacks occur, particularly among the young. The writer discusses that one example of racial conflict is the "Jena Six" controversy. The writer explains that the case involves six black high school students who were arrested on charges of allegedly trying to beat a white classmate to death. The writer also provides her personal opinion on the incident and how it was treated by the justice system.
From the Paper
"Being racial in nature, the case has also attracted the attention of civil rights activists, bloggers and black radio hosts. Many of these persons criticized the events leading to the court case and conviction, citing unequal justice as their opinion on the matter. Indeed, even the Rev. Jesse Jackson has been inspired to fight for justice until all the charges against the Jena 6 are dropped, and the American Civil Liberties Union is investigating the case for possible evidence of racial disparity. Kovach cites studies finding that African-Americans are incarcerated at nearly six times the rate of whites. Many reasons are cited for this, including the poverty level of certain ethnic groups, as well as the assumption of criminality that is associated not only with the poverty level, but also with the specific ethnic group."
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Slavery and the Civil War, 2008.
An analysis of the relationship between the institution of slavery and the outbreak and course of the Civil War.
1,209 words (approx. 4.8 pages), 2 sources, APA, £ 28.95
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Abstract
The paper discusses how slavery was a burning issue between the North and the South that led to the outbreak of the Civil War. The paper explains that the North won and despite several stumbling blocks, slavery was abolished and made illegal. The paper shows how the institution of slavery and the Civil War made it possible for a young nation such as the United States to settle their differences. The paper concludes that the course of the Civil War facilitated understanding and cooperation, which eventually lead to a United States of America truly united in nurturing freedom, justice and democracy.
From the Paper
"The history of the United States as a nation is filled with greatness and stories of heroism and altruistic endeavors. It is a nation founded on freedom, justice and democracy, and whose independence was made possible only through the spilling of the bloods of its sons and daughters. Despite the glorious and positively uplifting history of the great American nation, there are also dark shades and telling tales of how this nation evolved into what it is now. Pivotal amongst the history of the United States is the Civil War that lasted from 1861 to 1867."
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"Race and Revolution", 2008.
A review of Gary Nash's work "Race and Revolution".
2,091 words (approx. 8.4 pages), 1 source, APA, £ 45.95
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Abstract
The paper discusses how Gary Nash, in his work "Race and Revolution", demonstrates that early colonial patriots recognized that the ideals that Americans had fought for required the complete abolition of slavery. The paper describes how Nash explodes such long-standing myths such as the idea that abolishing slavery was just not pragmatic. The paper looks at Nash's contention that the failed struggle of the Founding Fathers to create true justice means now Americans still struggle with the issue of race because the fathers passed off the responsibility to later generations. The paper explains how Nash introduces many ideas regarding this period of history that may be surprising to a layperson, and perhaps even to a historical expert.
From the Paper
"Gary Nash's book, Race and Revolution questions the common assumption that the Founding Fathers, however great, were 'men of their age' and did not understand how the ideology of slavery clashed with their conception of universal freedom and justice for all. The debate over race, and the question of whether America would become nation that would be governed for the people and by all the people, regardless of race, did not begin with the Civil War or even the time right before the 'War Between the States.' Rather, the conflict over race was codified within the text of the U.S. Constitution."
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Booker T. Washington, 2008.
An analysis of the work of Booker T. Washington and his creation of the Tuskegee Normal and Vocational Institute.
1,219 words (approx. 4.9 pages), 4 sources, MLA, £ 28.95
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Abstract
This paper discusses Booker T. Washington, who was an excellent example of change for his race and for the nation, during a significantly difficult period of US history. The paper discusses the Tuskegee Normal and Vocational Institute which was created by Washington and the purpose of the institution. The paper specifically focuses on how Washington worked for the education of Black people in America and the personal philosophy he applied to his work.
From the Paper
"Though some have said that the ever cheery manner in which Washington addressed the world, through his orations was a pacification of sorts that was intended to glean support for his school, rather than tell the nature of his real standing on the issue of the education of blacks. Regardless the development of Tuskegee as a cornerstone for the development of other educational offerings for blacks in the south was of significant impact to nation, as more and more people began to appreciate the need to elevate former slaves and their children and grandchildren to a level of opportunity that would have higher forms later. Washington was clearly a pacifist by nature, and he had a sense of the need to take short steady strides toward opportunity, as those who still held the power and the resources would be guided, little to his side if he insulted and cajoled them for an institution, that many had fought to eradicate."
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Race, Gender and White Collar Crime, 2008.
A research proposal exploring the perceptions of race and gender on white collar crime.
3,813 words (approx. 15.3 pages), 10 sources, APA, £ 72.95
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Abstract
The paper proposes research on a New Jersey college campus to ascertain the perceptions of race and gender on white collar crime. The paper provides a literature review to either prove or disprove the hypothesis that white males will find white-collar crime less prevalent and damaging then racial minorities and women. The paper explains the methodology to be used and looks at previous research on this topic.
Outline:
Abstract
Introduction
Literature Review
Theory and Hypothesis
Methods
From the Paper
"How can one expect society to act towards a crime if the lines are so vague that it often is only used to characterize those considered elite and upper class? This study attempts to further explain and clarify the perceptions of white collar crime by gender and race. It is our belief that White males (who benefit the most from the practice) will find white-collar crime less prevalent and damaging then racial minorities and women. This research helps to affirm not only is there a need for further research regarding perceptions men and women of various races regarding how they view white collar crime, there is a need to see why these perceptions have not been studied extensively over the past decade of research."
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Jefferson Davis, 2008.
A look at the life and qualities of Jefferson Davis, President of the Confederate States of America.
1,313 words (approx. 5.3 pages), 3 sources, APA, £ 30.95
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Abstract
The paper describes Jefferson Davis' background and his positions as U.S. senator, Congressman and President of the Confederacy. The paper looks at a work he authored and goes on to depict how Davis was captured and imprisoned after the surrender of General Lee. The paper discusses his last years and his funeral and provides a quote from a tribute by a Reverend Gallaher.
Outline:
Introduction
Davis: Senator, Congressman and Confederate President
Davis: The Author
Davis: The Surrender
Davis: The Last Years
From the Paper
"Jefferson Davis was born on June 3, 1808 in Kentucky in Todd County, formerly Christian County, Kentucky. Davis was educated at Transylvania University in Lexington, Kentucky and attended the U.S. Military Academy graduating in 1828. David fought in the Mexican War at Monterrey and Buena Visa and was wounded. David retired from the army in 1835 due to health problems. In the same year Jefferson Davis married Miss Sallie Taylor whose father was Zachary Taylor however, Sally died only three months following their wedding. (Alward, nd) After Sallie died, David purchased a cotton plantation complete with slaves working the field and was a successful plantation cotton farmer. In 1845, David married again, this time to Miss Varina Howell. (Alward, nd) Davis was both a devoted father and husband."
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"Invisible Man", 2008.
This paper analyzes the main themes in "Invisible Man" by Ralph Ellison.
2,215 words (approx. 8.9 pages), 2 sources, MLA, £ 47.95
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Abstract
The paper discusses the American novel, "Invisible Man" about a nameless black man whose existence is a complete contradiction. The paper explains that the nameless black man in the story is fighting for rights he does not intend to actually use, a similar struggle to that of his grandfather, the former slave. The paper analyzes the themes of blindness and invisibility and discusses how the black man must understand himself but be wise to the world and live invisible to keep himself safe. The paper highlights how the problem for the narrator is a message of the universal problem of any black man.
From the Paper
"The classic American novel, Invisible Man is a demonstrative example of the power of black American literature to transform the ideas of the separation of the outward expression with the inward thought. Ralph Ellison creates a nameless black man that constantly confronts his existence as an "other" in the world. Invisibility is a constant theme in the work, as it is clear that the narrators realization of invisibility is essential to both his objectification and his eventual realization of freedom."
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Intolerance and Racism in "A Time to Kill", 2008.
An analysis of John Grisham's novel "A Time to Kill," focusing on various kinds of intolerance.
1,062 words (approx. 4.2 pages), 2 sources, MLA, £ 25.95
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Abstract
This paper explores "A Time to Kill," by John Grisham, a story about the human intolerance our society still has to face at several different levels. The writer focuses on the themes of racial conflict between black and white and the conflict between citizens and the law. The writer defines racism and explains that the story shows racism as a distortion of values in the minds of those who are affected by it. The moral conflict between right and wrong, the moral conflict within the people who have to judge the accused, and the intolerance shown by the supporting groups, such as the Ku Klux Klan, are also issues in the story. The writer concludes that the book's message is that intolerance is inevitable, and people must work hard to fight and defeat it.
From the Paper
"The story happens in the south. This is not a coincidence: the author was trying to deliver a message to the receptive reader, by placing this particular story in a world where racial intolerance evolved into a culture. The southern states had a long history of black and white confrontations, going back to the slave era when each color of skin had a very specific role in society. By (violently) ending this clear separation, the conflict grew stronger, as they were being forced to live together, even against their own will."
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Schools, Admission and Race, 2008.
A discussion of the "Parents Involved In Community Schools V. Seattle School District" 2007 Supreme Court ruling.
1,119 words (approx. 4.5 pages), 2 sources, MLA, £ 26.95
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Abstract
The paper explains the "Parents Involved In Community Schools V. Seattle School District" lawsuit when parents of students who were denied admission to schools of their choice due to their race sued the District, arguing that their policy of racial tiebreaker violated the Fourteenth Amendment guarantee of equal protection. The paper discusses the majority decision and maintains that it is an accurate reflection of the recent swing in the US Supreme Court towards conservatism. The paper does point out, however, that Justice Kennedy's separate opinion keeps the door partially open for public schools to consider race for ensuring equal educational opportunity in certain circumstances.
Outline:
Background
Facts of the Case
Questions Before the Supreme Court
Decision
The Conservative and Liberal Aspects of the Decision
Conclusion
From the Paper
"The Seattle School District had adopted a system of 'tiebreakers' to decide admissions in schools that were oversubscribed. An important tiebreaker was a racial factor intended to maintain racial diversity. The system sometimes prevented students from gaining admission to schools of their first choice due to their race, if the racial demographics of a school deviated substantially from the overall white to non-white ratio of Seattle's total student population."
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