'The reader does not have to be a deconstructionist to see that the Literature review

'The reader does not have to be a deconstructionist to see that the Victorian text is often divided against itself, proclaimin - Literature review Example When looking at â€Å"Jane Eyre† and â€Å"Dr. Jekyll and Mr. Hyde,† it can be seen that there are specific concepts related to the text that show socio – political undertones of the time. Jeckyll and Hyde and Victorian Literature The different socio – political context which was seen in Victorian literature is defined by the undertone of the main issues of Victorian society. A representative of this is â€Å"Dr. Jeckyll and Mr. Hyde.† This specific book is not only noted as one in which there are specific innovations which allow the main character to turn from one personality to another. The undertones which are a part of this create a sense of imagination in specific reference to the political, economic and social status of those within society. The book works as a main reference to the components which are occurring in society through the actions the main character takes. The character, plot line and the outcome all work as a metaphor of what is occurring within the society at the time as well as how this is associated with the concepts and philosophies of the socially elite class. The book turns into one which is based on the intellectual ideologies of the elite class and references the opposition to the several changes occurring within society (Cherry, 195). There are several moments when this book shows the main reference to changes occurring in society. The first metaphor is with the character of Dr. Jekyll and Mr. Hyde, specifically as technology is the main key to turning the main character from one to the other. The personality of the character changes into one which is considered a part of the community while the other is considered monstrous. The character notes this difference, specifically by his own understanding of his alternative character. For instance, when speaking to a girl, he changes his character instantly. â€Å"He had in his hand a heavy cane, with which he was trifling; but he answered never a word, and seemed to listen with an ill – contained impatience. And then all of a sudden he broke out in a great flame of anger, stamping with his foot, brandishing the cane, and carrying on like a madman† (Stevenson, 33). This specific reference shows the dichotomy of the time, specifically with he changes in character from the lack of control which was a part of the changes. The alteration into Mr. Hyde is one which is expressive of the inability to control the machinery and manmade materials of the time which were being revered at the time, while turning men in society which were considered evenly tempered into mad men. The question which arises is based on what the machinery, industry and the changes in society would lead men to do, both with their own personalities and when having the interference of machinery. Not only are there references to the technology and movement into industrialization. There is also a division between romanticism and realism which takes place th roughout the book. The concept of romanticism comes from the possibilities which can take place with the use of technology and the innovations which may occur. The realism is based on the components based on the unknowing and the outcomes which may occur, as well as how this will create divisions in society. At the end of the book, this

Balancing College Studies with Work and Family Demands Essay - 1

Balancing College Studies with Work and Family Demands - Essay Example I also have to attend family gatherings during the weekends and holidays. On the other hand, in college, my lecturers expect me to study hard, do assignments and take exams to show that I appreciate my learning process. I also have to take part in co-curriculum activities such as athletics, music and theatre ensembles, student government and language clubs; all these are geared towards enhancing out-of-class experience. However, at times, I can become exhausted and unmotivated because of the amount of workload that I have to attend to, both at home and in college. As much as the college administration wants the students to focus of their studies, they also stress that co-curriculum activities are equally important. Moreover, for that reason, my class timetable includes a co-curricular session in which a student has to participate in at least one mandatory co-curriculum activity; this is according to college policies. In most circumstances, this turns out to be stressful in that I mig ht be having assignments that I am supposed to complete, but taking part in the co-curricular activity eats up my time, and as a result, I do not meet the deadline for the assignment, as I am forced to carry the assignment home. Even so, again, the failure of meeting an assignment deadline cannot be tolerated by my professor and this increases my stress level. At home, my parents expect my siblings, and I to perform certain chores according to a duty roster that they have created. The duty roster is to be followed regardless of whether I have college assignment or not, and when it is my duty it becomes very stressful since I am expected to accomplish my duties at home and finish my college assignment at the same time. After finishing my home chores at night, I retire to my room with the college assignment in my mind. By this time, I am so exhausted in the sense that I cannot fully concentrate on what I am supposed to focus on in order to complete my assignment with a standard that c an attract a high grade. The only thing that I can do automatically without any difficulty is sleeping. I wake up the following day at 6 AM with stress when I remember I did not complete the assignment, which I am supposed to turn in by 8 AM. I conclude that time management is my biggest problem since I am not able to balance my college work and family demands because they conflict with one another. I understand that as a student, maintaining mental health is very important, and this is achieved through a good time management. A good time management helps in balancing college studies with work and family demands. My stress level had increased because I was overwhelmed with both tasks at home and assignments in college. Time management will help me in dealing with this problem in that I will dedicate a specific time to handle one particular issue. All in all the objective of embarking on time management is to make certain that I finish my assignments in college and tasks at home on t ime. I realize that my stress starts when two activities that I am supposed to engage in conflict with each other. The conflict comes when I do not finish a task within the stipulated timeframe, and thus it hijacks the time that I am supposed to dedicate to the second activity. After a careful deliberation, I have decided that I will discuss with my parents the issue of my new schedule. The discussion will entailed creating a new duty roster,

Case Study of Innovation: Jack Welsh

Case Study of Innovation: Jack Welsh Jack Welchs Innovates the Innovators at GE The sources and research used in the following paper come from a variety of sources, including mostly the internet, a GE annual report, and newspaper articles on GE and Jack Welchs management styles, leadership, and beliefs. When Jack Welch became CEO of General Electric in 1981, he was only the 11th CEO the company had seen in its 120 years of existence. Although GE was a $13 billion a year company, it began showing signs of necessary change as it had reached the stage between maturity and decline. After 20 years at the helm, Jack Welch had turned General Electric (GE) into one of the worlds most successful companies. Welch increased GEs market value from $13 billion to over $300 billion in 2001. He guided the once struggling company to what was then the biggest corporation in the entire world as well as the most profitable. Through the use of goal setting, empowerment, and communication Welch transformed the gigantic and complacent company into an energized multi-national organization ready to face world competition. Through an analysis of the techniques employed by Welch, one can gain a better understanding of how to motivate outstanding performance in any organization. In 1981, the industry environment in which GE was involved was in a downward spiral. GE was also suffering from low productivity growth (1%-2%) as well as a lack of innovations. Another issue facing Welch as he took control was that the company was still organized as it had been when GE was founded near the turn of the century. GE was suffering from a lack of strong leadership and the existence of to much bureaucracy. As Welch took over, he found that structure and struggle to change made it impossible to perceive an effective environmental change when change was necessary to remain an industry leader. In fact, if GEs massive cost structure was not dramatically restructured, analysts projected that GE would become unprofitable by the end of 1982. When Welch took over as CEO, he quickly identified several major areas that were in need of his immediate attention. The first problem he identified was that the organizational structure was represented by an overwhelming nine layers of management between the shop floor and the CEO. This lead to an unresponsive, inward focused company thats employees found great difficulty in communicating with one another. At the same time, the numerous layers of middle management gave employees comfort. The company was divided into 150 units. Welch saw this and believed that GE was overly diversified. They were simply involved in too many different ventures. GE was a financially strong company, but its growth rate was close to the companies GNP (Gross National Product). From his previous 21 years of experience with GE, Welch also knew that there were issues involving the employees. Once he took control, he worked on establishing a number of change management processes to combat the problems that the company faced with isolation, low morale, and negative attitudes toward the workplace. Welch knew that the company was too large to fail, yet GE was too unwieldy to adapt for further growth. Welchs grand scheme in reinventing General Electric involved two separate phases. These phases were referred to as the â€Å"hardware† and â€Å"software† phases. Over the next five years, General Electric under the command of Welch would go through some extensive changes. In September 1981, in an internal GE publication, Welch articulated the corporate strategy that each division would be number one or number two in their industry, and that GE would remain lean, agile and able to respond to changes in its environment. Welchs early priorities would be e xtensive restructuring of General Electrics infrastructure. Welch began selling those business in GEs portfolio that faced no potential return in the future and retained and added some with the potential to be number one or number two in that industry. This could bring GEs operation into economies of scale and then lock out the potential competitors. During the 80s, GE had bought 338 businesses and product lines for $11.1 billion and sold 232 for $5.9 billion during the 1980s. Among his most noble feats was restructuring the companys 350 businesses into twelve divisions of the company and reducing the management structure from twenty-nine levels to only six. By 1989, 12 out of 14 GE units were leading their markets both in the U.S. and abroad. His first years were also marked by destaffing, or reduction of the workforce. He did this by removing unnecessary layers of middle management and laying off thousands of employees. By 1984, he had reduced the workforce by almost 100,000 in order to streamline the company and to increase efficiency. Each year he would terminate the bottom 10% of his managers. However, he would reward the top 20% with bonuses and stock options. At the end of 1980, GE had 411,000 employees and by the end of 1985, GE had 299,000 employees By the late 80s, Welch was confident that that hardware part of his restructuring was almost complete so he wanted to begin focusing on the software phase. Welch admitted his priorities were changing, â€Å"A company can boost productivity by restructuring, removing bureaucracy and downsizing, but it cannot sustain high productivity without cultural change.† Welchs approach for this phase focused on three main areas. These areas of focus would include goal setting and competition, empowering employees, and increasing corporate communication. An underlying theme for Jack Welchs tenure as CEO of GE was his use of goal setting to motivate higher levels of achievement throughout the company. Welch set company wide goals, as well as specific performance objectives for individual companies and divisions. He often supplemented his goal setting by creating a sense of competition within the organization, as well as against all competitors. Welch preached a philosophy he called â€Å"planful opportunism,† whereby GE employees were given an over-reaching stretch-goal and permitted to do whatever it took to reach the target. Welch use d this same technique in an effort to improve product quality. This led Welch to introduce GE to Six Sigma, a defect reduction program. Six Sigma is a process, which consists of the rigorous application of statistical tools to improve profits, reduce costs and improve speed. It begins by asking hard questions regarding level of defects, time required to perform operations, and customer expectations. It is a quality control process, which brings robust changes unlike other process. This program relies on teamwork to propel quality to the highest level. GE had been operating at 3.5 sigma, but that was not enough for Welch, he wanted six sigma (nearly twice the national standard). Welch consistently set far-reaching goals in an attempt to move the company in the direction he wanted. While not all goals may be reached, Welch reinforced the notion that advancing towards those goals was still considered success and rewarded managers accordingly. Welch realized that he could motivate highe r levels of performance by setting goals that were much higher than the managers would have set for themselves. These â€Å"stretch-goals† often caused the managers to outperform their original targets. Because Welch set such extreme stretch-goals, he needed to incent effort toward these seemingly unattainable targets. He rewarded people by giving bonuses if they made great progress towards the goals, even if they did not reach them. This succeeded in driving people to work beyond their original goals and even if they did not reach the stretch goals Welch often recognized them for superior performance. When Welch took over GE, he had a vision of creating an organization where people at all levels could be held responsible for their own work, and in the end make decisions for the betterment of their job. The goal was not to control workers, but instead to liberate them. Welch characterized this as creating a boundary-less organization in which empowered employees were self-directed and motivated to reach their goals. Welch addressed this issue by eliminating whole layers of management, consolidating overlapping jobs and business units, and forcing employees at every level to take more responsibility for their own work. In the plant, equipment operators became responsible for the quality of their own work, reducing the need for inspectors. In effect, employees were given the ability to eliminate those aspects of their job that were unproductive and thus unnecessary. An important aspect of this has been the Work-Out. Work-Out had been an empowerment concept greatly favored by Welch. T housands of GE employees get an opportunity to get together and share their ideas, thoughts and expertise, while building and fostering a more creative and team oriented atmosphere. The Work-Out encourages communication and accountability with the ultimate goal being to drive above average team performance. By providing each team member with the opportunity to contribute his ideas to the decision making process, Welch hoped to stimulate individuals to constructively challenge their bosses and promote a more motivated workplace. All Work-Outs included follow-up meetings where previous commitments were discussed and accountability was enforced. Employees received the satisfaction of being able to air their concerns, while the company has greatly benefited from insights shared. Under Welch, GE began to realize that human beings are not machines and that each person has the potential to enhance productivity. Knowing how to use this resource cannot only give the company a competitive edg e, it can make each employee feel more important in the production process and thus more motivated. It helped to eliminate vertical and horizontal barriers and forever changed the way people behaved at the company. This process assisted Welch to achieve workable unity within the organization, creating an environment of trust and openness that had not existed before. By empowering people, an organization gives employees the ultimate responsibility for their own work. If they share the companys goals, they do not need much supervision. Costs will be reduced and layers of management will become unnecessary. This can also lead to employees becoming more motivated to perform their jobs optimally, which in turn leads to large productivity improvements and allowing the organization to be able to implement new ideas faster and be more responsive to market changes. â€Å"Boundary-less behavior† and the elimination of unnecessary communication filters are the key phrases to describe Ja ck Welchs attitude towards communication. To facilitate goal setting and empowerment within GE, Welch needed to establish clear lines of communication in the organization. He realized that employees come to GE with many different experiences and backgrounds. He did not want to take away from the benefit of those various backgrounds, as much as reshape them with GE philosophies. One of his objectives was to motivate people to think outside the box and challenge the status quo. Open communication channels between Welch and his employees have been an important tool in this regard. These channels work in both directions, giving employees the ability to air their concerns and work towards a consensus for action. He encourages direct communication with employees, including he, himself having face-to-face meetings with subordinates as often as possible and participating in the Work-Out. Welch himself was characterized as inpatient, blunt and ill tempered towards his dependent and would strive to build self-confidence in his managers, but his communication style would often cause people to lose self-confidence instead. Open communication channels work well when they are used to motivate performance and increase employee morale, but when they are used to intimidate they will have the opposite effect, causing low self-esteem. This â€Å"brashness† has also contributed to the criticism over the years for an apparent lack of compassion for the middle class and working class. Some industry analysts claim that Welch is given too much credit for GEs success. They contend that individual managers are largely responsible for the companys success. Jack Welch changed his management style based on the needs of GE during a particular time. He was Neutron Jack when he needed to be. GE was sluggish and slow, layered with cumbersome management, and needed to â€Å"trim the f at† and make middle management less of a burden. We may have taken less of a hardnosed approach by providing benefits and education opportunities to employees that were let go to ease the burden on the families, especially those employees with a number of years at GE. The rationale that Jack used to make decisions was based solely on where the company was, and where it needed to be. He was able to change his management style based on the condition of the company. He needed to be Neutron in the early 80s because the company was fat and sluggish. Middle management needed to be trimmed to save time and money. There was no other choice but to adopt a very directive style and portray a hard attitude. As GE slimmed, it became apparent that GE needed to be coached and inspired for better productivity and simpler process. Jack was able to adapt his leadership style into that of a coach with a â€Å"you can do it† communication style. As GE evolved into the late 90s Jack understood that it was now time for the GE employees to be empowered to share ideas for best practices, and teach back to management tricks of the trade that would take the company to the next level. By implementing the â€Å"boundary-less† philosophy, Jack was sending a message to the entire company that employees are valued, have great ideas that they need to share, and they would be rewarded rather than punished for speaking up. This was the last empowering style of leadership that Jack employed before his retirement. Works Cited Byrne, J.A. (1998). How Jack Welch runs GE: a close-up look at how Americas #1 manager runs GE. Business Week. Byrne, John, How Jack Welch runs GE Business Week, 8 June 1998. General Electric Annual Report, 1997. Jack Welch on Leadership. New York, NY. McGraw-Hill Companies, Inc. 2004. Time Warner Newsroom. November 01, 1999. Time Warner. July 01, 2006. Kornik, J. (2006). Jack Welch: a legacy of leadership his secrets revealed.http://www.trainingmag.com/msg/search/article_display.jsp?vnu_content_id=1002839049imw=Y . The 360-Degree Leader. Nashville, Tennessee: Thomas Nelson Inc., 2005. Slater, Robert. 29 Leadership Secrets from Jack Welch. New York, NY. McGraw-Hill Companies, Inc. 2003. The Times (London, England), September 2004, 9. â€Å"Jack Welch The Gurus Boiled Down.† Welch, Jack, and Suzy Welch. Winning. New York, NY: HarperCollins Publishers, Inc., 2005 Welch, Jack, Byrne, John (2001). Jack: Straight From the Gut. New York, NY: Warner Books, Inc.

History of Fashion Essay -- Fashion Style clothing Historical Essays

History of Fashion Fashion is defined as a style of dress that is popular during a certain time or era (?Fashion?, 1). It often changes and reflects a persons? social class in old days. In modern times it reflects personality. Fads come and go as people find new and different things to like. Until the 20th century fashion changed very slowly. In the 20th century fashions change as quickly as lightning because of mass production and fast moving society. About every 10 years a totally new kind of dress is in style. Fashion is affected in many ways. Inventions and good economy bring many changes with it. Wars and bad economy bring plain fashion that stays for a while (?Fashion Through the Ages?, 1). Fashion often seems to go in a big loop repeating itself over and over again. Women?s fashion has changed and gone from fancy to simple and easy to wear. Here is a quick view of fashion from BC times to the future!   Ã‚  Ã‚  Ã‚  Ã‚  In ancient times clothing was simple, based more on function than style. Men and women wore a big rectangular piece of wool six feet wide and about a foot and a half taller than the person. The wool was wrapped around the person and pinned on the shoulder with a broach. Fabric was mainly white or off-white, but never bright colored. In fact red was forbidden for commoners. Hair was mainly worn in braids or covered by fabric draped like a hood.   Ã‚  Ã‚  Ã‚  Ã‚  With the spread of Christianity, clothing in medieval times became modest. Although the basic tunic style dress was still used, it became longer and sleeves were added. Heavier fabric was used and shoes replaced sandals. Increase in trade made for more extravagant fabrics and embellishments on clothing. Hair was worn down often with a jewel in it. The really wealthy and nobility experimented with extreme styles from vibrant color to hooked shoes to cone shaped hats in order to separate themselves from the middle class.   Ã‚  Ã‚  Ã‚  Ã‚  Many changes came with the Renaissance period, with the rise of art fashion changed. Dresses became shorter and princess cut. Puffed sleeves, high collars and hoop skirts were the thing to wear. Slashing, or wearing two layers and cutting the outer layer was fashionable.   Ã‚  Ã‚  Ã‚  Ã‚  Modesty came back with Elizabethan times. Queen Elizabeth had clothes covered every part of a persons body sleeves became tight instead of puffed and waist lines were straight. Gowns were worn by ... ...Sleek simple or choppy hair styles were seen as cute. Jeans were narrow and black in the beginning and became flared or relaxed with everything from glitter to studs to dress it up at the end of the 90?s. Any kind of shirt could be paired with jeans, from revealing belly shirts to classy blouses to comfortable t-shirts. Animal prints and camouflage were just a couple of prints that made their home in the 90?s (?Fashion Era?, 41). No matter what you were wearing in the 90?s it was sure to be a designer brand.   Ã‚  Ã‚  Ã‚  Ã‚   Fashion has and always will repeat in a cycle. It seems to be cycling from elaborate to minimal as our lives become more complex due to technology. I think fashion will continue to be unpredictable. Many times movies and television have predicted how the future population would dress with no success. One thing is for sure, fashion will continue to be unique to the individual who wears it and express for them what they may not say with words. Works Cited ?Fashion.? Encyclop?dia Britanica. 2002 ed. ?Fashion Era.? Fashion History and Costume Era. Fashion-era. 23 Nov. 2003 ?Fashion Through the Ages.? The Evolution of Fashion. Bharat Textile. 19 Nov. 2003   Ã‚  Ã‚  Ã‚  Ã‚  

Complaint Letter Against Employer Essay

I am writing this email to inform you that the decision made to relieve me of my duties as office manager and remain on staff as â€Å"office support† has been done on unlawful grounds. Last week on April 21st I was informally given some vague feedback regarding comments from my co-worker Jane Doe. Her allegations caught me off guard so I requested an opportunity to review some of these concerns with the hope that I could also give a brief explanation from my perspective. I also requested time to review the job description so that we could confirm the nature of my role in the office for clarity’s sake. Dr. ——– asked that I be prepared to discuss what I enjoyed doing in the office as well as the job description, noting that I would continue doing the things I enjoyed doing and other tasks would be handled by current or future staff. This was to be addressed on the next work day which was April 25th. Today I addressed Dr. ——– at the end of the day to let her know I was ready to discuss these matters when she was available at which time she came to the back office. I was then told that our file clerk was going to be let go, that our reserve receptionist was promoted to full-time and that we would need someone to replace Jane who will have her last day in the office on April 29th of this week. After discussing a few of the responsibilities of the above mentioned positions we began reviewing the job description. Dr. ——– then crossed out 80% of the job description and divided it among a previous administrative employee, a contact who has agreed to begin working with Dr. Khan in June and yourself. This was not what was discussed on April 21st and is an unfair result of an unfair assessment for the primary reasons below: 1. The action taken by Dr. ——– does not fit the problem that occurred in that there was no verbal warning, no reprimand, and no opportunity to improve. 2. There was no standard or guideline of what my position as an Office Manager consisted of even on an introductory level – there was no job description. 3. I was not told I was being assessed and not given the specifics of the assessment itself and was therefore not afforded the courtesy of explaining my position adequately or even understanding where and how the errors/conflicts occurred. 4. The assessment was incomplete/unbalanced as one area of office development was assessed while others that are also critical to the function of the office were not addressed. Also, I am sorry to say that this issue now calls into question how things will be resolved based on the fact that you as the HR consultant are also the nephew of Dr.

“I,too, sing America” by Langston Hughes Essay

During the 1960’s in America, many African Americans were suppressed and segregated due to their racial differences and the fact that they were descendants of slaves. Therefore, many blacks like Langston Hughes, recognized that although difference in race, all Americans should be treated equally and with dignity. Hence, they expressed their feelings of sufferings, helplessness, isolation and yearnings for hope through different artistic ways, like poetry, art, and music, which also marks the birth of their racial consciousness and self- conception, and help them learn to have racial pride in themselves. Now let us explore Hughe’s â€Å"I, too, Sing America† through his use of different literary devices, including imagery, symbols, tone, structure and rhythm. Imagery is an essential element adding to the poem’s effectiveness, and in this poem he uses a lot of domestic images, creating an account of the experiences of a black servant serving a wealthy white family. In the second line, Hughes created an image of a black man: â€Å"I am the darker brother†, which symbolizes all the blacks in America. Furthermore in the third line: â€Å"They send me to eat in the kitchen† creates an image of him being oppressed. The image of eating often symbolizes strength and being healthy, implying that black people in general are strong-willed and growing in power and equality. Moreover, the image of a kitchen represents repression, because most Kitchens are hidden much like the suffering of African Americans. Lastly in line nine, there is an image of a table: â€Å"I’ll be at the table†, representing equality with whites and being as superior as them, it also signifies pride and dignity in their black identity because the table is high above the floor. The poem’s use of diction is also significant to create a long lasting impression in the reader’s mind. First of all in line two he described the black servant as a â€Å"dark brother† instead of a â€Å"black servant†. His use of â€Å"dark† instead of â€Å"black† is more effective because â€Å"black† usually represent evil and death which undermines the race of Black Americans, and dark is healthier because it resembles a tan skin. Furthermore, â€Å"brother† symbolizes family and acceptances, meaning they are equal. Moreover, the use of â€Å"companion† in line four creates a contrast between the black servant and  the white people, emphasizing the fact that the blacks are lonely, isolated and helpless while the whites were strong and dominating. Lastly, the choice of â€Å"tomorrow† also symbolizes the future of the blacks, that they will be just as powerful and equal as the Whites. The poem’s irregular structure also helps to illustrate the theme of inequality. The number of lines in each stanza is different and the number of words in each line is different. This was done intentionally representing the discrimination and inequality of the Blacks. However, the first and last stanza both only have one line, and this is also symbolic to suggest that all humans were born equal, and in the future, the blacks and white will eventually reach equality. This helped the poem create a sense of unity and harmony between races. There are also no rhyme or musicality to the poem, because if the poem was smooth and musical it would create an atmosphere of relaxation and harmony, which does not fit the theme of the poem. An irregular rhythm gives the poem a solemn and troubled feeling, which mirrors the conflicting and unsteady relationship between the Blacks and Whites in America. The tone of the speaker changes throughout the poem. In line one, â€Å"I, too, sing America† indicates that blacks also love the country a lot, symbolizes unity throughout the nation and uses a patriotic, emotional tone. In the second stanza, the black servant was mistreated and was enraged, so the speaker uses an angry and furious tone. However in line four-six: â€Å"But I laugh, /and eat well, And grow strong.† he uses a optimistic and patient tone. Soon after in stanza three he warns the whites that their race will be powerful and equal, and here he uses a tone of caution, warning and pride. In the fourth stanza the speaker return to a calm tone and proudly say that one day â€Å"they’ll see how beautiful I am/ And be ashamed†. In the last line the speaker is once again patriotic, which recalls the first line and gives it a sense of unity. This poem â€Å"I, too, sing America† is about unjust and racial discrimination. Through the unequal actions that were put on the black servant, we could see  the true side of America during the 1960’s; separate and unequal. However, through the black servant’s bravery and hope for equality in the future, the first Black American President finally made it in 2008 – Barack Obama. Works Cited â€Å"I Too Sing, AMERICA: A Sociological Prospectus on Race, New Orleans and Hurricane Katrina.† All Academic Inc. (Abstract Management, Conference Management and Research Search Engine). Web. 07 Sept. 2009. . â€Å"I, Too, Sing America Analysis Langston Hughes : Summary Explanation Meaning Overview Essay Writing Critique Peer Review Literary Criticism Synopsis Online Education.† Writing Workshop, or something. Web. 07 Sept. 2009. .