Caracters in the wide sargasso sea

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Antoinette - The daughter of ex-slave owners and the storys principal character, based on the madwoman Bertha from Charlotte Bront s gothic novel Jane Eyre. Antoinette is a sensitive and lonely young Creole girl who grows up with neither her mothers love nor her peers companionship. In a convent school as a young woman, Antoinette becomes increasingly introspective and isolated, showing the early signs of her inherited emotional fragility. Her arranged marriage to an unsympathetic and controlling English gentleman exacerbates her condition and pushes her to fits of violence. Eventually her husband brings her to England and locks her in his attic, assigning a servant woman to watch over her. Delusional and paranoid, Antoinette awakes from a vivid dream and sets out to burn down the house.Annette - Antoinettes young and beautiful mother. Annette is the second wife first to Alexander Cosway and later to Mr. Mason. . Annette shows signs of madness and melancholy in her daughters earliest recollections. Often the subject of gossip, she feels abandoned, scared, and persecuted. After the fire, Mr. Mason leaves Annette in the care of a black couple who reportedly humiliate her and mock her condition. Annette dies when Antoinette is at the convent school.Rochester - Antoinettes English husband who, though never named in the novel, narrates at least a third of the story. Rochester, the youngest son of a wealthy Englishman, travels to the West Indies for financial independence, as his older brother will inherit his fathers estate. When Rochester arrives in Spanish Town he comes down with a fever almost immediately. He is pressured into marrying Antoinette, although he has only just met her and knows nothing of her family. He soon realizes the mistake he has made when he and Antoinette honeymoon on one of the Windward Islands. Eventually, they abandon the Caribbean lifestyle Rochester has come to abhor. They move back to England, where he locks his deranged wife in an upstairs garret.Christophine - A servant given to Annette as a wedding present by her first husband, Alexander Cosway. Christophine, like her mistress, comes from Martinique and is therefore treated as an outsider by the Jamaican servant women. A wise and ageless figure, Christophine is loyal to both Annette and her daughter, and she exercises an unspoken authority within the household. Christophine practices obeah, a Caribbean black magic, with which she tries to help Antoinette regain first her husbands love and then her sanity.

Top of Form 1Mr. Mason - One of the elegant English visitors who visits Antoinettes mother at Coulibri Estate. Mr. Mason is a wealthy Englishman who comes to the West Indies to make money. Captivated by his second wifes beauty, he intends to become even more prosperous by restoring Coulibri. He is confident in his authority to control the servants, believing them harmless and lazy and dismissing his wifes fears of revolt. Mr. Mason effectively abandons Annette and her daughter after the fire.Aunt Cora - The widow of a prosperous slave owner. Aunt Cora lives alone in Spanish Town. Unlike Antoinettes own mother Annette, Cora nurtures and cares for Antoinette, and eventually enrolls her in a convent school. But eventually Cora, too, abandons Antoinette when she moves to England for a year. On her return, Cora tries to ensure Antoinettes financial independence by giving her a silk pouch and two of her treasured rings. Ill and in bed, Cora tells her niece that she does not trust Richard and that she fears that the Lord has forsaken them.Alexander Cosway - Antoinettes deceased father. Alexander Cosway was a debased ex-slave owner known for fathering illegitimate children, squandering the familys money, and drinking himself into a stupor. His family lived on Jamaica for several generations as detested plantation owners; according to his bastard child, Daniel, madness ran in their genes. By the time Mr. Cosway died, leaving his second wife and their two children on their own, the Emancipation Act had led to the ruin of his sugar plantation and the end of his fortune.Amelie - A young half-caste servant who accompanies Antoinette and her husband to Granbois. The lovely and cunning Amelie snickers at her newlywed employers with a sort of knowing contempt, using her thinly veiled amusement to unsettle them. When Antoinette slaps Amelie for an impudent comment, Amelie slaps Antoinette back, calling her a white cockroach and smiling suggestively at her husband. Later, Amelie feeds and comforts Antoinettes husband, then sleeps with him. When he offers Amelie a gift of money the following morning, she refuses it and announces that she is going to leave Massacre and go to Rio, where she will find rich, generous men.Sandi Cosway - One of Alexander Cosways bastard children. Sandi helps his half-sister, Antoinette, when she is harassed on her way to school. Although Antoinette would like to call him Cousin Sandi, Mr. Mason scolds her for acknowledging her black relatives. According to Daniel Cosway, Sandi is more handsome than any white man and is well received by polite white society. Daniel also suggests that Sandi and Antoinette were sexually involved as young children. Indeed, Antoinettes fragmented memory of a goodbye kiss with Sandi supports this possibility that the two may have been intimate at some point.Daniel Cosway - Another of Alexander Cosways bastard chidren. Daniel writes a letter to Rochester that informs him of the madness that runs in Antoinettes family. The half-white, half-black Daniel is a racially split counterpart to the culturally split Antoinette.Richard Mason - Mr. Masons son by his first marriage. After studying for several years in the Barbados, Richard moves to Spanish Town, where he negotiates Antoinettes marriage arrangements after his fathers death. He persuades the nameless English gentleman to marry his stepsister, offering him £0,000 and rights over the girls inheritance. Later, Richard visits the couple in England and hardly recognizes Antoinette as the madwoman locked in the attic. She flies at him in a delusional rage, cutting him with a secretly obtained knife.Tia - Maillottes daughter and Antoinettes only childhood friend. At the water pool, Tia betrays Antoinette by taking her pennies and stealing her clothes. Tias disloyalty manifests the allure and corrupting power of money in the text. Like Mr. Mason and Mr. Rochester, she appears to covet money more than a loving relationship, whether it be a childhood friendship or a marriage.Pierre - Antoinettes mentally and physically disabled younger brother. While not explicitly stated, it is suggested that Pierres illness is a result of inbreeding and physical decline in the Cosway family. When the house at Coulibri is set on fire, Pierre is trapped in his burning room for some time, and he dies soon after.Mr. Luttrell - One of Annette Cosways only friends after the death of her husband. Mr. Luttrell lives at Nelsons Rest, the estate that neighbors the Cosway home. Suffering financial hardship in the wake of the Emancipation Act, in sudden desperation he shoots his dog and swims out to sea, never to be seen again. Distant relatives finally reclaim Mr. Luttrells abandoned estate.Baptiste - One of servants at Granbois, the overseer of the mansion. Baptiste is a dignified man of advanced age.Godfrey - One of the old Cosway servants who stays on after the masters death. Godfrey is considered a greedy and untrustworthy rascal, at least in Annettes view. He makes constant allusions to death and damnation.Sass - One of the servants who has been at Coulibri for several years, ever since his mother abandoned him there as a child. Sass leaves the estate when Annettes money runs out, but he returns when Mr. Mason arrives. Annette distrusts Sass, believing him to be greedy and self-serving.Grace Poole - A woman who answers an advertisement placed by Mrs. Eff for a servant to look after the deranged Antoinette. Grace is promised twice as much as the other household servants as long as she keeps her mouth shut and guards Antoinette well. Sharing the same garret space with Antoinette, Grace drinks frequently, often falling asleep with the garret key in plain view of her captor and charge.Leah - The cook employed by Antoinettes husband. Leah is one of only three servants who know about the woman in the attic.Mrs. Eff - An incarnation of Mrs. Fairfax and the head housekeeper at Thornfield Hall. While Mrs. Eff never appears in the novel, Grace mentions her in her conversation with Leah.Mother St. Justine - The head instructor at the convent school. Mother St. Justine tells the girls about the lives of female saints, instructs them on manners and cleanliness, and teaches them how to be proper Christian ladies.Mannie - A groom. Mannie is one of the new servants who Mr. Mason brings to Coulibri.Maillotte - Like Christophine, a black servant who distinguishes herself by not being Jamaican. Maillotte is Tias mother and Christophines only friend.Analysis of Major Characters Antoinette - The character of Antoinette derives from Charlotte Bront s poignant and powerful depiction of a deranged Creole outcast in her gothic novel Jane Eyre. Rhys creates a prehistory for Brontes character, tracing her development from a young solitary girl in Jamaica to a love-depraved lunatic in an English garret. By fleshing out Bront s one-dimensional madwoman, Rhys enables us to sympathize with the mental and emotional decline of a human being. Antoinette is a far cry from the conventional female heroines of nineteenth- and even twentieth-century novels, who are often more rational and self-restrained (as is Jane Eyre herself). In Antoinette, by contrast, we see the potential dangers of a wild imagination and an acute sensitivity. Her restlessness and instability seem to stem, in some part, from her inability to belong to any particular community. As a white Creole, she straddles the European world of her ancestors and the Caribbean culture into which she is born.Left mainly to her own devices as a child, Antoinette turns inward, finding there a world that can be both peaceful and terrifying. In the first part of the novel we witness the development of a delicate child one who finds refuge in the closed, isolated life of the convent. Her arranged marriage distresses her, and she tries to call it off, feeling instinctively that she will be hurt. Indeed, the marriage is a mismatch of culture and custom. She and her English husband , Mr. Rochester, fail to relate to one another; and her past deeds, specifically her childhood relationship with a half-caste brother sullies her husbands view of her. An exile within her own family, a white cockroach to her disdainful servants, and an oddity in the eyes of her own husband, Antoinette cannot find a peaceful place for herself. Going far beyond the pitying stance taken by Bronte, Rhys humanizes Berthas tragic condition, inviting the reader to explore Antoinettes terror and anguish.Christophine - As a surrogate mother, Christophine introduces Antoinette to the black culture of the Caribbean and instills in her a sensitivity to nature and belief in the practices of obeah. Significantly, it is Christophines voice that opens the novel, as she explains Annettes exclusion from Spanish Town society; Christophine is the voice of authority, the one who explains the world to Antoinette and explains Antoinette to the readers. With her words gliding from a French patois to a Jamaican dialect and back into English, her command of language corresponds with the power of her words and her ability to invoke magic. She seems omniscient, intimately linked with the natural and tropical world and attuned to animal and human behavior.Christophine, much like Antoinette and her mother, is an outsider. Coming from Martinique, she dresses and speaks differently from the Jamaican blacks. She is a servant, but, unlike the other black servants who live at Coulibri, she remains loyal to the Cosway women when the familys fortunes dwindle an alliance at which the other servants sneer. Like Antoinette and her mother, Christophine becomes the subject of cruel household gossip, although she still commands some household respect because of her knowledge of magic.A wedding present from the old Mr. Cosway to Annette Christophine is a commodified woman, but is still fiercely self-willed. She provides a contrast to Annette in that she exercises complete independence from men and implicitly distrusts their motives. When Mr. Rochester arrives at Granbois, he immediately senses Christophines contempt, and he associates her with all that is perverse and foreign about his new Caribbean home and his indecipherable Creole wife. A threat to Rochesters English privilege and male authority, Christophine calmly monitors his attempts to assert dominance. She instructs Antoinette that woman must have spunks to live in this wicked world. Christophine adopts an increasingly assertive role in protecting Antoinette when Rochester begins to challenge his wifes sanity. Ultimately, Christophine advises Antoinette to leave her increasingly cruel husband, citing her own independence as an example to emulate. Having had three children by three different fathers, Christophine remains unmarried, saying I thank my God. I keep my money. I dont give it to no worthless man. Christophines final confrontation with Rochester establishes her as Antoinettes more lucid spokeswoman.Mr. Rochester - Mr. Rochester, Antoinettes young husband, narrates more than a third of the novel, telling, in his own words, the story of Antoinettes mental downfall. His arrival in Jamaica and his arranged marriage to Antoinette is prefigured in the first part of the novel by the appearance of Mr. Mason, another English aristocrat seeking his fortune through a Creole heiress. However, unlike Mason, Rochester remains nameless throughout the novel, referred to only as that man or my husband. In a novel in which naming is so important, Rochesters anonymity underscores the implied authority of his account. He is the nameless creator and, as a white man, his authority and privilege allow him to confer identity on others. For instance, he decides to rename his wife, calling her Bertha in an attempt to distance her from her lunatic mother, whose full name was Antoinette. Later, he takes away Antoinettes voice along with her name, refusing to listen to her side of the story. As he continues to fragment her identity, he creates the new name of Marionetta, a cruel joke that reflects Antoinettes doll-like pliability. He ultimately refashions Antoinette into a raving madwoman and treats her as a ghost. Having totally rejected his Creole wife and her native customs, Rochester exaggerates his own cool, logical, and distinctly English rationale; he asserts his total English control over the Caribbean landscape and people.Rochesters narration in Part Two reveals that he and his estranged wife are actually more similar than dissimilar. Both characters are essentially orphans, abandoned by their family members to fend for themselves. As the youngest son, Rochester legally inherits nothing from his father, who already favors the older child. Antoinette, who was persistently neglected by her mother in favor of her brother, Pierre ,receives an inheritance that is tainted, at best. She is left with the burdens of a divided cultural identity, the hatred of the blacks, the contempt of the whites, and the responsibility of a dilapidated estate. Both Rochester and Antoinette struggle for some sense of place and identity, and enter the arranged marriage with apprehension and anxiety. Rhys creates further parallels between her two antagonists in their bouts with fever and their twinned experiences with dreamed or actual forests. Please note that this sample paper on caracters in the wide sargasso sea is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on caracters in the wide sargasso sea, we are here to assist you. Your cheap custom college paper on caracters in the wide sargasso sea will be written from scratch, so you do not have to worry about its originality.

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Sally Morgan was born in the Perth suburb of Manning in 151. Despite her disinterest in school (1) and the lack of appreciation of her artistic talents, she completed secondary school and went on to the University of Western Australia. She gained a Bachelor of Arts degree majoring in Psychology and completed post graduate diplomas in Counselling and Computing and Library Studies. While at the University she married Paul Morgan and had three children. Prompted by the discovery of her Aboriginality she began writing her life story and the life stories of her uncle, Arthur Corunna, her mother, Gladys Corunna, and her grandmother, Daisy Corunna, stories which were published as My Place in 187. The book was reprinted three times that year and the mass paperback edition four times in 188 and 18. Morgan has also published numerous childrens stories, an illustrated version of My Place, another novel, Wanamurraganya The Story of Jack McPhee and a number of plays. Despite her success, Morgan has become disillusioned with writing and has turned instead to art. Her paintings hang in the National Gallery of Australia, the Robert Holmes a Court Collection and many other public and private collections. Her art has also been exhibited in many countries, including the United States. Sally Morgan has received many awards, including the Human Rights and Equal Opportunities Commission Award for Literature in 187 and the Western Australian Citizen of the Year Award for Arts, Literature and Culture in 18. Her work is featured on the cover of the edition being used for the South Dakota Reading Series. The publisher offers this explanation of the painting "The white house in the lower lefthand side of the cover illustration of My Place, represents Corunna Downs Station (Ranch) where Sally's grandmother, Daisy Corunna lived. Following the arrows you see the boat "The Mindaroo" which was used to take Gladys, Daisy's half caste daughter away to Parkerville Children's Home, the next building in the painting. The baby being nursed and the child in the upper right show Gladys growing up. The next section is Daisy and Gladys at Ivanhoe (where Daisy now worked). Then we see Gladys with a soldier, her future husband, Bill Milroy, Sally's father. The group in the lower right hand corner include Nan, Gladys and her children. One of them is obviously Sally. The las image of the bird is when Nan (Daisy) died. The arrows continue back to Corunna Downs depicting Sally's journey back to the family home." (Graeme Morrison, Penguin Australia)

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Sally Morgan, My Place ( 187) My Place was first published in 187, one year before Australias Bicentennial celebrations. For many Aboriginal people the celebration of Captain Phillip and the First Fleets arrival at Sydney Cove on 6 January 1788 as the originary moment of the founding of the nation could only be an irrelevant insult. The arrival of the First Fleet may have been a momentous event in white history, but Aboriginal people had occupied the land for thousands of years. The most widely accepted theory about the origins of the Aboriginal people is that 40,000 to 50,000 years ago, the ancestors of the Aborigines moved across the Indonesian archipelago and into the continent which then stretched from New Guinea in the north to Tasmania in the south. The period up to 1788 is for Aboriginal people the time of the "Dreaming," while the period from 1788 to 167 (i.e. the year of the Referendum granting Aboriginal people citizenship) is the period of outright oppression which in turn gave way to assimilation. In short, 1788 marks for Aboriginal people the beginning of colonialist invasion and a violent destruction of Indigenous culture. In a more positive way the Bicentenary was used by Aboriginal writers and activists as an occasion for a public assertion of pride in their heritage. For example, Kath Walker, the first Aboriginal poet to be published in English returned her MBE of 170 in protest against the Bicentennial celebrations, and in the following year she discarded her white names Kathleen Jean Mary Walker and proclaimed herself Oodgeroo of the tribe Noonuccal. Colin Johnson, author of the first Aboriginal novel in English, Wildcat Falling, reverted to the Aboriginal name of Mudrooroo Narogin. The late 180s also saw the publication of a number of significant autobiographical narratives by Aboriginal women, including Ruby Langfords Dont Take Your Love to Town (188) and Glenys Wards Wandering Girl (187). I briefly map this context to make the point that Aboriginal writers in English are a relatively new force in Australian literature. While younger Aboriginal writers in English, such as Sally Morgan, assert a new found pride in their Aboriginality, by contrast My Place tells the moving story of part Aboriginal women such as her grandmother, Daisy Corunna, and her mother, Gladys Milroy, who spent the larger part of their lives feeling ashamed of their heritage. To understand their attitudes we need to consider the social conditions of Aboriginal people in the periods covered by the three stories contained in Morgans book, that is, the stories told by Arthur Corunna, Gladys Milroy, and Daisy Corunna. Daisys dates are 100 18; Arthurs are 18 150 and Gladys story spans the years 11 18, which means that the book surveys approximately 100 years of Australian race relations, specifically race relations in Western Australia where the stories are set. The consequences of the ongoing racism of whites towards Indigenous Australians embrace a range of discriminations, including endemic poverty, dispossession of land, poor educational opportunities, marginalisation, and the sexual exploitation of Aboriginal women. In this respect My Place is a record of human rights abuses as dramatised in the personal stories of Morgans family, including Arthurs story. Arthurs history (17 4) is obviously one of severe hardship and economic exploitation, but there are significant differences between his story and Nan and Gladyss stories. Like Arthur, Nan and Gladys cooperate with whites in order to survive, but one striking difference between their narratives and Arthurs is that Arthur speaks relatively easily whereas Nan and Gladys want to remain silent about the crimes committed against them. This is partly because the women are shown to suffer additionally by virtue of their sex, and there are historical reasons for this. Central to the story of My Place is the history of Australias policies concerning miscegenation, and particularly relevant here is the practice of removing children from their natural mothers (). Sally Morgan was born in 151, the year that Paul Hasluck became Minister for Territories and set about developing the governments program of assimilation. He defined the policy in these terms; "it is expected that all persons of aboriginal or mixed blood will live like white Australians do" (Stone 16). This policy was founded on the concept of "the Australian way of life" which preached the virtues of a common culture and demanded that all racial minorities conform by adopting this as individuals and by abandoning their difference, which was closely linked to their identity as part of a community. These circumstances help us understand why Morgan and her family suppressed their Aboriginal background. You need only read the testimonies in Bringing Them Home, the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families (Sterling P) to understand that one of the effects of the practice of removing indigenous children from their families was that the children suffered contempt and denigration of their heritage, their own nature, and often the presence of Aboriginality was denied (). The forgetfulness and denial of identity that is thematically central to My Place was the objective of assimilationist and separatist policies; the aim of the policies, whether benevolently intended or not, was to absorb indigenous children into white society, to force them to forget and deny their Aboriginal heritage and to bring about, within a few generations, a form of breeding out of indigenous characteristics. It is the direct and indirect effects of these policies that led Gladys and Nan to deny their children knowledge of their Aboriginal background; if the children knew and word got out, the family might be torn apart. As mothers they feared that their children might suffer the same fate as Arthur, Daisy and Gladys, all of whom had been uprooted and exploited by whites for no other reason than they were Aboriginal. In an interview with Mary Wright, both Sally Morgan and her mother, Gladys, comment on the persistence into the 160s of this very real fear in their own lives Gladys, speaking of double lives, you were concerned about how your family was perceived, werent you? There was a facade . . .G . . . I was worried people would find out I was an Aboriginal.. . . I was very scared of authority. I was always scared I might have the children taken away. That would have destroyed me. So that law (that children fathered by white men couldnt be looked after by their Aboriginal mothers) still operated? In suburban Perth of the 60s?G Theyd only need some small thing. I was always frightened to bring any attention to us. I always kept a low profile. If the kids had gone, they probably would have been taken to separate places. . . . S Ive met people who were taken away in the 60s. It wasnt enforced as rigorously as it used to be, but it was still in place, and it still frightened people. So all that reinforced your need for the facade. S Yes, to live a lie, to be something you werent, just to survive. (Wright 17) Morgans novel maps her familys attempt to recover and celebrate their Aboriginal identity against the official white version of Australian history, and as such, is usefully thought about as a form of counter history. Thus the contrast between speaking out and remaining silent becomes an underlying structure of the book. In writing her personal history Morgan is also writing the history of untold numbers of Aboriginal families in the years covered by the book. To some extent Morgan is writing within the conventions of the traditional European genre of autobiography, but it is important to think about the ways in which her individual story becomes collective story telling or communal history. Sallys uncle Arthur states in the novel that by telling their stories the family is "talkin history" (160). If we agree with Arthur that Sallys book is a form of "talking history," it is certainly not the sort of history that Australians were used to reading. Rather, this history is about the emotional and spiritual lives of those who do not usually appear in the pages of history books; about those who have traditionally been victims rather than the agents of history. Within My Place itself, Gladys explains to Nan that Sally is writing the book as a form of counter history "Theres been nothing written about people like us, all the historys about the white man. Theres nothing about Aboriginal people and what theyve been through" (15). My Place can be read as counter history or counter memory because it is a record of displacement and deculturation in opposition to official Australian accounts of white "settlement" and accepted ideas about what constitutes "civilisation" (Wright 108). In terms of its structure and by virtue of the fact that it is a mixture of different literary forms novel, autobiography, biography, and history My Place is not immediately identifiable as straight history. For one thing, it moves outside the conventions of continuous narrative that have governed most historical narrative. Histories are usually written by a single author, and proceed to map the cause and effect of event in a logical and chronological progression. By contrast, Morgans book is the product of a number of different narrators or story tellers and draws on a modern form of oral transmission. We are told in the book that Sally taped the stories of her mother, grandmother, and Uncle Arthur and then transcribed them. In interviews about the process of writing of My Place, Morgan has stressed that the stories are transcribed as told by their tellers, but she also tells us that she researched her material, edited it, and at points in Nans story, felt impelled to write what Nan could not express. For example, Morgan has chosen to respect Nans silence on the painful issues of the loss of her first child and the conception of Gladys (Wright 108). For Gladys and Nan the secrets Sally wants to uncover are the source of profound shame and the most difficult secret Sally and Gladys are forced to confront is the possibility that Howden Drake Brockman may be the father of both Nan and Sallys mother, Gladys (in which case Drake Brockman is guilty of incest with his own daughter). Nans silence can be understood as a response to shame and fear, for as Roseanne Kennedy has argued, Nans story is "the portrait of a survivor," and as such her testimony is an analysis of trauma comparable to the testimonies of Holocaust survivors. (Kennedy 5-60). There is, however, another side to Nans reticence. The secrets are for Nan a source of power within the family group she is respected as "owner" of that knowledge in the Aboriginal way, and her right to this knowledge must be respected by her granddaughter. From the point of view of traditional Aboriginal ideas about the transmission of knowledge, the shift in the novel from the principal narrator, Sally, to her grandmother bears further consideration. According to traditional Aboriginal custom, narrators can only be partial holders of traditions and are required to defer to others who hold the rest of the sequence. Sallys story creates a context for the stories of Arthur, Gladys, and Nan to be told, and because they are the rightful custodians of the story, their stories appear in a sequence which represents the deferment of narrative authority. Thus the book quite rightly ends with Nans story (17). Again, this underlines the communal aspect of the work. My Place is organised by the classic theme of the quest, a journey that is represented as both physical (literal) and symbolic. Morgans quest for the key to her personal identity through the establishment of genealogy and inheritance is also a quest to find an authentic sense of self. This quest begins with a need to find answers to three main secrets Sallys Aboriginal identity, the identity of her white great grandfather, and the identity of her grandfather. Many critics have called My Place a detective story; and one can understand why this analogy readily comes to mind, because the book is written in such a way that the reader shares the authors quest for the truth about her ancestors. We look eagerly for clues, and struggle to assess the different accounts, for example, of who fathered the authors mother and grandmother. Was it Jack Grime, Maltese Sam or Howden Drake Brockman? As the story develops, this fact finding mission becomes a spiritual and psychological search for wholeness. In chapter 8, significantly titled "Return to Corunna," Morgan writes It was as though wed all been transported back into the past . . . Wed suddenly come home . . . We had a sense of place now, . . . of belonging . . . We were different people now. What had begun as a tentative search for knowledge had grown into a spiritual and emotional pilgrimage. We had an Aboriginal consciousness now, and were proud of it . . How deprived we would have been if we had been willing to let things stay as they were. We would have survived, but not as a whole people. We would never have known our place. (, 7, , 0)At Corunna Downs she discovers "her place," that is to say, her place within her extended family and in connection with the traditional tribal territory and with her grandmothers country. This place is simultaneously "our place" and the shift to the plural possessive pronoun announces that the autobiographical account of growth and self knowledge is to be read as joined to the liberation of the race, or at least the family. The journey of self discovery is also an Aboriginal coming to consciousness. Furthermore, in My Place, the confessional autobiographical style harmonises with a discourse about the search for and ultimate attainment of spiritual revelation as the ethical grounding of this new found selfhood. In the quotation above the phrase "a whole people" is an interesting notion, and the book suggests that by affirming her Aboriginal heritage, Sally finds psychic health and spiritual wholeness. Indeed the act of writing the book is represented as a healing process, both for herself and her extended family. In contrast to the sense of community offered by the Corunna Downs people, Sallys father, Bill Milroy, the primary link to her white inheritance is the most fragmented and unhealthy character in the book. As a violent alcoholic, a consumptive whose mind has been permanently shattered by his experiences in a Nazi prisoner of war camp during the Second World War, Milroy is not only a victim of the destructiveness of white society, but in many ways is a symbol of its craziness. Morgan suggests in the book that her Aboriginal inheritance is not only genetic, but also, that the link between her present and past is primarily spiritual. In terms of defining Aboriginality, the point stressed in the stories of the three women is that there is a spirit world which has been passed down through the generations. All three women share with their Aboriginal ancestors a belief in the spirit world in which there is no distinction between human beings, other living creatures, and the earth itself. It is a vision of wholeness and the unity of all life. This inherited spirituality is finally symbolised in the bird call in the last chapter, when Sally hears the song of the Aboriginal bird, and we are meant to read it as symbolic of Nans spirit in her heart. Morgan tells us in the book that she was bought up entirely as white, and wasnt aware that she was of Aboriginal descent until she was an adolescent. Some Aboriginal writers and readers have had difficulty with the fact that in their view Morgan isnt really Black, that she hasnt "lived Black." They therefore find her confidence that she does have access to her Aboriginality, especially its spiritual dimension, irritating and false. Jackie Huggins has said that Morgan doesnt understand Aboriginality and that My Place is based on the proposition that "Aboriginality can be understood by all non Aboriginals" (Huggins 460). Mudrooroo argues that Morgan "was an outsider approaching the Indigenous communities and from a personal rather than a political space. . . . What was more, any politics of difference was played down and the Australianness of everyone was emphasised" (Museooeoo 1-4). My Place is, he concludes, "a text of Australian nationalism and identity, rather than a text of Indigenality, and this explains its great success" (17). It is true that My Place, which has enjoyed phenomenal success with a predominantly white reading audience the cover of the latest paperback edition announces that it has sold over 400,000 copies, continues to pose problems for Aboriginal writers concerned about the popular reception and consumption of Indigenality. Perhaps the difficult issues raised by Mudrooroos criticisms cannot be confidently answered by white readers How Aboriginal is Sally Morgans book? In what does Aboriginality or Indigenality consist? Please note that this sample paper on yoyo is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on yoyo, we are here to assist you. Your cheap research papers on yoyo will be written from scratch, so you do not have to worry about its originality.

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Macbeth

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William Shakespeare is probably the most famous writer of all time; and 'Macbeth' surely one of his most famous plays, performed at court in August 1606, it marked the visit of King James' brother in law, King Christian of Denmark.The play itself is set in Scotland in 1040, at a time when there were many wars between fellow countrymen and their brothers overseas. Even though the play was written such a long time ago, it still deals with many of the issues that arise to day, e.g. loyalty, ambition, guilt.The main character 'Macbeth' was co-leader of the Scottish army with Banquo, they had just returned from a battle, which they had won with the Scottish Highlanders. On his way back to King Duncan, Macbeth and Banquo come across three witches. The witches tell Macbeth that he will become Thane of Cawdor and eventually King. They also tell Banquo that he won't be King but he will be an ancestor of King's. Macbeth is very puzzled by this because he is the King's cousin and not the next in line to be King. As soon as the witches say their piece, messengers come from the King, telling Macbeth that he has been made Thane of Cawdor. Macbeth now believes what the witches said was true, so then he will become King and Banquo also believes that this will happen too. Macbeth sends Lady Macbeth a letter explaining to her what has happened, and that he will become the future King. When she reads this she is ecstatic of the though of her being Queen, she vows to do everything in her power to help Macbeth reach his goal of being King.

College Essays on Macbeth

Macbeth returns home to his wife, along with King Duncan, who has come to stay the night. Lady Macbeth sees this as her chance of killing Duncan and therefore becoming Queen. She drugs the guards at Duncan's door, and then sends Macbeth in to kill him, which he did by stabbing him with the guards' daggers. The following morning when Duncan is found dead, his sons flee to England and Ireland, fearing that the fate that their father met will happen to them. Macbeth is then made King.When Macbeth remembers that Banquo was there when the witches told him that he would be King, he orders the death of him, fearing that he knows too much about what happened murderers kill Banquo, but his son Fleance escapes. At a formal banquet that night, to honour the newly crowned King, Macbeth sees Banquo's ghost, Macbeth is very worried and scared of this. In his confusion he starts going mad and shouting things at a presence, which is invisible to his guests. Lady Macbeth tries to assure them that he is just not feeling well, and that the pressure is getting to him. Macbeth wants to know what's going on so he returns to the witches the next day, they tell him to be wary of Macduff, they also tell Macbeth that he can't be harmed by anyone 'born of a woman', and that he will never be defeated until Birnam Wood moves towards Dunsinane.Macbeth fears Macduff now, and he orders the death of him and his family. They get the family, but Macduff escapes, when told about this Macduff goes mad and raises an army against Macbeth, along with Malcolm. As Macbeth prepares to defend his castle he hears that Lady Macbeth has killed herself, overcome with guilt.Macduff's army approaches Macbeth's castle at Dunsinane, they stop on the way, to cut branches from Birnam Wood to use as camouflage. Macduff's army attacks and easily over powers Macbeth's army, Macbeth is killed by Macduff who was 'from his womb untimely ripped'; Malcolm is then made King of Scotland. For my coursework I am going to study Act scene 4, which is about 'Banquo's Ghost'. I have chosen this scene because I find it very interesting in the way that Macbeth reacts to the ghost at different times, and how his attitude changes towards firstly his wife, and then his guests. I also want to see how the ghost is portrayed in the different videos that we watched.The background for the scene is the accession of Macbeth. He has prepared a Banquet at his palace. This is his first public appearance as the new King of Scotland, and it is in front of all his new Lords and Chiefs. Macbeth seems very calm at the start and he tries to make good first impressionMacbeth enters and recognises his guests by telling them to be seated. While they are seated one of the murderers (whom Macbeth hired to kill Banquo) enters the hall, Macbeth sees him at the door, excuses himself from the table and walks over to him, and says,'There's blood upon thy face,'The murderer replies to this by saying,'Tis Banquo's then,'Macbeth says,'Tis better thee without than within.'This means that it is better on the outside of the murderer than on the inside of Banquo.From this Macbeth knows that Banquo is dead, he then asks if they got Banquo's son Fleance, the murderer replies by saying,'Most Royal Sir, Fleance is 'scaped,'Macbeth is very angry and afraid when hearing this; he knows that Banquo probably told Fleance what had happened when the witches spoke to them, because of this Macbeth is in danger of being found out. The murderer sees that Macbeth is getting very distressed, so he tells him what he did to Banquo,'Ay, my good Lord safe in a ditch he bides,With twenty trenched gashes in his head, The last a death to nature.'Macbeth acknowledges this and is grateful, the murderer then exists the Banquet hall.Lady Macbeth proposes that Macbeth makes a speech of welcome, she is trying to be a good hostess but we can feel her anxiety quite clearly. The way that Macbeth is acting with his erratic behaviour is giving her cause for concern. Macbeth stands up and says a few words; Lennox then gracefully asks if Macbeth will join them. At this point we see the ghost for the first time. He enters the Banquet and sits down in Macbeth's seat. Macbeth doesn't see the ghost he says;'Here had we now our country's honour roofed,Were the graced person of our Banquo presentWho may I rather challenge for unkindnessThan pity for mischance.'Macbeth implies that Banquo is just bad mannered and that it's Banquo's fault for not being there. The rest of his guests agree and they feel anger towards Banquo for not turning up. Macbeth is attempting to divert attention from what will inevitably be yet another suspicious death. Macbeth overdoes this speech greatly; because of this you can start to believe that because he is thinking so hard about Banquo, that Banquo appears.He turns around to his seat and that is when he sees the horrid figure of Banquo with his face cut to bits with twenty gashes in his head.Macbeth shouts with anger,'Which of you have done this?'The lords and guests don't know what Macbeth is on about, of course because they can't see the ghost. 'Thou canst not say I did it; never shake Thy gory locks at me.'Ross, who is a thane, notices that Macbeth isn't well and asks the Gentlemen to arise. Lady Macbeth tries desperately to hold onto the original plan'Sit my worthy friends. My lord is often thus,And hath been from his youth. Pray you keep seat,The fit momentary, upon a thoughtHe will again be well.'She tries to calm the guests down by saying that Macbeth often has fit and he has been getting them ever since he was small. She then says to sit down because the fit will only last a short while, and that if they leave and Macbeth sees them leaving, his anger will grow and you would be offending him. She draws Macbeth's attention with,'Are you a man?'We can see here the Lady Macbeth of the earlier scenes such as the first banquet to honour Duncan. Macbeth is still in fear of the ghost,'Ay, and a bold one, that dare look on thatWhich might appal the devil,'Macbeth is telling Lady Macbeth that he is a man, and that he is a murderer by saying,'Which will appal the devil.'She glares at him furiously in just the same terms as Act 1 Scene 7,'O proper stuffThis is the very painting of your fear.This is the air-drawn dagger, which you saidLed you to Duncan.' 'Shame itself,Why do you make such faces? When all's done,You look but on a stool.'Here she means that because Macbeth is so afraid of being found out as being a murderer, that he is imagining this, and that it is a load of nonsense. Macbeth is imaging the dagger cutting through the air, and puncturing into Duncan. Because Macbeth is seeing this, he has to make his feeling heard before he goes completely mad, so he does so by imaging this ghost. Lady Macbeth is telling Macbeth that he is nothing but a 'wimp' and he is making a mockery of himself. He then says,'Prithee see here, Behold, look, lo, how say you?'He can't believe he's the only one that can see the ghost. Macbeth goes through his first fear and confronts the ghost. What do I care, he says to the ghost, if you can move you can also speak, if the dead arise from the graves, there shall be no dead. Maws of kites, which are flesh-eating birds, shall eat the dead bodies. The ghost disappears while Macbeth says this Lady Macbeth says,'What, quite unmanned in folly?'She is telling Macbeth that he has gone mad, and that he is talking a load of rubbish. Macbeth tells her that he has seen the ghost, from where he is standing. 'Blood hath been shed ere now, I' th' olden time,Ere human stature purged to gentle weal;Ay, and since too, murders have been performedToo terrible for the ear. The time has been,That when the brains where out, the man would die,And there an end. But now they arise again.With twenty mortal murders on their crowns,And push us from our stools. This is more strangeThan such a murder is.'Macbeth feverishly thinks out loud. In olden times, before the laws changed and times became more peaceful. There was a great deal more blood shed than his murderers have performed. Acts disgusting and pointless, have been performed. In olden days, when a persons' head was chopped off it stayed off, but nowadays their heads rise again and come back to haunt the murderer. (The twenty mortal murders refer to the gashes in Banquo's head). He is horrified and outraged at this change, as he sees it, in the natural order of things. His poor wife realises that the future she dreamed of is slipping through her fingers. She tries one last time to divert Macbeth away from his accusing thoughts'My worthy Lord,Your noble friends do lack you.'She is telling Macbeth that he has guests and he isn't being a very good host. He then tries to, by saying, return to the enjoyment of such an evening'I do forget.Do not muse at me, my most worthy friends, I have a strange infirmity, which is nothingTo those that know me. Come, love and health to all,Then I'll sit down. Give me some wine, fill full.I drink to the general, joy o' the whole table,'Macbeth apologises for his actions and asks them to forgive him. He explains that he has had a problem that is not serious or frightening to those that know him. He sits down and asks for more wine, making sure that his glass is filled full to calm his nerves. As Macbeth is speaking the ghost of Banquo returns to haunt Macbeth. The ghost enters because Macbeth has said Banquo's name and has taken it in vain by making a toast to Banquo. He also repeats that Banquo should be here. Macbeth's comments came true and Banquo does indeed turn up. At this stage Macbeth does not see the ghost. Things appear briefly, to be returning to normal, whenever Macbeth sees the ghost again and he goes into another rage of frustration and anger,'Avaunt, and quit my sight, let the earth thee!Thy bones are marrowless, thy blood is cold;Thou has no speculation in those eyesWhich thou dost glare with!He rages at the ghost, his guests must now be in no doubt about the deed that has happened. Lady Macbeth sees that Macbeth is going through another 'panic attack' and she makes excuses to the Lords and tells them that it will only last a short time and to pay no attention to what Macbeth does or says. She is now getting very worried that Macbeth might say something that will connect them to Duncan or Banquo's murder. Macbeth is totally absorbed in his confrontation with the ghost and he challenges 'it'.'What man dare, I dare.Approach thou like the rugged Russian bear,Take any shape but that, and my firm nervesShall never tremble. Or be alive again,' [The ghost disappears] Macbeth says that the ghost can take the shape of a rugged Russian bear, an armed rhinoceros or the Hyrcan tiger [Hyrcania was a region of eastern Europe], but not the shape of Banquo because that makes him tremble. When he uses the words of banishment (Hence, horrible shadow, unreal mockery, hence!) The ghost leaves. Macbeth cannot believe that the ghost has left, because he is now not afraid of it any more, Lady Macbeth tells Macbeth that he has yet again made a fool of himself and brought a disgrace to the family, with the most amazing lack of self-control. Macbeth tells the Lords and Lady Macbeth,'You make me strangeEven to the disposition that I owe,When now I think you can behold such sights,And keep the natural ruby of your cheeks,When mine is blanched with fear.'Macbeth wonders how he has seen a ghost, because he didn't think such things existed. He can't believe that it had such an effect on him, even though he knew that he was guilty of Banquo's death. He knows now that he could see these sights again, which make his cheeks go white with fear. Ross questions Macbeth about his experience. Lady Macbeth hears this and fearing that Macbeth will say something incriminating says,'I pray you speak not; he grows worse and worse.Question enrages him. At once, good night.Stand not upon the order of your going.But go at once.'Questions make him very angry, and that all of the Lords should leave. 'Stand not….going,' refers to at formal occasions when there was an accepted order in which the guests would leave, with the least important leaving first. Lady Macbeth does not pay heed to this tradition as she ushers the guests out very quickly. In the banquet hall there is only Macbeth and Lady Macbeth, all is quiet, but they both feel that some mark has been passed. Each in their separate way feels their fate has come upon them'It will have blood, they say; blood will have blood.Stones have been known to move, and trees to speak.'Macbeth refers to Banquo's murder by saying 'It', blood will have blood refers to a Bible reference that says 'Who so sheddeth man's blood, by man shall his blood be shed'. He says that the stones over which a man has been buried have been known to move. By saying this we know that he realises he is doomed. We can see him already lining up his next victim'How say'st thou, that Macduff denies his personAt our great bidding?'Macduff stands in the way of Macbeth's security- he must go. His last speech reveals a new Macbeth. He is no longer a weak murder who needs his wife's tongue to make him carry out his plans. The roles are reversed. She has opted out,'You lack the season of all natures, sleep.'He is grimly determined to find out the full horror of the path he has chosen'I will to the weird sisters,'His words are not hot and excitable but chillingly cold,'I am in bloodStepped in so far, that should I wade no more,Returning were as tedious as go o'er.Strange things I have in head, that will to hand;Which must be acted ere they may be scanned.'He tells Lady Macbeth that he heard that no one would be in Macduff's house from a spy, and therefore there was no point in sending an invitation. Macbeth will go to the witches tomorrow, by saying this Macbeth has admitted his guilt, he goes because he needs to settle his mind. Macbeth is now in too far, so that even if he wants to turn back he can't because it is like wading across a river of blood, which is easier to go forward to go on than turn back. Because he has admitted his guilt and he can't turn back, he might as well go and ask the witches what his fate is. To Macbeth's audience this would have startled them, because now that Macbeth has said that he will visit the witches he can't ask for forgiveness of the priest, he has to take full responsibility for his actions. Macbeth has strange actions going on in his head that must be done, and come to light,'Come, we'll to sleep. My strange and self-abuseIs the initiate fear, that wants hard use.We are yet but young indeed.'We'll go to sleep. His strange self- deception is because this was the first time that he had seen the ghost, and he is just a beginner, if he sees it again he will be tough enough to handle it. He then tells her that if she thinks he has done anything bad so far, its nothing to what he is now capable of.Having analysed the scene in its original form, I want to turn now to two modern versions on film. Film allows a range of interesting features, which are not available in a stage production. The two versions I have chosen show some of the possibilities.The first clip I am going to study is 'Macbeth on the Estate'. The setting for this clip are set in modern times, probably the early 10's. The dress is very 'scruffy' with most of the men wearing just jeans and a shirt with the buttons open, nearly all are overweight and have hairy chests, this portrays a very sleazy and dirty meeting.Macbeth and his friends are down at the local pub, Macbeth walks through the door, on the stage his wife and Lady Macduff are singing the song 'I will survive' on the karaoke machine, this is very interesting, as both these females kill themselves near the end of the play, the producer has been very clever here, we think that they are just singing this song for no apparent reason, but then we learn that they kill themselves, making us think about this scene again. There is a drinking competition taking place, Macbeth challenges Ross to this competition, in which they are in a circle and they have to go round 'downing' pints of larger, then spin around ten times after each pint. Ross accepts and they start the competition. During this Macbeth seems to be 'totally out of it' and he ends up collapsing on the floor. While he's on the floor Banquo's ghost appears dancing. This is interesting because we don't know if the ghost is real, or if Macbeth is imagining him because of all the spinning around and his very high alcohol intake. Macbeth then gets helped onto a stool, Ross then mentions Banquo's name, the ghost appears, Macbeth is very scared of the ghost this time and falls off his stool, and crawls into a ball in the corner. In this interpretation Macbeth doesn't seem aggressive towards the ghost or guests. The actor's interpretation of Macbeth is very good here. At the start we can believe that Macbeth is having a good time, but when the ghost appears you can almost feel his fear and anxiety when he sees this ghost. The actors' reaction to the ghost makes it almost clear that the ghost is real and not in his head, he squints and rubs his eyes vigorously, he glares at this image, thinking is it real or not? The actor is then certain it's real as his facial expressions turn from being drowsy and sleepy, to an expression of fear and guilt. This, I feel, was pretty hard to get into context, but when I did the production ran very smoothly, Macbeth especially was acted very well, his facial expressions and his reactions were portrayed with a lot of passion and skill.The second version of 'Banquo's ghost', which I am going to analyse, is the version from 'Shakespeare Shorts'. This version is very different from 'Macbeth on the Estate'; there are many Army Officers and their companions with them, unlike scruffy old men and shabby women. The room is very glamorous with a chandelier hanging from the ceiling. Approximately there are 14-18 people attending this dinner. The dress is formal and there is champagne on the table, everything is polished and shined to the last detail. This differs from the last version as the setting was in a 'hole' of a pub. Macbeth is giving a speech at one end of the table, and then Banquo's ghost appears. The ghost seems to be very gruesomely cut and beat, as there are at least twenty penetrating gashes on his forehead. This is great skill from the director, as we can see how gruesome the killing was, and wake up to reality that death is not always clean and simple, but brutal and ugly. The actor reacts very vigorously to the ghost and he goes around shouting and he even pulls a women's hair. The actor gets very involved with Macbeth's character and he portrays Macbeth's character very well and it is very easy to follow and understand how Macbeth would have felt. This I feel is my favourite out of the two versions, as there is a sense of class and elegance. I consider the acting by Macbeth to be extraordinary, for the ways in which he expresses himself and his reactions to the actions around him.If I were to reproduce this version of Macbeth, I think I would follow the theme of 'Shakespeare Shorts'. This is because Macbeth was a king not a Gang leader, like the portrayal in 'Macbeth on the Estate'. I would make the ghost scarier, e.g. have him 'floating' around the room, and have a spookier feel to the room. I think I would keep the actor who acted Macbeth as I though he played him role with great ease, although I would change Lady Macbeth and replace her with Kate Winslet as I feel she could play the role better than the current Lady Macbeth, who I thought struggled to act this difficult scene.The two versions of the Ghost scene show the range of possibilities in the interpretation of Macbeth's nature. The brilliance of Shakespeare's writing is that his words allow such wide variations by actors but overall the story's impact stays the same. Please note that this sample paper on Macbeth is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Macbeth, we are here to assist you. Your persuasive essay on Macbeth will be written from scratch, so you do not have to worry about its originality.

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The Impact Colonization Had On African Women

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Our staff of freelance writers includes over 120 experts proficient in The Impact Colonization Had On African Women, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your The Impact Colonization Had On African Women paper at affordable prices !The Impact Colonization Had On African WomenThe colonization of Africa and the introduction of Christianity changed the status of women and their lives to the degree that we may never fully comprehend. Colonization impacted women politically, economically, socially, and psychologically. European colonizers divided the borders and forced different ethnic groups together that resulted in some cultural extinction. The attitudes and views of the colonizers were that women belonged at home raising children and were treated as less than human beings. This view of women has prevailed for centuries. Before colonization women did work in the fields or markets, held positions of authority, and fought battles. Colonization forced women into difficult situations and often with no solutions. Their families were torn apart, faced hunger, confusion, and despair. They were also provoked to stand up for their rights against the European powers. Colonization did provide positive results but it is difficult to see that when coupled with the negative, physical, psychological abuse, and disregard for human beings. African women faced the challenges that were inflicted on them by a people who were biased and considered themselves to be a superior race. African societies were based on family, traditional religious beliefs, customs, and relationships. They lived by and practiced various forms of self-government. Some villages were governed through a chief, others through a group of elders who made decisions collectively. Land and valuable goods were inherited through families in different ways. Under matrilineal lineage inheritance, rights, and family ancestry were traced through the female. Patrilineal lineage ancestry was traced through the male and inheritance and rights comes from the fathers side.Some societies, for instance the Yoruba, did not use a system of gender category but used a system based on age-difference, all members were ranked by age or order of marriage. A young baby would have ranked higher than a new bride, and children were descendents of the group not distinguished by gender descent.

Africans identified themselves with nature and their ancestors, comprised of communities to help and take care of each other individuals played their own roles. It was customary for men to hunt and go to war and the women were producers and managers of food, gatherers, and caretakers of the home and family. African women were more than domestic help, they took part in decision making whether it was a family issue, or as head of a village. Before the arrival of the European powers, societies in Africa lived a life of self-government and self sufficient, based on traditions and customs. It was a system that provided law and order. Africans placed great values on family and were concerned with taking care of each other. Although many would view the roles of women as subservient, we must not take it out of context for that era of time and we should not force our view of roles on them. Women did hold offices of power, less than men, but not viewed as unequal. According to R.S. Rattray the Ashanti followed the matrilineal descent, women could hold land and believed that the blood cannot flow through a man but through a woman, thus she is of a higher status. Heir to the throne was son of kings sister not kings son (7). R. July states that in the Wolof and Serer societies it was possible for women to hold positions of authority. The kings mother presided and judged over certain cases involving adultery (July 7). Other aspects of family life involved the community working together, either in the fields or helping to build homes, and then when the work was completed there would be festivities, conversations, and dancing (July 101).It was against this background, societies of people steeped in tradition and culture the European powers converged upon Africa. The lives and status of African women would be changed forever and were forced into a plight worse than what history has told us and what we may perceive. It was in line with the patrilineal descent that the colonizers focused on. By interweaving African traditions with their views and passing legislation. The colonizers were able to discriminate against African women. The women were dominated and forced into a life they knew nothing about.The colonizers ruled the indigenous people through either direct or indirect rule. The French used direct rule the African people were to follow the customs, laws, and language of the French. The British used indirect rule they worked with and through the chiefs, paying salaries to some, to manage the people and the colonizers affairs. Colonizers brought not only their plan to increase wealth and trade, but their ideas of anti-women. European colonizers arrived with their Victorian and prejudicial views of women, they are frail minded and belonged in the home (Amadiume 16). They disregarded the customs of African societies, that there were women who held positions of authority in some cultures. The colonizers chose to ignore that woman were the producers of food the backbone of production. The implementation of ideas and policies directly or indirectly excluded women in any decision making process. To some, womens role may have appeared subservient but we all have roles to play. In some societies the men also performed tasks usually done by women, and took part in the care of children (Cohen and Eames 15). The men also had their roles, hunting, clearing the land, going to war, and long distance trade. In any organization there needs to be some order of hierarchy, the leader or boss, the follower or the worker. Without rules or guidelines to follow there can be no order that is when everything falls apart into chaos. Another effect on women was the introduction of new crops, which could be sold for money. These cash crops were designed to profit the European powers. African men would migrate to other areas to earn money. This often meant staying away from home for long periods. Women then took on the added responsibilities of home, elders, and children. Working the farm added more physical labor and longer hours working in addition to the emotional and psychological stress of becoming both mother and father. Faced not only with the burden of labor but also having to deal with the trauma of a family life that was disappearing before her eyes and no way to stop it. The Europeans race to wealth and trade excluded women from any decision making process. These women were the cultivators of the land, knew the crops, and knew the soil. The colonizers never sought the womens knowledge or wisdom in agriculture. They stood by watching helplessly as their community declined. Were the Europeans so threatened by the knowledge of these women, since they were thought to be the weaker sex and of frail mind? The anguish of watching the land and family being torn apart, knowing you could help, but not being allowed, because of a prejudiced and biased view. Many women found work as domestic help, cooking, and laundering. Others became prostitutes selling their services so they could provide for their family. Forced into situations, to avoid hunger, they would never have thought to do before. Then there were the women who gave up their children because there wasnt enough food to feed them. According to G. Maddox the famine in the early 100s was a result of drought conditions and the Britishs requisition of men, cattle, and food and the failure of the government to act quickly to provide enough food for the indigenous people. Women would abandon their children with rich people who could provide for them (186). There can be no greater pain for a woman than to lose a child either through an act of God or through her own decision knowing that decision will provide for the child. Policies and legislation, passed by the British government, designed to dominate Africans impacted women even more. The Natives Land Act 11 limited the size of land that could be farmed. If only allotted a specific size of land then only a certain amount of food could be produced. This made it even more difficult for women to provide food (July 4). According to Gordon and Gordon The Swynnerton Act was to provide deeds to male heads of households, this undermined the African tradition of inheritance for women and limited their access to the land (77). European colonizers often misinterpreted African traditions they thought degrading to women. The French thinking they could raise and improve the status of women passed laws and policies. The Mandel Decree was passed to address the right of women to consent to marriage, the practice of bridewealth, and minimum age for marriage. In Gabon, these new laws inspired an anti-feminist movement and only further hurt the status of women (Maddox ). The practice of bridewealth was compensation paid to the brides family, by the groom, for the loss of their wealth which the bride will bring to her husbands family. The colonizers viewed this tradition as buying property or cattle and degrading to women. The decree also prohibited polygamy another tradition, this was also viewed as degrading and demoralizing to women. Polygamy was to assist co-wives in the fields and also as a means to increase the family and prosperity, now more work would be the burden of one woman instead of several (Gordon and Gordon 60). Instead of helping women they were hurt legally and further undermined the security and support systems in their lives.Then there were the women who took up battle against their oppressors, and fought side by side with the men. These were not the weaker sex, or the frail minded but the women who were going to protest and fight against the many injustices inflicted upon them and their families. History tells us of many women who were leaders and fought against injustices. Yaa Asantewa, Ashanti Empire, fought against the British colonizers. She overheard a conversation among the men, regarding going to war against the white man. Hearing the fear in their voices she challenged them and proclaimed she would call her fellow women and lead the fight. In the end she was outnumbered and lost (www.swagga.com/queen.htm African Queens). It was the womens attitude that gave them the fortitude to continue and not give up in the face of their oppressors. The oppressors brought out the strength, and courage in these women.Colonizers ignored the political role of women. In some societies it was believed that women should have authority over female activities. R.S. Rattray worked in Asante for quite some time before he realized women held political power. When he asked the elders who for so long had been his informant why, up until then, he had remained ignorant of the political power wielded by female stool-holders, he was told, The white man never asked us this; you have dealings with and recognize only the men; we supposed the European considered women of no account, and we know you do not recognize them as we have always done (84).In all the trials and tribulations, never did the colonizers, acknowledge the women for the work they performed, no mention of the food being produced, they were ignored, and disregarded. The Europeans ignored womens role as food producers and never assisted them in any developing agriculture or passing on any new technology. Women were left with the hoe while the men received the machinery. Here they are not being chivalrous as to give the women any assistance with the hard physical labor and they could have used it. What confusion and frustration these women faced.Not only are the women being marginalized they were betrayed. Betrayed by the men they loved and cared for. The colonizers duped the chiefs, some were bought off, the men also fell into the same traps, and others were forced by conquest to give up their traditions. Still others may have believed this was progress. Then there were the men who were killed, the fathers, husbands, and sons. How does a woman watch, knowing there is nothing she can do, where does she go for comfort co-wives, relatives certainly not the dictators - for they did not care.Islam and missionaries shared some of the same puritanical views of women. Islamic views fit in with many African traditions and beliefs, polygamy, female circumcision, and other patrilineal customs. Education for women under Islam was basically to learn the Koran no other subjects were taught and the womens role was to fulfill her duties as a wife and mother. The role missionaries played developed both negative and positive consequences for African women. Missionaries main objective was conversion, salvation, and to downplay the African womans role. Missionary schools funded by the government were to provide education for males to fill positions in low ranking and paying government positions - females were excluded. Amadiume states that boys had a head start over girls, boys were trained in carpentry and in tailoring, while girls were shown cooking, sewing, and other domestic duties (14). It was thought that girls could not master subjects such as science and math. Missionaries held the same beliefs, as colonizers, that a woman should be home tending to wifely duties (16). But yet, some of these missionaries were women and they were working outside the home, opposite of the colonial view of women, this must have been a contradiction and confusion in the minds of the African women. Missionaries condemned polygamy, dancing, and nudity but they also did not understand or misunderstood the African traditions and customs. R.S. Rattray states that in the native language of the Ashanti to marry is to y ere.lit, when translated means buy a wife. To someone not familiar with the language and meaning they would think that the wife was the mans chattel (7). Although missionaries believed a womens place was in the home serving her husband and caring for children. They did object and were instrumental in stopping the practice of customs that were cruel and harmful such as witchcraft and infanticide. European women held a different status than African women. During WW II European took over mens positions and also participated in various roles such as missionaries and teachers (Berger and White 10). European women held the same view, as the colonizers that women belonged in the home. What pain and anguish these women must have suffered, and still do, yet at the same time they found the strength and courage to challenge their dictators. They sought ways to support themselves financially. How can we ever fully comprehend the mental, emotional, and physical pain these women suffered. They found solace in each other and organized together. The impact of colonization on women has been both positive and negative. African women may have attained freedom to make choices; consent to marriage, and freedom of movement. They were still restricted could not own land and could not get credit. Prohibited in towns unless they could prove they were married or employed. Education, though limited, falls into the plus side along with the spirit of goodness, gentleness, concern, and kindness from the missionaries. Low self -esteem, subservient roles, psychological trauma, heartbreak, confusion, physical abuse, demoralizing treatment, all fall into the negative side, which created a life far worse than before the arrival of the colonizers. I can only try to imagine, and pray I never know the despair and heartbreak these women endured. I can relate to times when I had to play both mother and father to my children and the difficulty I faced. How unnatural, how lonely, and scared I was during those times. I can also try to relate to the times when there was not enough money, or my husband was out of work and the worry of how the bills will be paid or do we have enough money to buy those shoes or lets go to this store the prices are cheaper. Please note that this sample paper on The Impact Colonization Had On African Women is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. 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Attention Deficit-Hyperactivity Disorder and the Use of Ritalin

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As I began to think about what I wanted to write my paper about, I thought of all the topics in education that I would like to know more about. I finally choose ADD/ADHD and the use of Ritalin as my subject matter. Not being a parent or an experienced educator as of yet, I see America's propensity to over medicate reaching our youngest population. I think the statement by Dr. Breggin is quite profound, "When we drug millions of children to make them more compliant and easier to manage at home and in school, it says more about our society's distorted values than about our children" (Breggin 18). I know from my experience in the health care profession, that Americans believe in medication to create a better life for themselves. That can be as simple as getting an antibiotic for the slightest cold or as complex as medicating ourselves to fight a chronic condition. We live in a society that wants everything done quickly. We drive through for our food, banking, prescription pick-ups, and car washes. We develop our pictures in an hour and pay for our gas at the pump. We watch 50 channels of television in a second. Television has learned that it has to be gripping in order to keep up with our wandering minds. We even have televisions that allow you to watch more than one channel at a time. We wonder why our children have trouble paying attention. When do we do anything that requires anything but the most miniscule amount of our attention? How do we expect children to practice the learned behaviors of watching and listening, if we never teach it to them? We spend the first few years of their lives showing them the frenzied world in which we live and then we send them to school and wonder why they can't sit still. Do we ever sit still?Besides our social ramifications behind ADD and ADHD, I have a great concern for placing children on drugs such as Ritalin. Not only are we teaching them they are not responsible for their actions, we are showing them they can use a substance to alter their behavior. Is that an appropriate lesson for children? I don't advocate taking every child off Ritalin, but I do think it is much too widely prescribed and not enough research has been done on the subject. I would think that every person should be concerned when they see a large number of children on a drug that is a methamphetamine and in the same drug class as cocaine. Do we want to put a chemical like that into the bodies of our children? How do we look at the big societal picture to help solve this problem?As I began my research, these were some of the questions I had. I knew the use of Ritalin was wide spread, but I had no idea the extent. Today in the United States approximately million children are diagnosed with ADD and ADHD (Treva 1). It is more common in boys than girls with boys having an occurrence to times more often than girls have. The production of Ritalin has increased seven-fold in the last 8 years and 0% of it is consumed in the United States (Gibbs 18). Shouldn't that cause us to question the sheer number of children we have sedated in this country? We depend on medication as a country and are teaching our children to do so also. Many countries would see this as a problem. Nearly half a million prescriptions for medications like Ritalin written in 15 were written for children between the ages of and 6 (Gibbs 18). Also the percentage of children with an ADHD diagnosis that are being placed on medication jumped from 55% in 18 to 75% in 16 (Gibbs 18).

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Now that I have illustrated some of the statistics behind our country's ADD/ADHD children, perhaps I should talk a little more about what exactly an ADD/ADHD child is. ADHD does not have physical signs that can be recognized in the patient. Most diagnoses are made through observation and over a period of time. The most common behaviors fall into the three following categories inattention, hyperactivity, and implusitvity. People who are inattentive have difficulty staying on task. They spend much of their time on things they are interested in and have trouble staying with things that don't interest them. Learning something new or completing a task can also be difficult for them. Their mind tends to go from one thing to another quickly. People with hyperactivity are always in motion. These people cannot sit still. They are the people always fidgeting, moving around or out of their seat. They are noisy and will frequently tap or touch everything. Sitting in one place for any period of time is a challenge for them. They also tend to bounce from one thing to the next while trying to do many things at once.Impulsive people have difficulty curbing their immediate reactions before they act. They are the students who will strike out an another student or object or blurt out inappropriate comments. They may have a hard time waiting for things or waiting their turn. These students will often holler out the answer before the question is even asked. The Diagnostic and Statistical Manual of Mental Disorders or DSM, is a diagnostic reference book that contains a set of criteria for the ADD/ADHD patient. Several questions are considered when diagnosing a patient with this condition. First, how do these behaviors effect the person? Are they having an affect on their ability in the classroom or with friends? Is this a long-term problem? How long has the patient had this condition? Does the problem only occur in a specific setting or does it occur frequently? Another indicator is a sign of inattention, hyperactivity or impulsivity.According to DSM some of the signs of inattention includeɨ Becoming easily distracted by irrelevant sights and soundsɨ Failing to pay attention to details and making careless mistakesɨ Rarely following instructions carefully and completelyɨ Losing or forgetting things like toys, or pencils, books and tools needed for a taskSome of the signs of hyperactivity and impulsivity includeɨ Feeling restless, often fidgeting with hands or feet, or squirmingɨ Running, climbing, or leaving a seat in situations where sitting or quiet behavior is expectedɨ Blurting out answers before hearing the whole questionɨ Having difficulty waiting in line or for a turnAs I read these I thought, that describes just about everyone I know in some way or another! There are criteria along with the demonstration of those behaviors that a child must exhibit before they can be labeled ADD/ADHD. The above behaviors must appear early in life, preferably before the age of 7 and occur for at least 6 months. These children also must exhibit these behaviors more frequently or more severely than their peers do. And lastly the behaviors must create a handicap for in the person's life (National Institute of Mental Health 16).ADD/ADHD can be diagnosed by a number of professionals. Psychiatrists are probably the best option as they can not only diagnose the condition, but they can prescribe the medication if needed and provide the patient and their family with counseling. A Psychologist, which is common in today's schools, can diagnose the condition and provide necessary counseling, but they are unable to prescribe any medication. A number of different physicians such as Pediatricians, Family Practice Doctors or Neurologists, can diagnose and medicate the patient but frequently do not provide much needed support and counseling. If a patient is just given medication and not taught the coping skills needed, as soon as the medications wears off so do its benefits. Unfortunately it is easier for many physicians to prescribe a drug to try to deal with the problem. Many insurance companies today will cover the cost of a prescription but neglect to provide counseling to go with the medication. In a society that looks for the "quick fix" medication is seen as the solution.When a patient is diagnosed with ADD/ADHD, the first thing the mental health worker should do is look for other causes. It is important to rule out any possible reasons for a patient's behavior. This can include depression, petit mal seizures, hearing and vision concerns, allergies, diet and nutrition problems, anxiety and difficult situations in the patient's personal life. Once those possibilities have been eliminated, the specialist will review the patient's medical, and if school aged, school records. They try to understand what the patient's home and classroom lives are like and how the patient interacts with these situations. Often the mental health worker may come in and observe the patient in his or her own environment. The child should spend at least an hour with the mental health worker for assessment. Unfortunately many insurance companies will not pay for this service. Frequently teachers past and present are asked to rate observations of the patient and compare their behavior with their peers. While the teacher is not a medical professional, they are a good base of knowledge for that specialist to use. It is believed that teachers know many children and can be objective in their comparisons. Once all the information is gathered a treatment plan is chosen. The specialist may try the patient on a few different medications before finding the one and the dosage that are suitable for their patient. It is recommended that the patient be on the medication for at least one week before deciding to change medications. It is important once the patient is on the medications they receive positive reinforcement for their improved behavior. The only way to determine how much medication to give a patient in this case it by trial and error of dosages. Would you want to do that with your child and a medication that was going to sedate them? When the dosage is determined, we often talk about how wonderfully the medication is working rather than making the patient responsible for their actions. It is also important for the families to receive therapy to help them improve their reactions to the patient. For young children learning how to remove that child from a frustrating environment is important. In the classroom it is helpful for the teacher to make exceptions and allowances for their students. For example, the disorganized student may need to have instructions written out for them whether that be on the board or their desks, and then when they forget what it is they need or are to be doing, they can refer to this list. Also, for the constant daydreamer it may be beneficial to tape a checklist on each student's desk and then periodically ask, "who is with me?" When the student is off somewhere else in their heads, they make a check mark. This will help them see the number of times they are not with the rest of the class.While all of this information is very useful, I still want to know what causes ADD/ADHD and how do they know a patient has it before prescribing medication. While no one knows what causes ADD/ADHD most specialists agree that more research needs to be done. It is believed that the level of brain activity and the person's ability to pay attention are linked. The brain's main source of energy is glucose. People who are not able to pay attention brain uses less glucose therefore indicating they were less active. Brain scans were able to show the difference in a patient's brain activity. The National Institutes of Health concluded ADD/ADHD is not caused by too much TV, food allergies, excess sugar, poor home life or poor schools. They did conclude however, that the mother's use of cigarettes, alcohol or other drugs during pregnancy distort the fetus's developing nerve cells. Another interesting note is that children who have ADHD usually have at least one close relative with the disease (National Institute of Health 16). Also, fathers who had ADHD as a child were one third more likely to bear children with the disease.Now that I understand ADD/ADHD somewhat, what are the treatments beyond medicating our children? Important steps include psychotherapy, cognitive-behavioral therapy, social skills training, support groups, and parenting skills training. Psychotherapy works with patients to accept themselves and their disease. They are able to discuss patterns of their behavior and try to find alternative ways to handle their emotions. Cognitive-behavioral therapy provides assistance with immediate issues. Patients can learn hands on ways to deal with their disease. It is very easy to give a young, out of control child a pill knowing they will calm down shortly. If ADD/ADHD makes them strike out at people, this type of therapy can help them find alternative ways to express that emotion. They can help the disorganized person find a way and pattern to organize themselves and their lives. Social skills training also helps with learning new behaviors. The patient learns how to respond to others in a more appropriate fashion. They learn to understand facial expressions or tones of voice or gestures helpful in understanding other people. Support groups connect people who have a common issue. It is helpful for patients to understand they are not the only ones struggling with this disease. Parenting skills training helps parents to obtain the tools and techniques to help manage their child's behavior. They are also encouraged to look for a child's strengths and to point out what the child does well rather than focusing on the negatives.In addition to the above treatments there are a number of controversial treatments. The medical community tends to dismiss these treatments as not being scientifically proven, however there is so little scientific evidence on ADD/ADHD that I think that is a little hypocritical. These treatments include biofeedback; restricted diets; medication for inner ear problems; megavitamins; chiropractic adjustments and bone realignments; treatment for yeast infections; eye training; and special colored glasses. I would like to address a couple of those treatments. It is suggested by a number of people that an elimination diet will help to show what types of foods an ADD/ADHD child is "turned on" by. In 14 researchers in Australia reported the affects of yellow dye in hyperactive children. It was a double blind placebo study in which 00 suspected hyperactive children participated. Artificial colors were eliminated from their diets for 6 weeks. Of the 00 children 150 noted behavioral improvements in their children. Then children who were considered reactors were given yellow dye. Twenty-one of these children reacted when the dye was administered, but when given a placebo they did not react. Some of the behavioral changes included irritability, restlessness and sleep disturbances (ADD/ADHD Online 1). Doctors suggest eliminating artificial coloring, refined sugar and caffeine from your child's diet. They also recommend trying fatty acid supplements or magnesium supplements. Some of the signs of deficiencies in fatty acids are excessive thirst and urination, dry brittle hair and nails and dandruff. All of these are interesting alternatives to consider even though the medical profession doesn't yet embrace them. Remember a time when chiropractors were considered "crazy" or when it was scandalous to go to an osteopathic doctor? The United States is very slow to embrace new theories and ideas. It would be beneficial to look to Europe and Asia and compare their treatment methods. When we consider 0% of all the Ritalin produced is used in the U.S., we see that other countries must be using different methods to treat people with ADD/ADHD.Something else to consider is the number of children abusing Ritalin. As it is in the same drug class as cocaine, it can provide a high for people when snorted or injected. The National Institute of Health claims that while Ritalin can be addictive for teenagers and adults if misused, these medications are not addictive in children. I just find that terribly hard to believe. Are they assuming children will not misuse the drug or do they believe children's bodies respond to the medication differently? The growing availability of the drug allows more room for abuse. Some teenagers grind Ritalin up and snort it or dissolve it in water and "cook" it for intravenous injection. Ritalin is a Schedule II controlled substance like most narcotics. When purchased in a pharmacy with a prescription, a tablet costs about .5 to .50 cents each. When being sold on the illicit drug market, Ritalin goes for $ to $15 per tablet (Indiana Prevention Resource Center, 15). This is an extremely dangerous predicament. Ritalin is made for oral consumption and includes ingredients that the stomach can absorb; however when injected or inhaled, they can be extremely hazardous to the point of overdose and death. Ritalin is becoming the drug of choice on college campuses and students say that it is more popular than pot and readily accessible (Tennant 000). Students are taking these drugs to prepare to compete at the college level and continue on throughout their college careers. Widespread stories of students "snorting" Ritalin ranges from The University of Wisconsin to Harvard. If we are overprescribing these types of medication, are we also making them readily accessible for abuse? Will this be the next phenomenon like sniffing chemicals to get high?If you think the side affects of misuse are frightening, consider the side affects of normal dosages used properly. They include nervousness and insomnia; loss of appetite, nausea and vomiting; dizziness, palpitations, headaches; changes in heart rate and blood pressure; skin rashes and itching; abdominal pain, weight loss, and digestive problems; toxic psychosis, psychotic episodes, drug dependence syndrome; and severe depression upon withdrawal (Indiana Prevention Resource Center 15). These side affects are to be watched for on even the lowest dose of the medications, however on the higher doses, there are even more additional side affects. Also, the drug package inserts warn that "a small number of patients, fewer than 1 percent, may experience side effects, including abnormal dreams, agitation, hostility, suicidal thoughts and delusions" (Locy000). With an estimated 1.5 million youngsters receiving antidepressants in 16 alone, that is about 15,000 who could be effected with these side effects (Locy 000). Think about the violence in schools today, do we need to add in another factor? I think that some patients do need the medication, however before giving my child a medication that can cause those types of side affects, I would explore every alternative option. I think both the educational and medical societies are using this medication as a "quick fix" solution. Not enough is known about what causes ADD and ADHD and there is no conclusive way to test for the disease. Many physicians are prescribing the medication at the parent's request without evaluating the child fully. They are also neglecting to provide therapy to work in conjunction with the medication. Many of the medications prescribed are not approved by the FDA for use in children. Antidepressants are not approved for children under the age of 6, but millions of these prescriptions are written every year by doctors who can still legally prescribe these medications to children. Doesn't that concern anyone? Children are not just small adults. The chemical process and metabolization process is very different in children than in adults. A child's brain is rapidly developing and we are feeding it chemicals that have been shown to slow or stop development in order to "control" our children. There are ethical questions regarding the testing of medication on children, therefore it becomes very difficult to know the effects of those drugs. One study was done by the National Institute of Mental Health (NIMH), which is terribly flawed. The study was not a placebo-controlled double blind clinical trial (Breggin 000). This means that all the participants in the study were given the medication and that the researchers observing the effects of the medication knew the participants had been given the medication. This may cause the researchers to be "seeing" an effect they may not have seen if they were unsure of the participant's medication status. Other factors to flaw the study were there was no control group of untreated children; % of the group was already on medication at the start of the study; the number of participants was quite small, and boys significantly outnumbered the girls; the children themselves did not feel they had improved; all the principle investigators were well-known drug advocates and the parents and teachers were exposed to pro-drug propaganda (Breggin 000). It is interesting to note that in 18 NIMH sponsored conference on ADHD and not one of the original experts had any history of voicing opposition or reservations to using drugs to treat this problem. However, once this was pointed out, the NIMH did invite protractors to its conference. The consensus the panel came back with is quite interesting. The panel raised fundamental questions about whether ADHD is a "valid" diagnosis (National Institute of Health 18). It also found no cause and no data to indicate ADHD is due to a brain abnormality and that Ritalin did not have long-term positive effects on academic achievement or social skills (Ross-Breggin, 000). Unfortunately it is our future that is getting shortchanged by this current situation. We need to look at the big picture and see ways to change our lives to help our children grow up medication and worry free. Parents and schools don't want to admit that they are responsible for a child's behavior. Much of the way a child behaves has to do with the environment around them. A large stressful event in a child's life can easily produce behaviors similar to those described. Sometimes a child is not being respected and because a child will learn through modeling, they may in turn not show respect. Parents who choose to take their child off medication are being reported to Social Services by the school for abusing their child (Karlin 000). What kind of message are we sending when a parent can't decide not to give their child a mind-altering drug? The whole situation is getting beyond our control. Again, as I have stated numerous times in this paper, I don't advocate the elimination of Ritalin and I don't belittle the difficulties suffered by people with ADD/ADHD. I just think the rise in blanket diagnosis and medication usage are causes for concern. I think Time magazine hit the nail on the head when it said, "Americans are becoming more and more programmed to force their children into a mold. There is an emotional cost, and eventually there will be a physical cost of taking square and rectangular people and fitting them in round holes" (Gibbs 18). The question in my mind is just what will be the price we pay? ReferencesADD/ADHD Online Newsletter (July 1). "News For You" Vol. No. 6. Online. Internet June 000. Available http//www.nlci.com.nutrition/newsuse.htmBreggin, Peter. "A Critical Analysis of the NIMH Multimodal Treatment Study for Attention Deficit/Hyperactivity Disorder (The MTA Study). Online.11 July 000. Available http//www.breggin.com.mta.htmlBreggin, Peter, Ginger Ross Breggin. "The Hazards of Treating 'Attention Deficit/Hyperactivity Disorder' with Mathlphenidate (Ritalin) The Journal of College Student Psychotherapy 10 (15) 55-7. Online. Internet 11 July 000. Available http//www.breggin.com/methylphen.htmlGibbs, Nancy. "The Age Of Ritalin" Time Magazine November 0, 18. Vol. 15 No.. Online. Internet 1 July 000. Available httpcgi.pathfinder.com/time/magazine/dom/8110/cover1.html Gorman, Christine. "How Does It Work?" Time Magazine November 0, 18. Vol. 15 No.. Online. Internet June 000. Available httpcgi.pathfinder.com/time/magazine/..om/8110/cover_story.the_age_of_5a.html Indiana Prevention Resource Center (15). "Factline on Non-Medical Use of Ritalin (methylphenidate) Indiana University Publication. Online. Internet July 000. Available http//www.drugs.indiana.edu/pubs/factline/ritalin.html#patternKarlin, Rick. "Ritalin Use Splits Parents, School" Times Union 7 May 000. Online. Internet 11 July 000. Available http//www.breggin.com/schoolsKluger, Jefferey. "Next Up Prozac" Time Magazine November 0, 18. Vol. 15 No.. Online. Internet June 000. Available httpcgi.pathfinder.com/time/magazine/..om/8110/cover_story.the_age_of_4a.html Locy, Toni, Douglas Pasternack, Nancy Shute. "The Perils of Pills" US News and Report 6 March 000. Online. Internet 11 July 000. Available http//www.usnews.com/usnews/issue/00006/kids.htmlNational Institute of Health Consensus Development Conference Statement (18). "Diagnosis and Treatment Of Attention Deficit Hyperactivity Disorder" National Institutes of Health Publication. Online Internet 11 July 000. Available http//odp.od.nih.gov.consensus/National Institute of Mental Health (16). "Attention Deficit Hyperactivity Disorder" NIH Publication No.6-57. Online. Internet 1 July 1.Available http//www.nimh.nih.gov/publicat/adhd.html#adhdTennant, Christopher. "The Ritalin Racket" Student.com Inc. Online. Internet 11 July 000. Available http//www.student.com/article/ritalinTreva, Skip. "Attention Deficit Disorder" Online Forum. Online. Internet 17, July 1. Available http//www.concentric.net/skiplac/challeng.html#ATTENTION DEFICIT DISORDERTreva, Skip. "Medicating the ADD Child" Online Forum. Online. Internet 17 July 1. Available http//www.concentric.net/-skiplad/addmed.html Please note that this sample paper on Attention Deficit-Hyperactivity Disorder and the Use of Ritalin is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Attention Deficit-Hyperactivity Disorder and the Use of Ritalin, we are here to assist you. Your persuasive essay on Attention Deficit-Hyperactivity Disorder and the Use of Ritalin will be written from scratch, so you do not have to worry about its originality.

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