Equality

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"I was a better person than my neighbor until I had that thought." Today, we live in a world of social status, however everyone is "considered" equal. We are so naïve to believe that injustice occurs no longer, nonetheless, there is never one person who can stand beside another and not think himself better than that person, whether judging on popularity, affluence, or abilities in talent. Our human race believes in the lies our society makes us accept as true, we just choose to ignore the truth, unless we are that lie…

As history has proven, the human nature is very condescending and cruel, unfortunately from imbecility, immorality, and the inane pleasure of being crowned "best in the world." Inside, we have battled with ourselves to be the best we can be, and the better we can be compared to another person, the more superior we feel about ourselves. Although no one would honestly admit to this concept on account of it would show his or her weaknesses, it deviously hangs over one's head. Equality is just a word that exists in our vocabulary, but not within our actions; these actions that unconsciously portrays the real you, the actions that exhibit your lack of confidence. In the beginning of human life, we learn to treat every person as an equal, just like we would want to be treated, but in the end, all that matters is the acceptance from peers. Cruel little tricks in the beginning that make you laugh, are just a game, in the end, a battle. Was it all to be silly in the beginning, or had you really enjoyed how good it made you feel about yourself and how everyone seemed to think your were the coolest person to live? The victim on the other hand, has to desperately cling to the little power they have, and not allow those moments to make them fall to their knees and both their heads.

Popularity is a major issue where all of these problems occur. Our society thrives off materials and money; this is its way of feeling superiority because they have so much influence on everyone. Children oftentimes are left out because they do not wear "trendy" clothes that come from the most expensive stores around, or because they do not play sports, or because someone decided, they were not cool. People are naïve and hypocritical because those who had once been the victim and miraculously were accepted in the world of the "cool", tried to bring about the good, except they brought out the worst in themselves. They could never show their true colors to those who would not allow them to see. Instead they lived their lives in captivity and allowed the vicious cycle to rip through everyone, including those who looked up to them to free them from such a ravenous life of torment. All of these consequences later turn on you and blow you off your pedestal, and those who were at the bottom worked to rise to the top on account of their hard work to get past their status.

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What are the objectives for a director for Act 2 Scene 2 and how would these be communicated to the audience?

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Act Scene is a very important scene in the play Macbeth in terms of its drama and tension. It reveals key features in terms of Lady Macbeth and Macbeth's relationship and their reaction, in private, to the horror of King Duncan's murder. A director can interpretate this scene in many different ways but must communicate to the audience that this is a scene in which both characters face the reality of what they have done.

The main aim and objectives for a director is to convey the mood and the atmosphere of the scene. There is panic and a sense of danger and urgency throughout the scene because as the audiences, we know Macbeth has just gone to kill Duncun and at the beginning there is a sense of anticipation as the audience know Lady Macbeth is waiting for him to come and confirm to her that he has 'done the deed'. Here is an element of suspense too because as Lady Macbeth is waiting for Macbeth's arrival but we also sense her fear that someone may come and catch them. It is important for a director to understand how to communicate this to the audience through the staging. In the RSC production, directed by Gregory Doran, the stage was set to suggest the space inside a castle. The place created shadows and noises as the characters moved from one place to another. This staging created a very cold and dark atmosphere due to the colours that were used, which were black, grey and whites. Visually, this contrasted a great deal with the image of blood dominant with the scene.

Lady Macbeth helps to convey the mood and atmosphere at the beginning of the scene by using the staging. In the RSC production, Lady Macbeth, played by Harriet Walter, uses the staging quite well. She does this by moving with the space from one place to another which almost suggests she is trying to disguise herself from being noticed by anyone around. This also points out her weakness and allows herself to be more honest. She delivers her lines in a fast pace but in a hurried whisper so that no one can hear her and this shows the different thoughts and worries going through her mind. Her movement and the way she breathes heavily shows there is an element of panic and urgency. Here we see her fear because before she comes into the scene, she drinks alcohol to give herself dutch courage and this contradicts our first impressions of her which was of a strong, determined and a very ambitious woman when she called upon the spirits of darkness to give her strength to carry out Duncan's murder

'Come, you sprits that tend on mortal thoughts! Unsex me here, and fill me form the crown to the toe top of direst cruelty…'

Here she wants the sprits to take away all the kindness and fill her mind with the cruellest thoughts to kill Duncan. However, by drinking alcohol, we as the audience, know the fears and insecurities she has which is she is fear if the murder does not take place and someone catches them. Indeed Lady Macbeth says that she, herself, would have killed Duncan herself if he did not remind her of her father. This has a sense if irony because earlier on she calls Macbeth a 'coward' for being afraid to kill Duncun when in fact it is

her who is afraid of the situation. Furthermore, Lady Macbeth is easily startled by noises around her and she to calm herself down - 'Peace!'

The situation intensifies further by Macbeth's entry, this is because he has just killed Duncun. There is a sense of danger and urgency which is conveyed by the structure of dialogue which is quick pace with short questions and reply. Within this dialogue, there is a sense of confusion because Macbeth thinks he has heard noises and also that he appears to be lost more in his thoughts about what he has just done than what Lady Macbeth is trying to tell him. The spacing in the RSC production Gregory Doran helps to convey this through the actors body language and positioning.

Macbeth's state of mind also changes the mood of the scene after his entry. He regrets what he has done and when he looks at his hands he says

'This is a sorry sight'

He says this because he feels very guilty of what he has done and he realises he can not say 'Amen' because he has aware of committing the act of regicide. From here the tension starts to grow and this comes from Lady Macbeth's attempt to calming Macbeth down. She uses variety of tactics to calm Macbeth and she does this by appealing to his sense of masculinity

'Why worth thane, you do unbend your noble strength to think so brain sickly of things…'

She tries to persuade him to focus on practical things than brooding the crime. In the RSC production Lady Macbeth attempts to calm him down physically by putting her hands on to his mouth a she is scared of him shouting. This is shown in the RSC production.

When Macbeth sees the blood on his hands he broods on what he has done

'As they had seen me with these hangman's hands…'

A Jacobean audience would have recognised the connection to 'hangman's hands' immediately. A hangman would have also had responsibilities for drawing and quartering people at public executions. Ironically, this was reserved for traitors and in committing the crime of regicide. Macbeth realises this and is guilty of treason. This is visually important and significant because it demonstrates Macbeth's attitude to what he has done and this suggests the brutality of the crime.

When Macbeth refuses to put the daggers back, Lady Macbeth makes a decision and acts upon it but because Macbeth is on the edge of losing control. In the RSC production, Gregory Doran demonstrates Antony Sher (Macbeth) holding the daggers in a way that Harriet Walter (Lady Macbeth) feels a sense of threat and tells him

'Infirm of purpose. Give me the daggers…'

Lady Macbeth is frustrated at Macbeth and annoyed at his behaviour. This shows that Macbeth feels really guilty of his actions despite being a solider who is used to blood shed

'Unsieved him from the nave and chaps…'

Lady Macbeth knows that Macbeth is used to bloodshed and performed acts of brutality. However, in killing the King he almost feels that he is damned. Lady Macbeth decides to be practical and takes the daggers from him and belittles him. We see Lady Macbeth be practical before this Act and this was when she persuades Macbeth and tells him she has got a plan

'Leave all the rest to me.'

This shows Lady Macbeth is a very determined woman who would do anything to get what she wants. She becomes dominant and 'masculine'. This is ironic because of what Macbeth says to her earlier in the play

'…bring forth male children…'

This shows Lady Macbeth's stereotypical masculine role in their relationship and how she takes control of the situation.

Before, Lady Macbeth and Macbeth think they hear noises but later they realise that there is knocking on the door. This is the first time the scene is making contact with the outside world. This is why the pace changes as well as the atmosphere. There is a sense of immediacy as they have to return to the chamber and hide all the evidence without being seen. As Macbeth hears the knocking, he becomes lost in his thoughts and Lady Macbeth becomes practical to tell him to go back to bed and put on his night gown so that no one suspects them. At the end of this scene, Macbeth shouts

'Wake Duncan with thy knocking! I would thou couldst!'

and there is a sense of genuine stress and concern from Lady Macbeth for Macbeth and for her safety.

This scene is very important in terms of the dramatic irony used and in terms of what happens to the characters later in the play. A good director will convey this through strong performances, the character's behaviour and responses, leaving an impression on the audiences. Although Lady Macbeth appears strong in this scene, Macbeth is afraid of what will happen. Ironically later in the play it is Lady Macbeth who is guilt ridden and cannot sleep or rest easily. Macbeth feels guilt stricken as he is on the verge of losing control a she feels damned and will be able to sleep easily or rest.

'Sleep no more…Glamis hath murder'd sleep…'

Ironically, after Macbeth becomes King, Lady Macbeth looses her dominance and Macbeth becomes stronger. Macbeth feels distraught and convinced that he has murdered 'the innocent sleep' and that his hands will never be clean no matter how much water he outs on his hands

'Will all great Neptune's ocean wash this blood clean form my hand?'

In the RSC production Gregory Doran conveys this across to the audience by Antony Sher (Macbeth) raising his hands and looking at it. This shows how much concerned he is in committing the act of regicide. The response to this from Lady Macbeth is dismissive, she is practical and scornfully reassures him that

'A little water clears us of this deed…'

However, after Banquo's ghost scene, Lady Macbeth is driven mad by what they have done and this reflects back to what she had said to Macbeth which was

'These deeds must not be thought after these ways; so, it will make is mad.'

After she goes mad, in performance, Lady Macbeth sleep walks and her concerns reveal her state of mind but they also recall her former self

'Yet who would have thought the old man to have had so much blood in him.'

This is a reference to their blood stained hands after the murder of Duncun. In the same way, the never ending washing of her hands and her complaint

'What, will these hands ne'er be clean?'

is an ironic reference to the advice she gave to her husband in the scene where Duncun was killed with great confidence and practical

'A little water will clear us of this deed.'

Lady Macbeth also uses her hands as actions to wash away the blood she thinks is there and she also makes other references about what she and Macbeth said that night of the murder. At the scene of the crime, Lady Macbeth felt that their guilt would be quickly and easily washed away but in her mind, Lady Macbeth realises that she will never be able to get rid of her guilt. Her thoughts appear to be spoken at random, but there is a kind of insane logic in them. Later, Lady Macbeth becomes over welmed of what they have done and dies with the guilt.

The imagery and language used in this scene are very important especially 'blood' because it becomes powerful when performing on the stage throughout the entire play.

'I am in blood stepp'd so far, that, should I wade no more, returning were as tedious as go o'er.'

Here Macbeth describes his position, now that he has got power. He explains he is trapped and troubled and he knows that he has to do more murders to gain more power. The word 'blood' is a dominate image itself in performance and in context because it highlights the scene visually and in language.

If I were to direct this scene then I would want to bring out the human side of Lady Macbeth. Before she arrives into the scene she drinks alcohol to give herself ductch courage but when Macbeth shows his fear we see her fear too. However, it is evident that Lady Macbeth's character can be played differently then the human side, which can be strong and more dominant yet we do see aspects of her human side as she arrives into the scene.

The overall aims and objectives for any director to direct this particular scene would be to maintain the mood and atmosphere, to clearly show the confusion on Macbeth's facial, body language a s well as the way he delivers his lines and to highlight the actions of 'blood' visually and in context. Furthermore, how Lady Macbeth appears dominate and practical towards Macbeth and herself after the deed has been done, but most important of all it is how this is to be communicated to the audience.

Please note that this sample paper on What are the objectives for a director for Act 2 Scene 2 and how would these be communicated to the audience? 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 What are the objectives for a director for Act 2 Scene 2 and how would these be communicated to the audience?, we are here to assist you. Your cheap custom college paper on What are the objectives for a director for Act 2 Scene 2 and how would these be communicated to the audience? will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Sports

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Over the last two decades the growth of youth sports has reflected the popularity of professional sports in our society. Sporting events and news are available to the public twenty-four hours a day on television and radio sports are an enormous industry. The outstanding popularity of the sports industry has profoundly affected youth sports organizations. An estimated twenty-five million children age six through eighteen participate in at least one school or community based athletic program. These numbers increase exponentially as the age of boys and girls entering sports keeps falling. In order to supervise, teach and manage these athletes about .5 million coaches spend an average of eighty hours a season with them. The majority of these coaches volunteer for programs organized by the community, religious organizations, and recreational facilities. Without a national agency to coordinate sports programs, there exists great variation in the manner in which sponsoring agencies organize their teams, thus leaving plenty of opportunity for too much parental and coach control. Agencies have quickly moved American youth from unstructured play to highly organized competition. This infrastructure (or over structure) of organized youth sports is the backbone for criticism and praise by professional athletes, physicians, and psychologists.

There are many that feel organized sports can be very beneficial. Lyle Micheli, associate professor at Harvard Medical School, strongly supports organized sports for youth. He claims that sports aid in the development of social and interpersonal skills, health fitness and psychological well-being. The more evident benefits involve individual skill development, greater physical fitness, and higher self esteem. Other benefits include development of group cooperation teamwork and friendship-making skills. Many feel that self-esteem and self-image can be greatly improved through sports. Psychologists around the country stress a need for an active life style to develop healthy self-images. Eric Margenau, a psychologist and author, feels that early and frequent exposure to sports is the key to personal growth. Sports introduce children to healthy competition. A child's failure in competition helps them learn to win gracefully and lose with honor. It teaches youngsters that through perseverance and determination they can win next time. These lessons that children learn will stay with them throughout their lifetime.

Some skeptics criticize the very premise of competition is hazardous to a child's psychological and emotional well-being. The critics of sports emphasize the detrimental affects of competition and the negative influence of untrained coaches and pushy parents. There are a huge number of children playing sports, but due to burnout, stress, psychological trauma, and lowered self-esteem as many as seventy-three percent quit sports by the age of thirteen. Rick Wolff, a former professional baseball player and coach, claims there are several factors contributing to this phenomenon such as parents and coaches putting excessive pressure on children, specialization in one sport, over competitiveness, anxiety and loss of interest. This lack of interest may stem from the fact that they are cut from a team, injured, or receive little playing time. Another reason for high dropout rates is the structure of the programs. The sports programs are set up by adults, run by adults, and maintained by adults with a precise date and time. Spontaneous play and creativity are taken out of the equation. Coaches are choosing who plays and who doesn't in an effort to win. A study found that 0% of all children would rather be on a losing team if they got to play. Alfie Kohn, author of "No Contest", claims that competition is the downfall of sports. It is the very core of sports to produce a winner and a loser. Competition forces children to rely on external sources to feel good about themselves. It also causes youth to view others as obstacles to their personal success. Winners' gloat and losers sulk, or quit. The majority will end up losers and this fosters self-doubt, thus a decrease in esteem. Those that do win often rely on competing to define their self worth .It is stressed that children love to compete, but research tells a different story. Dr Orlick found that an astounding 5% of children preferred to participate in noncompetitive activities than structured competition. Dr. Orlick is a huge advocate of noncompetitive play. He wants the stress to be on group cooperation striving toward a common goal. An example of this is musical chairs. However, the game is structured so that children try to get all players on the fewest amount of chairs. Children are still learning skills and strategies, but there are no losers-only winners.

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Women in WW2

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"We interrupt this program to bring you a special news bulletin. The Japanese have attacked Pearl Harbor, Hawaii by air President Roosevelt just announced."

On an ordinary Sunday, one shocking announcement plunged Americans into war. While men made lines around blocks to sign up to serve their country, the women of this country began wondering when their husband, brother, or father was going to ship out and what could they do to support the war effort.

Women were already playing a vital part in the war effort. At the time Peal Harbor was attacked, there were 8 Army nurses serving at Army Medical facilities. These nurses worked side by side with other Army and Navy nurses as they tried valiantly to treat the men that were brought in suffering from burns to shock.

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The Chief Nurse at Hickam Field, 1st Lt. Annie G. Fox was among the first of many other Army Nurses to receive both the Purple Heart and the Bronze Star.

Four days after the infamous attack and twenty-three years after the idea of women's involvement in the military, women began training at the first WAAC, Women's Army Auxiliary Corp. The name was later shortened to WAC. The Marines, Navy and Coast Guard soon followed and women began training to help serve their country.

Back on the home front, millions of women took to working in factories, offices and at military bases in roles that were typically reserved only for men. Close to 18 million women took jobs to help the war effort and over 77, 000 lost their lives performing dangerous technical jobs. Most of the women were inspired by the iconic Rosie the Riveter, a character portrayed by posters encouraging women to be part of the war efforts. Women who had never worked in a factory, never done anything but housework quickly learned how to build a ship and work together as a team to get the job done. Together these women built 747 cargo ships in Richmond and with every ship or plane they built together they hoped that one day soon it might bring her husband, son or father home.

Other women took to journalism and photography. Dozens of women fought for and won the right to cover the biggest stories on the war front. By the wars end 17 women had secured military accreditation as war correspondents and actually covered front-line battles.

Today, women hold a variety of jobs. In the Army today there are 10, 505 women officers and 5,650 enlisted serving active duty. In the Gulf War alone, over 40,000 women served in key combat support positions. They preformed the same tasks as the men did except engage in ground combat.

Eleanor Roosevelt's motto to women lives on today in the Army, "Be all you can be"

Women continue to make strides still today. We must never forget the extreme bravery and utter sacrifice the women of our past made to get us there.

Please note that this sample paper on Women in WW2 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 Women in WW2, we are here to assist you. Your persuasive essay on Women in WW2 will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment from essay writing service and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Invisable Man - Black Leaders

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At the time that Ralph Ellison writes the novel The Invisible Man there were, as there are today, many ideas on how to improve the black mans status in a segregated nation. Marcus Garvey was a militant black nationalist leader who created a "Back to Africa" movement. On the other side was Booker T. Washington who preached for racial uplift through educational attainments and economic advancement. A man who strayed more on the middle path was W.E.B. Du Bois. He was less militant than Marcus Garvey but was more so than Booker T. Washington. Ellison uses characters from the novel to represent these men. Marcus Garvey is fictionalized as Ras the Exhorter. Booker T. Washington is given voice by the Reverend Barbee. W.E.B. Du Bois is never directly mentioned in the novel. However, the actions and thoughts of W.E.B. Du Bois are very similar to that of the narrator. While all three men were after the same dream they all went about making that dream reality in different ways. There are strengths and weakness that can be found in all three men's philosophies.

The most militant and extreme of the three was Garvey. Marcus Garvey was born Marcus Mosiah Garvey Jr. on August 17 1887, at Saint Ann's Bay, Jamaica. He was the youngest of eleven children. His father, Malcus (Marcus) Mosiah Garvey, was a stonemason and his mother, Sarah Jane Richards, was a domestic servant and produce grower. He left school at the age of fourteen to serve as a printer's apprentice. After completing his training he took a job with a printing company in Kingston. There he organized and led a strike for higher wages. He then traveled to Central and South America. He moved to London in 11 and became interested in African history and culture. He returned to Jamaica two years later and founded the Universal Negro Improvement Association (UNIA) and the African Communities League. The UNIA helped found the Black Muslim movement. In 116 Garvey moved to the United States. He went to New York City and set up a branch of the UNIA and began a weekly newspaper called the Negro World. Garvey preached that blacks should be proud of who they are. He called for racial pride. Because of his persuasiveness and his eloquence people started to listen to Garvey. Blacks became proud of who they were. Booker T. Washington said to bow down to the whites and accept being inferior. When they heard Garvey say he was proud of his race and his heritage they listened to him. The black community gathered around him and accepted his message. Here was a man who was happy to be black not only happy but also proud. Garvey's racial pride movement helped the Harlem Renaissance. Blacks started to express their feelings and thoughts through art and music. This was a time when whites really took a look at black art and culture. Garvey's most extreme movement was the "Back to Africa" movement. He called all blacks to return to their true homeland, Africa. To help make this possible Garvey created the Black Star Line in 11 to provide transportation. He also started the Negro Factories Corporation to encourage black economic independence. Garvey attracted thousands of supporters and had two million members for the UNIA. Garvey's rise to fame was amazing; speaking to an audience in Colon, Panama in 11 Garvey said "two years ago in New York nobody paid any attention to us. When I use to speak, even the policeman on the beat never noticed me." Depending on whom you talked to Garvey was the new Moses of blacks or a complete madman. In "After Marcus Garvey---What?" an article in Contemporary Review, Kelly Miller writes that

Marcus Garvey came to the U.S. less than ten years ago, unheralded, unfriended, without acquaintance, relationship, or means of livelihood. This Jamaican immigrant was thirty years old, partially educated, and 100 per cent black. He possessed neither comeliness of appearance nor attractive physical personality. Judged by external appraisement, there was nothing to distinguish him from thousands of West Indian black people who flock to our seaport cities. And yet this ungainly youth by sheer indomitability of will projected a propaganda and commanded a following, within the brief space of a decade, which made the whole nation mark him and write his speeches in their books. (4)

Robert Bagnall in his 1 article in Messenger said, "We may seriously ask, is not Marcus Garvey a paranoiac?" W.E.B. Du Bois in a psychological assessment said Garvey is suffering from "very serious defects of temperament and training," and described him as "dictatorial, domineering, inordinately vain and very suspicious."

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Just as Garvey was at the climax of his following he encountered some economic disasters. In 1 he was arrested for mail fraud and served prison time. His sentence was dropped and he was deported back to Jamaica. He was forgotten and could not win back his supporters. He moved and finally died in London in relative obscurity.

Garvey's racial pride movement helped the black community accept who they were. Before others can accept you, you must learn to accept yourself first. The "Back to Africa" movement was too radical and extreme. Although he did have quite a following, many people did not like the idea. Only a few thousand blacks actually went back to Africa. Garvey's ideas seem to evade the problem, which is segregation. Garvey is saying we can't stop segregation so lets just move back to Africa.

The second black leader was a soft-spoken man named Booker T. Washington. The black child known simply as Booker was born a slave on a farm in Franklin County, Virginia. He chose the last name Washington when he attended school and later learned that his real last name was Taliaferro. He lived a typical slave boy life; he did what his master told him to do. Although he had no education during his time in slavery he was smart enough to know he needed more food, clothes, and love. He later recalls that he had no ill feelings toward his white master. This thought would be the idea that Booker would later preach in his life. With the coming of the Emancipation Proclamation he was set free at the age of eight. Booker had a desire to get himself an education. He was accepted at Hampton Normal and Agricultural Institute. He paid for his education by working as a janitor. After graduation he taught at Malden for two years and studied in Washington D.C. He then became an instructor at Hampton and taught Native Americans and founded a night school. He was then hired to start a school in the city of Tuskegee, Alabama. He built the school up from a shack to an institution of more than forty buildings. Booker T. didn't think teaching blacks how to read and write and memorize from books would really help them. Booker instead taught how to live in a white society. He taught them how to use a tooth bush and how to bathe properly. In the process of building his school he became known for his speaking ability. On September 18, 185, in Atlanta Georgia, Booker made his famous speech. He told blacks that they should accept their inferior social positions. He went on to say that blacks should improve themselves through vocational training and economic independence. This passive stance pleased many whites, because Booker had gained so much respect the black community accepted what he said. The more militant W.E.B. Du Bois objected to such a quiescent approach and strongly opposed Booker. Before he died Booker founded several organizations and wrote several books. He died on November 14, 115, at Tuskegee.

Booker's strong point is that he told blacks that they should get a better education; they should better themselves. Better themselves? What about bettering their position in life? What good does it do to have an education if you can't get a job because of the color of your skin! While Garvey was too extreme, Booker was too laid back. If you don't protest against the status quo then nothing will happen to change it.

The third leader was a man who borrowed a little from both Marcus Garvey and Booker T. Washington. William Edward Burghardt Du Bois was born in Great Barrington, Massachusetts. He was a descendant of African American, French, and Dutch ancestors. He was extremely gifted even at an early age and graduated from high school at the age of sixteen. He was the valedictorian and the only black in his graduating class of twelve. He was abandoned after his graduation and was forced to pay for his college education by himself. He gained a scholarship to Fisk University in Nashville, Tennessee. At college he finally understood the problem that faced Southern blacks. Growing up Du Bois had never encountered racism. However, at college he kept hearing of the growing number of racial related violence. The desire to help improve the lives of all blacks grew. Du Bois graduated from Fisk and was accepted at Harvard where he had to enroll as an undergraduate. He attained his second BA in 180, his MA and finally his Ph.D. in 185, becoming the first black to attain that degree at Harvard. Du Bois then went on to study the historical and sociological conditions of blacks. His research was published in a series of articles and books. In 187 Du Bois made a speech on the condition of black society he said, "One feels his two-ness an American, a Negro, two souls, two thoughts, two unreconciled strivings, two warring ideals in one dark body." With his book The Souls of Black Folk, Du Bois openly challenged Booker T. Washington, who was then the most respected and influential black in America. Du Bois did not like Booker T. stance on compromise and accommodation. In 105 Du Bois helped organize the Niagara Movement, which led the way for the formation the National Association of the Advancement of Colored People (NAACP). The NAACP was a group of men who were opposed to the ideals of Booker T. Washington. They named Du Bois as one of the founding officers in 110. Because of his essays on lynching, his positions on the war, and his criticisms of Marcus Garvey, Du Bois gained respect. The head officers of the NAACP were all white. The organization then took a stance that blacks should integrate with whites. Du Bois left the organization, which he helped found, because he was unwilling to advocate racial integration in all aspects of life, a position that was adopted by the NAACP. Du Bois' idea was that blacks should join together, separate from whites, and start businesses and industries that would allow blacks to advance economically. He felt that if whites and blacks were to join then the blacks would be taken advantage of. Du Bois wanted equality with the whites; he did not want racial integration with them though. After he left he wrote many books and fought for world peace and nuclear disarmament. In an act of rebellion he joined the American Communist Party and moved to Ghana. In Ghana he denounced his American citizenship and became a citizen of Ghana. Du Bois lived to the age of ninety-five.

Du Bois' ideals were a blend of both Booker T. and Garvey. Like Garvey, Du Bois wanted to have no part in racial integration. Du Bois also thought that education and economic independent was important for the advancement of black society. Du Bois' ideas were not too radical nor were they too subtle. Du Bois criticized Garvey's black power movement and he looked down upon Booker for having such an emphasis on economic independence. Du Bois only fault, like Garvey, was in his belief in racial separation. He would not compromise with whites.

During the civil rights movements, individuals and organizations challenged segregation and discrimination with a variety of activities. In the forefront of these movements were Marcus Garvey, Booker T. Washington, and W.E.B. Du Bois. All three of these men had a dream of equality; they lead the way for future leaders such as Malcolm X and Martin Luther King Jr. Marcus Garvey preached for racial pride among his people and told them to return to Africa. Booker T. Washington told his followers to accept the status quo and improve themselves through hard work and economic independence. W.E.B. Du Bois told the black community to separate themselves from whites and to gain economic self-reliance. All three men went after the same goal; they just did it in their own ways. There is a thin line between doing nothing and doing too much

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