The Jacksonian Era Essay - 688 Words

DBQ The Jacksonian Era is often described as a time when the United States experienced the â€Å"democratization of politics.† Is this accurate? How was democracy defined in this era? In a democracy each and every citizen of the state is supposed to have an equal say in the government. Today everyone has the opportunity to vote and has equal rights with no restrictions to American citizens. On the other hand back in the Jacksonian Era this was different. Before his time this wasn’t necessarily the case though and during Jackson’s era many improvements were made while many improvements that should’ve been made weren’t. During the Jacksonian Era the democratization of politics, which was seen as the equality and justice toward white males,†¦show more content†¦Despite such improvements towards the contemporary ideal democracy many setbacks occurred in achieving aspects of a true real democracy. As displayed in the graph in Document 2 the expansio n of the states was progressively growing while the racial exclusion progressively increased as well. The rate of the racial exclusion grew more rapid than that of the state expansion indicating the growing racial sentiments. These racial sentiments were what increasingly prevented minority races to vote and be involved in the government, which reflected the goal at the time of white universal male suffrage. Although this goal goes against today’s common democratic ideal of universal suffrage, which was not held at the time of Jackson. Andrew Jackson also attempts to Americanize the Native Americans to supply the Indians an option for staying on their land. Jackson forces them to comply with his demands and if the Indians refuse they will be forced west. He abides by the belief at the time that Indians didn’t fall under the white male description therefore they don’t have the ability to remain in their lands since they our desired by the government. The Cherokee Nation responds by stating they are being oppressed and unjustifiably forced off their rightfully claimed land. They are deprived of their rights and since they refuse to comply with the unjust laws they are being forced off theirShow MoreRelatedThe Jacksonian Era3389 Words   |  14 PagesNAME: Brandon Longo ________/55 APUSH Mr. Broggy Chapter 10 The Jacksonian Era, 1824-1845 Directions Answer all of the following learning objectives in writing (hand-written only please). These are to be answered in full sentences not bullet points. Think of this as writing paragraphs for each of these objectives. If additional space is needed, use the back of the page. Make sure that you are including facts, names, specific dates, and ofRead MoreThe Contributions Of The Jacksonian Era1217 Words   |  5 Pagesan Era after him, the Jacksonian Era. Andrew Jackson was unlike the presidents before him, and he was considered the first modern president. I agree that the Jacksonian Era was a pivotal period in American History when the role of the Federal Government and the President were redefined. Many changes occurred during the Jacksonian Era like the issue of slavery, women’s rights, multiple reforms, the many panics the United States went through and voting reforms occurred. During the Jacksonian EraRead More Jacksonian Era Essay721 Words   |  3 Pages The Jacksonian Era (1824-1848) Although the â€Å"Age of Jackson† wasn’t a time era, which brought forth a great political, social, or economic freedom and equality to the U.S., it did in fact put our country through a metamorphosis in our political lives of the nation. The start of a new presidency (Jackson’s presidency) was accompanied by huge numbers of Hickoryites (Jacksonian supporters) and official hopefuls. Many of these hopefuls were granted their desire of holding office, which is one ofRead MoreThe Rise Of The Jacksonian Era1540 Words   |  7 PagesThe Jacksonian Era was often described as a time of â€Å"democratization of politics† in the United States. However, democracy, at this time, was only defined as equality and justice for white males. There were improvements that benefited the common people, such as universal male suffrage, but these excluded women, Africans, Indians, and the rest of the population in the country. In addition, Andrew Jackson was not very democrat ic as he violated the Constitution and used the authority of the governmentRead MoreWomen During The Jacksonian Era1740 Words   |  7 PagesWomen throughout the course of history have played numerous roles in society. During the Jacksonian Era, America as a whole was undergoing various changes. Political changes allowed the â€Å"common man† to have a say in government. While the women still lacked the right to vote and be involved in politics by law, they certainly made their presence known. Women were able to influence government through their unwritten social laws. The Petticoat Affair describes perfectly how women made powerful politicalRead MoreEssay about The Jacksonian Era1638 Words   |  7 PagesThree specific ways in which American expansion shaped the Jacksonian period was through the advancement of technology, by way of slavery, and the Indian Removal Act. Jackson used any political and economic means necessary in order to see American frontier regions expand across the nation. Jackson’s Indian Removal policy had some of the most important consequences and paved the way toward American expansion. In the beginning of the Jacksonian era, colonial Americans’ settlements had not yet extended farRead MoreThe Jacksonian Era Of The Common Man1561 Words   |  7 PagesThe Jacksonian period (1824-1841) is widely recognized as the era of the â€Å"common man†. To an extent, this statement is true due to the numerous political advancements that increased the rights of the â€Å"common man†. However, the political developments alone do not form a full picture of this period. In contrast with the progress in the political sphere, the economic developments during this era oppressed the people as America plunged into the worst financial depression it had seen to that pointRead More Water Transportation in the Jacksonian Era Essay1166 Words   |  5 PagesWater Transportation in the Jacksonian Era Water travel assisted heavily with transportation of goods and people from the American north-east to the west, which would eventually create a separation from the south. Before any canals were even built, there was a great demand for better transportation to and from the west. During this time of exploration, something was necessary in order for settlement to progress. After the canals were built, people living in to north grew exceedingly wealthyRead MoreThe Jacksonian Er The Era Of The United States1930 Words   |  8 PagesThe Jacksonian Era The Jacksonian Era (1824-1841) has been known as the era of the â€Å"common man† primarily because of the acquaintance of democratic government in America with the help of Andrew Jackson. Democrats who favored Jackson believed that their role as a Jacksonian was to protect the individual liberty, the equality of economic opportunity, political democracy, and upholding the rights of the Constitution of the United States. Jackson was initially a general that helped the war effort toRead More Jacksonian Era: The Removal Policy Essay1177 Words   |  5 PagesAndrew Jackson, who was the 7th President of the United States, signed the Indian Removal Act in May 28th, 1832 and this policy granted Andrew Jackson the right to forcibly move the Native Americans to land west of the Mississippi. Even though â€Å"it is presumed that any explanation of Jackson’s purposes is an attempt to justify the mass killing of innocent people†¦Ã¢â‚¬  (Remini, 45) some would say his child hood affected him; seeing and hearing Indians Attacking places near his home. Or how he was the second

Why Were Jews Singled Out - 798 Words

Why were the Jews singled out? It’s difficult to imagine a society where millions upon millions are murdered because of their religion and race. According to A Teacher’s Guide to the Holocaust â€Å"Approximately 11 million people were killed because of Nazi genocidal policy† (â€Å"Victims†). Not only did they get killed because they were Jews. Some people were undesirable by Nazi standards because of who they were their genetic or cultural origins, or health conditions. These included Jews, Gypsies, Poles and other Slavs, and people with physical or mental disabilities. Others were Nazi victims because of what they did. These victims of the Nazi regime included Jehovahs Witnesses, homosexuals, the dissenting clergy, Communists, Socialists, a socials, and other political enemies† (victims†). They didn’t consider Jews as a race they consider it as a religion. According to the Jewish virtual library â€Å"Hitler focused his propaganda ag ainst the Versailles Treaty, the November criminals, the Marxists and the visible, internal enemy No. 1, the Jew, who was responsible for all Germanys domestic problems. In the twenty-five-point programme of the NSDAP announced on 24 February 1920, the exclusion of the Jews from the Volk community, the myth of Aryan race supremacy and extreme nationalism were combined with socialistic ideas of profit-sharing and nationalization inspired by ideologues like Gottfried Feder. Hitlers first written utterance on political questions dating fromShow MoreRelatedA Teachers Guide to the Holocaust843 Words   |  3 Pages000 to 12,702,000 people were executed in the period of 1942-1945. That is killing 2,109,250 to 3,175,500 people a year! A majority of the people familiar with the Holocaust think that only Jewish people were persecuted when in fact there were many more groups of people, these groups included Slavs, Serbs, Soviet POWs, Romani people, colored people, the disabled, homosexuals, Freemasons, Spanish republicans, Gypsies, the mentally ill, and Jehovahs witnesses. These people were executed because theyRead MoreThe Nazi Party and The Holocaust Essay610 Words   |  3 Pagessent to prison for treason. Even after he got out, he worked with the government of Germany. He even rose to be the Dictator of Germany, with the luck of the last leaders passing. He blamed others for his struggle. He passed laws, to make it legal to descriminate and to single out groups of people, races, and religions. During the Holocaust, terrible and devistating things happened. Jews, and other races, religions, and eve people were singled out and killed. AEs History of the Holocoust wouldRead MoreWhy was the world silent during the Holocaust?859 Words   |  4 Pagesï » ¿ Why was the world silent during the Holocaust? By: Mary Katherine Mayes and Sarah Grace Whitt Gadsden Middle School Hitler had an invincible ally without whom he could have never flourished. His ally was the world that chose to endure silence as Germany kept challenging the boundaries of the universal acceptance for its evil actions. The Holocaust didnt begin with crematoria. Hitler moved gradually, carefully intensifying his anti-Jewish guidelinesRead MoreRobert Paxtons Ideas Of Fascism1263 Words   |  6 Pagesmore plausibly linked to a set of ‘mobilizing passions’ that shape fascist action than to a consistent and fully articulate philosophy.† We can see these â€Å"mobilizing passions† being portrayed in the excerpts that we watched in class from The Eternal Jew and Triumph of the Will. These two films are very different, but they show how a group of people can be persuaded to think a certain way. They show two approaches to propaganda that can be equally as effective. This essay will show how these two filmsRead MoreSingling Out the Jewish People743 Words   |  3 Pageshated the Jews, we see this in World War II with the Holocaust. The Holocaust started in 1933 when Hitler rose to power; he made a plan in 1941 which was to eradicate the whole Jewish population. Hitler called this plan the â€Å"Final Solution† (An Introductory History of The Holocaust). Why did Hitler and the Nazis single out the Jews for genocide? And in what ways did the Nazis single them out? Well first off, Hitler and the Nazis weren’t the first people to treat the Jews poorly; they were just theRead MoreTargeting Jews for Genocide Essay903 Words   |  4 PagesTargeting Jews for Genocide When discussing The Holocaust, our minds tend to jump straight to the genocide of the Jewish populations of Europe. This is because of the approximate 11 million people killed during The Holocaust; roughly 6 million of them were Jews. Many people are now left to wonder why Hitler and the Nazi Party specifically targeted the Jews for genocide. The main reason was because the Nazi Party took the idea of nationalism to an extreme, new level. Hitler also thought the Jews wereRead MoreWhy Is Karl Marx So Anti Semitic?805 Words   |  4 PagesIf we were to read On the Jewish Question by Karl Marx for the first time we would probably ask Why is Karl Marx so anti-Semitic?†. If you wanted to read Marx just for fun than yes it would see so, but if you were a serious reader than you would know this is not true. The questions any reader should ask him/or herself is what did nineteenth-century Germans mean by the Jewish question? What did the phrase mean to Marx? What was Marx s own expe rience of Jews and Judaism outside his immediateRead More Anti-Semitism Essay - Martin Luther as Spiritual Icon for Adolf Hitler1172 Words   |  5 Pagescenturies. This hatred manifested itself in the frenzy of Nazism and the deaths of six million Jews, the Holocaust as it has come to be known. If someone were to reveal an eight step plan for the removal of Jews from European society, one would readily associate such a plan with Adolf Hitler. One would not, however, think also of Martin Luther, though he himself wrote an essay in 1543 entitled Concerning the Jews and their Lies outlining such a plan. This is not to suggest that Luther was akin to HitlerRead MoreAre Boycotts So Legal?733 Words   |  3 Pages strident and appropriate. Others questioned: Why the obsession with Israel? Considering all the non-democratic, non-feminist, and non-free religion, free speech and free press countries, why Israel? Israel is the only country in the Middle East to provide equal rights to women and all members of the LBGTQ community, to guarantee freedom of press and religion, and to safeguard the opportunity to vote, regardless of ethnicity. In fact, Jews, Christians and Muslims all serve in Israel’s governmentRead MoreWho Is Responsible For The Holocaust?1012 Words   |  5 Pagesâ€Å"Arrival in Auschwitz is a defining moment in your life. The doors open, you are thrown out, greeted by barking dogs, screaming figures with whips, a stench of burning flesh and a glow of fire† (Harding). Hart-Moxon’s vivid memories of violence stayed with her a lifetime. If a person was fortunate to survive the agony of the Holocaust, one was left battered, broken, and in most cases asking why. Although the Jews, polit ical dissidents, homosexuals, and other groups targeted by the Nazis will never

Sang Kuriang Hunts Essay - 1089 Words

The story happens when goddess freely come to earth and roam around while they were bored in kà ¤hÉ £angan which at that time people call it heaven. Hyang Krian and Wayung Jelita were a lover among other goddess which serves heaven king, Sang Hyang Rajha inside Kà ¤HYANGAN castle. One night they were caught wandering around on earth neglecting their job. The king was so furious and they were punished and banished from the land of god to roam the earth with their four legs. HYANG KRIAN was cursed to be a black furious looking dog while WAYUNG JELITA became a lovely deer. Sang Hyang Rajha promise he would permit them back if they spend their time on earth doing good thing and helping people, also seamlessly doing SEMEDI and TIRAKAT as a prayer to†¦show more content†¦When king PURBAKARA were held a feast for the coming royals, king Aswatama successfully kidnap the princess and trying to carry her using a common carriage. She prayed to the gods and vowed that anyone who saves her will become a sisterly-princess to her, or if a man, she would marry him. One god heard her cry and vow. HYANG KRIAN, who was a black dog attacked the carriage and save the princess. Confused that a dog saved her instead of human, the princess running back to her castle with the black dog did not want to leave her side. When LARASHATI told the story to the king, he became so furious and started to attack the dog. But the dog was so powerful and the fight lasted until dawn. When the sun rose, the king was defeated. King PURBAKARA told to her daughter to keep her vow to gods and marry the dogs. With shamed, the princes accepted the dog to be her husband and left the kingdom to live inside a jungle because she could not stand to hear everyone mocking her. At her surprised, only one day in a month, when the moon shine the brightest, the dog turned into a beautiful and very handsome man. And eventually, she fall in love with him and get pregnant. When HYANG KRIAN was in dog’s form, he was called â€Å"TUMANG†. Years passed by and she give birth to a baby boy and she named him â€Å"KURIANG†. With tumang as his teacher, he learned lots of martial arts and spiritual power. And he became a very skillful hunter and fighter. One day,

The End Of The Second World War Essay - 1743 Words

After the end of the Second World War Canada was not a major power but enjoyed international recognition and influence on international issues. Due to this position, it was classified as a middle power whose influence could be leveraged in solving international disputes (Paris, 1997). The approach adopted by the country was that of liberal internationalism which promotes the use of multilateralism, diplomacy and peaceful methods in solving conflicts. Its traditional values in foreign policy are neutrality and mediation. The country has also been instrumental in peacekeeping missions and committed to multilateral organizations (Potter, 1996). However, since the establishment of the Harper regime, there has been a considerable change in the country’s foreign policy. These changes include a more active participation in the war against terror, its alignment with the western ideologies especially regarding the Middle East and its reduced involvement in multilateralism (Boucher, 20 09). A middle power in international relations is a sovereign state that is neither a superpower nor a great power but nevertheless enjoys international recognition and has influence on international issues. The concept of middle powers arises from the division of the world into classes according to their military and economic capabilities. This division provides a state’s relative power in international relations and includes division into great power, major power, middle power and minor powerShow MoreRelatedThe End Of The Second World War Essay1640 Words   |  7 Pages The end of the Second World War marked the descent of old world powers such as Germany and Great Britain, and the upsurge of two superpowers, the United States of America and the Soviet Union. These two countries became fierce competitors on the international scene, which lead to increasing political and military tensions between a US-led Western Bloc and the Union of Soviet Socialist Republics (USSR). From 1947 until 1991, this period of tension became known as the Cold War. Immediately after theRead MoreThe End Of The Second World War1705 Words   |  7 PagesExplain why you agree or disagree with the view that by the end of the Second World War the US had developed into a superpower. In the USA after World War 1 ended in 1918 there was a new hope and optimism which was an inevitable reaction to war as people look for a better life. The first world war created a surge of energy and ambition in the nation more so than in any other nation in the world. This new found energy was created by the industrial power increased from government encouragement as wellRead MoreThe End Of The Second World War1130 Words   |  5 Pagesstart of the Second World War. During this era, alliances such as the Axis or Allied Powers were able to communicate their battle plans by sending messages to one another using certain codes. As an Allied Power, the United States formed the Single Security Agency to divert and interpret Axis Power communications; this is also referred to as code breaking (History Chanel 1). The surprise attack on Pearl Harbor brought an end to the Single Security Agency. However, by the end of World War II in 1949Read MoreThe End Of The Second World War2486 Words   |  10 PagesAt the conclusion of the Second World War in 1945 Canada was a competing nation in the global community with the 3rd largest navy and the 4th largest airforce. However, following the end of the war Canada’s military expenditure fell drastically only to briefly rise in the early 1950 with the outbreak of the Korean War. From there on the military spending compared to GDP went into a consistent decline for the rest of the Canadian history which is shown in the graph to the right. The reduction of militaryRead MoreThe End Of The Second World War2286 Words   |  10 PagesAt the end of the Second World War, France had to leave its Middle Eastern and Asian colonies. The promotion of nationalism and anti-colonialism in the empire and the loss of imperial tenacity in France led to its withdrawal from most of its colonies. Adding to that, France was one of the Allied Powers, and the The Atlantic Charter that was produced in 1941 stipulated that the Allied powers neede d to achieve certain goals if they won Second World War, and one was that all people and nations hadRead MoreThe European Union And The End Of The Second World War1582 Words   |  7 Pageskind. The European Union was formed in the 1950s at the end of the Second World War. This was to help prevent another disastrous war from occurring because if the nations of Europe were all allies, then they would have no reason to go to war with each other. The European Union was created because it was a way try to insure world peace and both economic and political tranquility in Europe. This is understandable, after battling two world wars on European soil in less than 30 years, it was logical thatRead MoreJapan s Experience Of Defeat And Occupation At The End Of The Second World War1125 Words   |  5 Pagesexperience of defeat and occupation at the end of the Second World War has most commonly been examined from the point of view of the conquerors. It has rarely been tackled as a Japanese ex perience. John Dower attempts to understand the hopes, visions and dreams of the defeated Japanese as they sought to remake their identity and values in the after the war. Dower examines an array of responses from the Japanese perspective to find out how they are feeling after the war. Dower places the Japanese againstRead MoreThe Global Pursuit Of Economic Development Since The End Of The Second World War1136 Words   |  5 PagesIn Global Political Economy, Chapter 11 discusses â€Å"the global pursuit of economic development since the end of the Second World War† (219). In a nutshell, this analysis involves the account and summary of some of the information that has been previously presented in earlier chapters of this book. Mainly, the process of industrialization in Great Britain as well as the United States is noted in the introduction to the chapter. Afterwards, the authors proceed to define the term ‘development’ usingRead MoreThe United Kingdom s War Essay1465 Words   |  6 PagesKingdom’s war memorials in the twentieth century Memorials show an interesting aspect of the political and cultural memory of war in the United Kingdom over the course of the twentieth century is because there was a drastic change in what memorials looked like, who funded them, and the inscriptions carved in them. Each of these changes illustrates how the individual need and desire to mourn overtook the political desire to show the triumph of the state. The First and Second World wars as well asRead MoreViolence And Violence In The Second Coming By William Butler Yeats1330 Words   |  6 PagesYeats wrote â€Å"The Second Coming† shortly after World War I devastated life on Earth in 1919. As Europe progressed to rebuild itself after the end of the war, the future of humanity hung in the balance as humans needed to learn from the mistakes of past generations, otherwise they would face the end of the human race. Throughout his lifetime, Yeats witnessed the degradation of the value of human life and man’s natural instincts of violence through the ferocious conflicts of World War I, the Russian Revolution

Culture Change And The Massai - 2097 Words

Culture Change and the Massai By Brianna Hickerson 05/13/15 The Maasai are one of the Nilotic nomadic group that migrated originally from Northern Africa to Kenya and Tanzania. They are one of the last authentic warrior tribes in the world. Although the world has changed throughout the centuries due to factors such as industrialization, globalization, colonization and war, the Maasai are able to sustain their culture. Despite the fact that the Maasai has been successful at preserving their culture, the effects of modern legislature, westernization, and education has taken a toll on their roving society. For centuries the Maasai have been pastoralists who share a deep and spiritual connection with their†¦show more content†¦In many cases the governments do not give them a fair hearing in court and often the Maasai are not even represented in court properly if at all. British governments have been involved in taking the land from the Maasai in order to create ranches for new settlers. According to the Article in CSQ issue Lost Land fro m the Maasai is due to â€Å"privatization is touted by the World Bank and major funders from United States, Japan, and the European Community as more efficient in generating cash crops and beef than communal grazing or cultivation.† Companies are using the land to support the international beef trade. More recently February 12, 2015 the Maasai that reside in Loliondo, Tanzania had their homes burned because they refused to leave their land that a hunting and trapping company was interested in. â€Å"As of February 14, 2015 over 114 bomas have been burnt to the ground and 3,000 people have been left without shelter, food and protection.†(Madeline McGill, Cultural Survival). Many pastoralists along with the Maasai are being evicted from their land due to the African’s government desire to bring in revenue from foreign tourism and other forms of revenue. Legal recognition of land rights is very important for the Maasai and other pastoralist groups because without recognition interest groups, governments, and corporations will continue to force them out of land that is fundamentally theirs. The Maasai realize that getting land recognition is important but actuallyShow MoreRelatedImpact of British Colonization on Kenya1679 Words   |  7 PagesHistory Russell McGillivray Kenya The British colonization of Kenya destroyed the culture and economy of the native people, but it established a democratic government and left Kenya a more modernized country.[1] During the 1880’s through 1914, the start of WWI, was an age of imperialism. One place that felt victim to this imperialism was Africa. At this time Africa was a wholly unmodernized continent. The reason the Europeans went after Africa was the introduction of the idea ofRead MorePower of Women in William Shakespeares Romeo and Juliet Essay982 Words   |  4 Pagesof interest became the target of severe censure at the beginning of the century as a form of legalized prostitution (Massai 71). Fathers exchanged their daughters virginity for family connections, sons promised security in order to win a wife, and women were transferred from one lord to another.    Shakespeares Juliet completely breaks with convention and culture by assuming female sovereignty. A daughter in Juliets social class should marry a man of her fathers choosing. JulietRead MoreEssay on Body Art543 Words   |  3 Pageshave gone to redundant lengths to change their natural appearance of their bodies in an attempt to make themselves feel more attractive, to get attention, to conform to new customs of their particular cultural group, to attract a mate or sex partner, to show of their wealth or social status, or to just make an outgoing statement about themselves. Is body art really a pop culture? Our dissatisfaction with the human body and its covering is expressed in endless change. This results in the desire andRead More Portrayal of Native Americans in Film Essay4573 Words   |  19 Pagesby a term in their languages that roughly meant the people, were now thrown into one large group called Indians, which stretched nearly pole to pole. The Indians were an invented people. The place they inhabited was not the Indies, and their culture varied from tribe to tribe. The Indian in film is also an invented population of people. No distinction between reality and the imagination are made in these movies. The portrayal of the Native American, and the Native American ways of life were displayedRead MoreThe Massain and the Nuer Peoples of Africa1705 Words   |  7 PagesThe Massai and The Nuer are two ethnic groups that are known for utilizing pastoralism as their primary food procurement strategy. However, due to the harsh weather conditions that continually plague the African continent at various times during the year, the Maasai and the Nuer must occasionally rely on other methods in which to obtain food in order to feed their families. In Nuer society, horticulture is favored after pastoralism, and in recent years, the Maasai have even taken to using horticultureRead MoreThe Presentation Of Gender And Sexuality1853 Word s   |  8 PagesWhen England came out of the Middle Ages and entered the Early Modern era, the change served as a revival for the country. With a woman now on England’s throne, the ability to play with the idea of gender was a necessity, and thus influenced society as a whole. Like many aspects of the period, the presentation of gender and sexuality began to change with the rest of England’s Early Modern era. Conversely, gender play, and even cross-dressing, in this era were both considered alternatives that hadRead MoreHow Does Desire Disrupt the Representation of Unified Identity in John Fords Tis Pit Shes a Whore?2988 Words   |  12 Pagesis most similar to Faustus. Throughout the play, Giovanni draws attention to the transgressive nature of his actions: ‘So did it me, who, ere my precious sister Was married, thought all taste of love would die In such a contract; but I find no change in this formal law of sports’. (V.3.4-7) Giovanni revels in the freedom from ‘formal law’ which he and Annabella enjoy, yet it is precisely this ‘sweet pleasure’ of having ‘got there first’ that was operative in the obsession with a woman’s chastity

Introduction to Adult education free essay sample

Introduction The term Adult is understood from the term itself. But there is difference of opinion among people regarding the starting age and ending of adult life. The Sargent Report states that anyone between age group 10-35 is an adult. Monganial Saxena Committee put it between 12 to 45 years. But the government of India in 1977 launched a massive campaign to eradicate illiteracy among adults within a stipulated time of 6 years. To carry out the gigantic work, the National Adult Education Programme (NAEP) was started. It chalked out plans and programmes to educate the adults of the age group 15-35. These period is the most meaningful stage in ones life when one can contribute maximum for the development of the nation. According to Liveright and Haygood â€Å"Adult education is the process whereby persons who no longer (or did not) attend school on a regular and full time basis undertake sequential and organised activities within a conscious intention of bringing about changes in information, knowledge, understanding or skills, appreciation and attitudes or for the purpose of identifying and solving personal or community problems†. The term adult education denotes the entire body of organised educational processes, whatever content, level and method whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adults by the society to which they belong develop their abilities, enrich their knowledge, improve their technical or professional qualifications and bring about changes in their attitude or behaviour in the two fold perspective of full personal development and participation in balance and independent social, economic and cultural development. † Adult education is a type of delayed instruction which an adult should have received during his early years. Adult education is broader in scope. It includes acquisition of not only mere skills and social education but also vocational education, health education, citizenship training, recreational education and cultural education. It is the education to fit an illiterate adult to function as an intelligent member in society and to assume adult responsibilities with profit to himself and to the nation at large. In present period the concept of adult education has been extended and many other terms have free play in educational hemisphere. These are lifelong education or permanent education adopted by the UNESCO. It is much wider in scope and content than the adult education. Again other terms like out-of school education, Non-formal education, Further education, Distance education, open learning, De-schooling, etc. have come to the scene. Lifelong education is the education acquired in entire life. Informal education is deliberate systematic and planned instruction out- side the formal sphere of schools. Non-formal education includes adult education, social education, distance education, functional literacy, etc. Adult education may be defined as the application of the process of education that is aimed at adults. But two terms come to our mind- adult education and education of adults Let us make the two concepts clear before we go ahead with our discussion on adult education. India, after post-Independence inherited a system of education which was characterizes by large scale inter and intra-regional imbalances. The system educated a selected few, leaving a wide gap between the educated and the illiterate. The country’s literacy rate in 1947 was only 14 % and female literacy rate was very low at 8 %. Only one child out of three had an opportunity for enrolment in primary schools. Educational equality was aggravated by economic in-equality, gender disparity and rigid social stratification (division). Eradication of illiteracy has been one of the major national concerns of the Government of India since Independence. The need for a literate population and universal education for all children in the age group of 6-14 was recognized as a crucial input for nation building and was given due consideration as well as in the successive five-year plans. A number of significant programmes have been taken up since independence to eradicate illiteracy among adults. National Adult Education Programme- the first nation-wide attempt at eradication of illiteracy was made through the National Adult Education Programme launched on October 2, 1978. It was a massive programme which aimed at educating 100 million non-literate adults in the age group of 15-35 years within a time frame of five years. The objectives of the National Adult Education Programme were not merely to impart illiteracy in the conventional sense, but also to provide learners with functional awareness, which were conceived as three integral components of the skills of reading, writing and arithmetic. Functionally implied the ability to utilize and apply the skill acquired with a view to promote efficiency of the neo-literate. The social awareness component aimed at knowing, understanding and taking action on issues that affect the individual, community and society. Concept of Adult Education The concept of adult Education embraces different dimensions and as such, it is very difficult to arrive at an all-inclusive definition. Basically, it comprises of two terms i. e. ‘Adult’ and ‘Education’. The recent adult education programmes in India considered people in the age group of 15-35 years. The importance of this age group is well recognized in Indian educational planning. The national Adult Education Programme launched in 1978 included men and women in the age group of 15-35 years desirous of seeking education for the following reasons: i) To enable them to be aware of the causes of their deprivation and move towards betterment of their condition through organization ii) Acquire skills to improve the economic status and general well-being and iii) To imbibe the values of National Integration, conservation of the environment, women’s equality, observance of small family norm etc. In its broadest sense, Adult Education signifies any form of learning, undertaken by or provided to mature men and women. Important definitions of Adult Education Aser, Delson: All kinds of education for adults-in school and out of school, formal and informal, full time and part-time, for persons who no longer attend schools as well as for those who never attended a school and so on. Barton Morgan: Adult education offers some who were not privileged a last chance to learn. Some feel a need for training in basic skills of learning so they enrol for work in reading, writing and arithmetic. Edward C. Lindeman: Adult education more accurately defined begins where vocational education leaves off. † E. H. Hutchinson: Adult education is the organised provision of learning situations to enable mature men and women to enlarge and interpret their own living experience. Encyclopaedia Britannica: Adult education is any kind of education for people who are old enough to work, to vote, fight and marry and who have completed the cycle of continuous education (if any) commenced in childhood. They may want to make up for limited schooling (or for no schooling); to pass examination, to learn the basic skills of trade or profession or to master new working processes. They may find education without a label by sharing in common pursuits with like-minded people. Encyclopaedia of Educational Research: In this largest sense, the education of an adult (like that of a child) may be said to be the result of all of his experiences, since any act can, theoretically at least, have an influence on the reinforcement or change of his ability to know, to do, or to feel. While recognising this largest application of the term, most writers limit their investigation to those activities of men and women who are guided and shaped for an appreciable period of time by the desire to learn or to teach. G. Friedman: Adult education is a process which is part of cultural development, primarily the establishment of a means of communication between the cultural systems of transmitters (inventors, research workers, creative minds) and the cultural system of the receivers i. e. , group for whom adult education is intended. Gene R. Hawes and Lynne Salop Hawes: Education for men and women of all ages provided by schools, learning centres, or other agencies, which enables them to improve their general knowledge by either continuing their education or resuming incomplete education of previous years. Adult education is usually more flexible in structure than traditional, mandatory education. Adult education offerings include courses both for credit towards higher education degrees and for non-degree-credit learning. Liveright and Haygood: Adult education is the process whereby persons who no longer (or did not) attend school on a regular and full time basis undertake sequential and organised activities within a conscious intention of bringing about changes in information, knowledge understanding or skills, appreciation and attitudes, or for the purpose of identifying and solving personal or community problems. On the analysis of above definitions, Adult Education can be perceived as: 1. A programme of education meant for those who failed to make use of the regular education services 2. A programme for providing information to adults and for effecting suitable changes in their attitudes 3. A programme to enable adults to identify their personal and community problems 4. A programme to enable the adults to adjust themselves to the changing role and responsibility throughout life 5. A programme to help adult to acquire functional literacy, vocational, technical and professional competency Adult Education in India Nation can only succeed when the general public understand the principles of democracy and its usefulness. This is possible only when the people are literate. So after the achievement independence our leaders planned to promote education of the adults who were entitled to vote. We cannot prescribe any limit in adult education. We have to help the adults to acquire useful knowledge in professional, political, economic and social spheres. This is philosophy of adult education stands for. The main emphasis has been to make the adult literate only than they can understand the social economic, cultural and political problems and their solutions. For this a well-planned programme has to be thought of and executed. Adult education does not imply only to make adults literate rather to develop total personality of the adult. Much has been done in the area of adult education in many Western Countries. In their comparison, we have done very little in this field. In the Western Countries adult education has been made available, to labourers, women and many service class people. Through adult education this people have not been made only literate, but they have also further developed their professional skills in commerce, industry, technology and science. They are given free education in evening and part time day classes and university extension classes have been ar- ranged for the benefit of these people. So far we have been able to do a little in this field. A brief survey of the growth of adult education in our country is given below. The Beginning: Adult education was begun in our country with beginning of the current century. But for the first 20 years nothing remarkable could be done. In fact, then the people did not exactly understand the correct meaning and purpose of adult education. In the provinces of Madras, Bombay and Bengal some night schools were started for those who were working in the day in offices and factories and could not able to get education. In 1909, there were 775 such night schools in Madras, 1028 In Bengal and 167 in Bombay. During the coming years the number of these schools came down. This situation connected till 1920. In 1921, some representatives of the people went to legislative councils and these representatives raised their voice against the prevailing illiteracy and tried to do something for adult education and established some libraries and reading rooms for adults. Up to 1927, adult education work has especially been done in Madras, Bombay, Punjab and Bengal. In 1927, there were 5604 adult schools in Madras, 1930 in Bombay, 3784 in Punjab and 1519 in Bengal, U. P, also did something in this field. Due to financial stringency in 1927, many adult schools were closed, but certain missionaries continued their efforts in this direction and did commendable work. Bombay alone continued its efforts for adult education and its progress was maintained till 1937. Many social organisations of Bombay promoted the expansion of adult education. In these organisations, Adult education league of Poona, Social League and Bombay City Literacy committee of Bombay are worthy of mention. In 1932-33 there were 143 adult schools in Bombay. The number became 180 in 1937. The number of students in these schools was 5660 in 1932-33 and in 1937 the number reached into 6299. In Baroda and Travancore adult education waged and many libraries were opened for adults, but in 1937 efforts for adult education were slackened. According to the Government of India Act of 1935, in 1937 in eight of the provinces of the country Congress ministries were sworn in. The Congress Ministries in all the provinces showed immense interest for adult education and it was promoted unprecedentedly. The popular ministries widened the scope of adult education and it was not limited to literacy alone. Later on adult education was understood as social education and accordingly the programmes were planned. A number of audio-visual materials as Magic shows and Cinemas were used along with suitable books especially pre- pared for the purpose. Adult Education in Independent India The scope of adult education was widened after independence and it was decided that adult education should be termed as social education, because it was thought that adult literacy should aim at educating, the total personality of the adults. Accordingly, some literature was perjured for education of adults and new methods of teaching were also adopted. After independence adult (social) education was divided into the following three parts: 1. To make the illiterate literate. 2. To encourage writers for writing books for social education. 3. To acquaint the adults with their social rights and duties. Accordingly the following points were specially emphasised in social education: 1. To impart the knowledge of civic rights and duties in order that the necessary ability may be developed for running a democracy. 2. To give a knowledge of historical and geographical background of the country. 3. To acquaint with the current social traditions and circumstances. 4. To impart knowledge of the things that promotes good health. 5. To develop ability for helping in the economic growth of the country. 6. To foster the feeling of cooperativeness and internationalism 7. To develop aesthetic sense. The following twelve points programme was chalked out for fulfilling the above objectives: 1. To make the village school a centre of education, recreation, sports and social service. 2. To fix up different time for education of different age groups. 3. To fix certain days in the week for ladies and girls. 4. To utilise audio-visual aids at least once a week. , 5. To provide Radio-sets to schools and to organise special programme for schoolchildren. 6. To stage dramas of educational value in schools and to award prizes to participants. 7. To organise national and folk-song programmes. 8. To give training in handicrafts according to local needs. 9. To impart knowledge about agriculture and health through departmental government officers. 10. To organise lectures of leaders on national problems, to stage cinema shows by the Information Department. 11. To organise group sports and games. 12. To organise exhibitions and fairs. To implement the above twelve points programme a conference was organised of Education Ministers of various States in 1949. This conference decided that within three years 50 per cent of the persons within the age group of 12 and 50 years of age would be educated. Due to financial difficulty this objective could not be achieved, although the Central government gave a grant of one lakh rupees for this purpose. The Central government established the Mohan Lal Saxena Committee for educating per- sons within the age group of 12 and 40 years. This Committee recommended that both the Central and State governments should actually share the financial burden involved in adult education. Under this plan some work was done in adult education in some States. We are hinting at below the progress made by some States: Delhi: A number of adult education centres have been opened up to 1992. 100 centres were opened in the adjoining rural areas for which 900 teachers were trained in the methods of adult education. Tamil Nadu: By 1992, 20 rural colleges and 200 schools have been opened for adult education. Some centres have also been opened for training teachers for teaching Tamil, Telugu, Kannad and Malyalam languages. Maharashtra: In this State there were many labourers in various cities. For experimental work in social education 150 centres of rural areas were chosen. Adult Education officers have been appointed. Each officer is en- trusted with the responsibility of educating at least 2000 adults per year. In Bombay city also good work in adult education has been done. Labour Welfare Centres have been opened in labour colonies. Madhya Pradesh: Adult Education Camps have been organised in various places in this State. By 1992 in such camps 70,000 men and 50,000 women have been educated at these centres. In order to encourage the expansion of adult education every adult was given an allowance of Rs. 10. 00 and woman adult Rs. 15. 00 and teacher Rs. 40. 00. Radio sets were given to village centres of adult education. Uttar Pradesh: A separate department of adult education has been established in U. P. This department has opened more than 150 schools for women and a number of schools for educating adult men. By 1992 more than a lakh adults have been educated. In the beginning of the year 1993, there were about 8,000 reading rooms for men and women. Besides, there were more than 2,000 libraries for adults. By 1992, about 27,00,000 adults have been educated and 3,00,000 books have been distributed amongst them. Some work in adult education was also done in Rajasthan, Hyderabad, Jammu-Kashmir and West Bengal after independence. Some work for educating the handicapped and blind was also done and for training the blind a school was opened in Dehradun. Our Indian government accepted the UNESCO plan for adult education with a little necessary modification. Accordingly, a number of camps were organised in villages for adult education. An attempt was also made to educate lakhs of refugees who fled from Pakistan. Under the camp programme three objectives had to be achieved. These objectives were: 1. To spread literacy, here intention was to enable the adult to write his name and names of his relatives, mohalla, village, tahsil, block, district, State, and country, etc. and to write simple letters. 2 To generate the sense of civic rights and duties by which they can read and understand the related books, newspapers. 3. To develop thinking power, here intention was to teach to count up to 100 and do simple additions, subtractions, multiplications and divisions- and to measure weight, length and to understand values of coins through recreational programmes. As well as cultural functions, sports, games and exhibitions were to be organised. It was decided that the Adult Education Camps will be established throughout the whole country. A scheme was made in Madhya Pradesh to train volunteers. The volunteers were to be of at least 16 years of age and at least seventh class passed. A director was also to be appointed to supervise the work of these volunteers. A camp was to be run for five weeks. This scheme of running camps went on very well in Madhya Pradesh In other States also the above scheme was started and in some of them the education of a camp was made of eight weeks. The college and school teachers were encouraged to work in these camps during their leave or leisure period. Philosophical Basis of Adult Education 1. Adult education is an important factor in the growth of an individual. 2. Adult education helps in the countrys socio-economic progress. 3. Education is not same boundary with schooling but takes place in most work and life situations. 4. Learning, working and living are inseparable and each acquires a meaning one when correlated with other. 5. The means by which people are involved in the process of development are at least as

An Inspector Calls Report Essay Example For Students

An Inspector Calls Report Essay An Inspector Calls is one of the most enduring plays on the 20th century made. It contains a strong message which meant to change the way the people of that time treated each other and others around them. He was trying to educate society that they needed to take responsibility this is when the higher class needs to look after the lower classes, i. e. the working class. This means that they dont treat them badly and that they have just as many rights as the upper class. I know this because of the way the play is acted out and set. Priestly sets the play in 1912 because the social structure of English society changed dramatically between the first and Second World War. This is significant because they had different views on the classes at different times. Priestly sets the play in 1912 because the class structure was still in operation. This would give the audience a look at what things used to be like. It is set in a 19th century house most of the play is in the drawing room and the dinning room. This makes it easier for the producers as they only need two sets this is also typical of a detective thriller. The story centres around a family called the Birlings. The Birlings are a family of four and soon to be in the Birlings family once he is married to Sheila is Gerald. Mr Birling the man of the house is a very arrogant man and has a strong point of view. I cant accept responsibility. If we were all responsible for everything that happened to everybody we had anything to do with, it would be very awkward. A working class girl has died or being straight forward murdered, inspector Goole has a visit to the house of Birlings as the entire family are somehow involved in causing the death of Eva smith. The above statement shows us that he is very opinionated and that he goes by his politics only. An example of his arrogance is when he sacked Eva Smith after she asked him for a pay rise. Mrs Birling runs a charity for the working class. Although she doesnt care about Eva Smith that much either and is very two-faced. Sheila is a pretty, clever young girl who got Eva fired after she made a remark about how silly Sheila looked in a dress. I tell you now whoever that inspector was, it was anything but a joke. You knew it then. You began to learn something. And now youve stopped youre ready to go on in the same old way. This means she was the only one of the family who actually learnt her reason and was disgusted with the rest of the family because they all believed it was a hoax and that they had done nothing wrong. Where as Sheila knows that if the inspector was real all of them would have been arrested for it. Gerald is in love with Sheila and is wishing to marry her; he had an affair with Eva Smith but left her. He is still in love with Sheila but she will not take him back. Everything all right now Sheila. (Holds up the ring) what about this ring. No, not yet its too soon. I must think. This proves that Gerald wants Sheila back and that Sheila will not take him back. Eric is the son of the Birlings he is an alcoholic and has been ever since he first visited the Palace Bar. He also made Eva Smith pregnant. To help her on her feet Eric stole money from his father. You would not expect this from someone who is meant to be of a higher class than every one else the upper class seem to believe that they can get away with anything. .u40b47b4bf8fefa6bca282aa0215163e8 , .u40b47b4bf8fefa6bca282aa0215163e8 .postImageUrl , .u40b47b4bf8fefa6bca282aa0215163e8 .centered-text-area { min-height: 80px; position: relative; } .u40b47b4bf8fefa6bca282aa0215163e8 , .u40b47b4bf8fefa6bca282aa0215163e8:hover , .u40b47b4bf8fefa6bca282aa0215163e8:visited , .u40b47b4bf8fefa6bca282aa0215163e8:active { border:0!important; } .u40b47b4bf8fefa6bca282aa0215163e8 .clearfix:after { content: ""; display: table; clear: both; } .u40b47b4bf8fefa6bca282aa0215163e8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u40b47b4bf8fefa6bca282aa0215163e8:active , .u40b47b4bf8fefa6bca282aa0215163e8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u40b47b4bf8fefa6bca282aa0215163e8 .centered-text-area { width: 100%; position: relative ; } .u40b47b4bf8fefa6bca282aa0215163e8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u40b47b4bf8fefa6bca282aa0215163e8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u40b47b4bf8fefa6bca282aa0215163e8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u40b47b4bf8fefa6bca282aa0215163e8:hover .ctaButton { background-color: #34495E!important; } .u40b47b4bf8fefa6bca282aa0215163e8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u40b47b4bf8fefa6bca282aa0215163e8 .u40b47b4bf8fefa6bca282aa0215163e8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u40b47b4bf8fefa6bca282aa0215163e8:after { content: ""; display: block; clear: both; } READ: Marriage back EssayInspector Goole is a working class man who is very assertive and very intelligent. He makes the family admit to killing Eva Smith. He does this by trying to twist the families words and making them slip up he also shows the family photos of a so called Eva smith. He shows the photos of her and singles them out one by one. This breaks them down slowly and makes them admit to being involved in killing her. There is much dramatic irony in the play, most of this is created by Birling as he talks about the wars being impossible when they eventually happened. And I tell you, by that time youll be living in a world thatll have forgotten all these capital versus labour allegations and all these silly little war scares. this is dramatic irony because Mr Birling is saying that it will never happen when eventually it does. This demonstrates some of the dramatic irony he makes in the play Mr Birling made a speech at Gerald and Sheilas engagement party and it made the others think of him as wise, strong minded and experienced in life. Priestly used dramatic irony when Mrs Birling talks about Eva and her Babys Father she calls the Father a drunken idler not knowing that the Farther is actually Eric, who is actually a drunk. This is dramatic irony this gets the audience thinking would Mrs Birling still say the same if she knew it was Eric. Mr Birlings engagement speech gave the audience a good view into his character it shows that he is very arrogant and has very strong opinions. I can tell this because the things he talks about that he said are impossible to happen. And he cannot see that they will happen because he has his own set opinions. The amount of dramatic irony in this play creates tension for the audience. The audience are left wondering what else is birling wrong about. Priestly presents the play as a detective thriller, because it is a good way to get the point across and is quite easy to understand. A lot of dramatic devices were used to add to the tension. Before inspector goole enters the house the doorbell strikes, the sound is sharp and shrill. This signifies a shift in tone and atmosphere. As now the atmosphere is more uncomfortable, now the inspector arrived inside as soon as he steps inside it becomes bright and hard. This again signifies the change in atmosphere but also links to the close inspection the family will receive from the inspector. There are many similarities in the play linking it with a detective thriller for example a mysterious death happens, a detective is trying to collect pieces of a puzzle to solve the murder, family are the suspects and try to make themselves innocent. All these things relate to the play and make the play seem a detective thriller setting. This structure is significant to the play because it makes the play more interesting and gives it a good setting. This genre usually steers clear of social and political messages and so priestly was unconventional in his choice of genre which made the play all more effective. In the play Inspector Goole uses a photograph to identify the body of Eva Smith. The audience believes that there is one photo and that it is of Eva Smith. But towards the end of the play the family decide to believe that there is more than one photo because the inspector only showed one family member at a time the photo and the inspector decided when to show them it. So the family believe that the inspector showed them all different pictures Geralds dead right. He could have used a different photograph each time and wed be none the wiser we may all have been recognising different girls. This makes the family believe they are innocent and that the inspector is a fake, which again makes the ending of the play all the more powerful. .uf8f071e1f262e36e002edfe811641448 , .uf8f071e1f262e36e002edfe811641448 .postImageUrl , .uf8f071e1f262e36e002edfe811641448 .centered-text-area { min-height: 80px; position: relative; } .uf8f071e1f262e36e002edfe811641448 , .uf8f071e1f262e36e002edfe811641448:hover , .uf8f071e1f262e36e002edfe811641448:visited , .uf8f071e1f262e36e002edfe811641448:active { border:0!important; } .uf8f071e1f262e36e002edfe811641448 .clearfix:after { content: ""; display: table; clear: both; } .uf8f071e1f262e36e002edfe811641448 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf8f071e1f262e36e002edfe811641448:active , .uf8f071e1f262e36e002edfe811641448:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf8f071e1f262e36e002edfe811641448 .centered-text-area { width: 100%; position: relative ; } .uf8f071e1f262e36e002edfe811641448 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf8f071e1f262e36e002edfe811641448 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf8f071e1f262e36e002edfe811641448 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf8f071e1f262e36e002edfe811641448:hover .ctaButton { background-color: #34495E!important; } .uf8f071e1f262e36e002edfe811641448 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf8f071e1f262e36e002edfe811641448 .uf8f071e1f262e36e002edfe811641448-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf8f071e1f262e36e002edfe811641448:after { content: ""; display: block; clear: both; } READ: The Handmaid's Tale EssayThe way that the play ends is ironic because the family thinks they are in the clear except after they think they are in the clear they receive a phone call from the police saying that there has been a mysterious death and that an inspector is on his way round. This must be very shocking for the family and I found it quite comical. Priestly is sending out an important social message stating the eternal struggle of the rich and poor and the injustice in society. Priestly didnt single handedly change society, but he and others like him, contributed to its improvement.