The African American Struggle From Slavery

The African American Struggle From Slavery A long and favored mantra of the African American community has been that which doesnt destroy you tends only to makes you stronger. Using these as bywords, the struggle to survive and prosper in the United States has not always been an easy road traveled by African Americans . From surviving the Middle Passage, to the auction blocks, to life on the plantations, to the Emancipation Proclamation and on to the Great Migration of blacks from the south to northern cities, life has always been one of definite hardships. Religion, faith in a loving and forgiving God and a belief that there had to be a better way helped the African American ever forward moving and strong. Although the concept of slavery was not new to Africans, there were a number of differences in the enslavement in ones own country and the enslavement in one so foreign. In Africa, for example, slaves became adopted members of the kinship group that enslaved them. Often, they married into a lineage, even into high ranks of society. Slaves could also move up in society and out of the slave role. Also, the children of slaves were not presumed to be born into slavery. The beginning of slave trade began as early as the 1500s and was a profitable business to both sides , African and European. As time wore on, Europeans needed more and more slaves. The African tribesmen who had once been in favor of such trade, no longer wished to continue. Thus began the capturing of the needed slaves. Those Africans who resisted dealing in human cargo themselves became the victims of bloody slave trade. (Cayton, 2003) As it was for all slaves, the Middle Passage was a long, arduous nightmare. The slaves were branded with hot irons and restrained with shackles. Their living quarters was often a deck within the ship that had less than five feet of headroom and throughout a large portion of the deck, sleeping shelves cut this limited amount of headroom in half. Lack of standing headroom was the least of the slaves problems, though. With 300 to 400 people packed in a tiny area an area with little ventilation and, in some cases, not even enough space to place buckets for human waste disease was prevalent(Africans in America/Part 1/The Middle Passage). Faced with the nightmarish conditions of the voyage and the unknown future that lay beyond, many Africans preferred to die. But even the choice of suicide was taken away from these persons. A slave who tried to starve him or herself was tortured. If torture didnt work, the slave was force fed (Cayton, 2003). Despite the captains desire to keep as many slaves as possible alive, Middle Passage mortality rates were high. Although its difficult to determine how many Africans died en route to the new world, it is now believed that between ten and twenty percent of those transported lost their lives. (www.essortment.com) Most contemporary historians estimate that between 9.4 and 12 million Africans arrived in the New World. Disease and starvation due to the length of the passage were the main contributors to the death toll with amoebic dysentery and scurvy causing the majority of deaths. Additionally, outbreaks of smallpox, syphilis, malaria, measles, and other diseases spread rapidly in the close-quarter compartments. The number of dead increased with the length of voyage, since the incidence of dysentery and of scurvy increased with longer stints at sea as the quality and amount of food and water diminished with every passing day. In addition to physical sickness, many slaves became too depressed to eat or function efficiently because of the loss of freedom, family, security, and their own humanity.(Library think quest) Still, the majority of the captives survived and were soon headed for the auction blocks in America. Once in the Americas, slaves were sold, by auction, to the person that bid the most money for them. It was here that family members would find themselves split up, as a bidder may not want to buy the whole family, only the strongest, healthiest member. When the slave ship docked, the slaves would be taken off the ship and placed in a pen like this one. There they would be washed and their skin covered with grease, or sometimes tar, to make them look more healthy. This was done so that they would fetch as much money as possible. They would also be branded with a hot iron to identify them as slaves. The slaves would be brought from the pen, in turn, to stand on a raised platform so that they could be seen by the buyers. Before the bidding began, those that wished to, could come up onto the platform to inspect the slaves closely. The slaves had to endure being poked, prodded and forced to open their mouths for the buyers. The auctioneer would decide a price to start the bidding. This would be higher for fit, young slaves and lower for older, very young or sickly slaves (Davidson, 2008). Potential buyers would then bid against each other. The person who bid the most would then own that slave. The picture below shows a slave being aucti oned to the highest bidder. The slave auction was a terrible ordeal for the slaves, they did not understand the language and had no idea what was happening   (historyonthenet.com). Most owners saw slaves as property that performed labor for their businesses. As the demand for slaves rose, so did their value. After the importation of slaves ended, owners began buying additional slaves from owners in the upper South (Cayton, et al, p288). This development started the breakup of many slave families. The slaves unable to live and work under such harsh and dehumanized conditions, started to steal away, and rebel. The institution of slavery had such a stronghold on the economy of America that it would prevail for a number of years. The most important thing to be said about slavery from the perspective of the enslaved is that millions of African Americans endured slavery by making a world for themselves in the midst of their bondage. At the foundation of this enslaved culture stood the black family. Slaveholders did this for simple economic reasons and to make it easier to control the slaves. Whatever the reasons, slaves took advantage of the opportunity to use the family environment as a refuge and as a source of cultural endurance. Enslaved children learned family history from their parents by the stories told to them while they worked along side their mothers in the fields or at night in the slave cabins. Among the survival skills taught them were proper work habits, respect for elders, reverence for a spiritual world, and how to deal with whites by putting on the Massa. In this way, black parents showed their children how to cope with slavery by fooling the master without losing ones self respect (www.slaver yinamerica.org.). In addition to relying on the strength of family networks, the enslaved turned to religion as a means of coping with slavery. During the colonial era, most enslaved Africans retained as best they could their indigenous African religions or Islam in the cases of those who had come from Muslim countries. It was not until the mid-eighteenth century that large numbers of Africans began converting to Christianity during the religious revival movement that swept over the English colonies. During this Great Awakening, English Methodists and Baptists (later) preached an evangelical style of Christianity that appealed to the emotions and offered salvation to all who embraced Christ regardless of ones class or race. This new emotional religion blended nicely with African spiritual beliefs and religious practices. Its emphasis on singing, emotional fervor, spiritual rebirth, and total body immersion in water during baptism was especially attractive to enslaved blacks (http://www.slaveryinameric a.org/history/hs_es_overview). But, the country was not at rest. Religious reforms, the anti-slavery movement and the civil war were all in progress at this time. Although very few chose not understand why the slaves wanted their freedom, several citizens did not understand the separation of the institution based on religion and religious reform(Cayton et al.) Starting in 1861, states of the North clashed with states of the South in a brutal conflict that Americans called the Civil War. The causes of the Civil War were many and complex. Many white Northerners believed that slavery violated the basic principles of both the United States and the Christian religion, and believed that slavery was an evil that could not be tolerated. The first shots fired in 1861 signaled the start of the nations Civil War and lasted for four years. Slaves were used involuntarily for labor by the Confederates. Freed African Americans were employed to build forts, drive wagons and perform noncombat jobs. Black volunteers were not allowed to join the Union army, however in 1862 Congress authorized Lincoln to accept African Americans into the military. Several months later, Lincoln made the announcement in the Emancipation Proclamation. Given this encouragement, nearly 185,000 African Americans had enlisted in the Union Army. For these soldiers, fighting to help f ree others who were still enslaved had special meaning(Cayton, p.397). From 1861 to 1865 an estimated 620,000 soldiers were killed, of which more than 38,000 were African American. The wounds of war, both physically and psychologically were not easily healed, and carried on into the twentieth century(Goldfarb, S). Nearly 240 years were to have passed before the Thirteenth Amendment to the U. S. Constitution officially ended slavery in 1865. This means that 12 generations of blacks survived and lived in America as enslaved people-direct descendants of the nearly 500,000 enslaved Africans imported into North America by European traders. Some of the 180,000 African Americans who fought for their freedom as Union soldiers in the American Civil War could trace their families to the time of the Pilgrims. Still this was not enough to be treated as citizen of the United States, or as a human being in general. Discrimination, education, voting rights and civil rights were to be the next items sought in the struggle to survive and prosper. The war for the African American waged on.   For many African Americans the surge of joy at gaining freedom quickly faded as they realized how many obstacles stood between them and true equality. Defeat in war had not changed the fact that white people still dominated southern society, and the white leaders of those governments quickly passed laws to restrict African Americans new found freedoms. These laws were known as black codes. These laws established again a virtual slavery. Curfews, vagrancy laws, labor contracts and land restrictions all but placed African Americans back into slavery. The ratification of the Fourteenth Amendment did little to help. The Fifteenth Amendment insured no person may be denied the right to vote and for the first time in history, African Americans had political power in 1870. More than 600 African Americans were elected to state legislatures. While this was all well and good, it did little for the little man not in government. The demand for a fair chance in the race of life was echoed by freed men across the South. This fair chance meant land. Give us our own land and we can take care of ourselves, but without land, our old masters can hire us or starve us as they please(Cayton, 2003). Planters had land, but no labor. Freedmen had labor, but no land. Out of these needs came sharecropping, tenant farming, and another way of being entrapped. However, a stronger people prevailed. African Americans have to this point survived the Middle Passage, life on the plantation, civil war, the black codes, sharecropping and tenant farming. They have survived beatings, burnings and even the Ku Klux Klan and World War I only to still be treated as a second class citizen. Down trodden, but not dead, African American moves on. Ever faithful, ever strong, ever seeking a better way or better day, to the land of milk and honey they go. Its migrating time-The Great Migration. After the war immigration from Europe virtually stopped, and the armed forces had taken many young men out of the labor pool. Businesses suddenly needed workers. Factory owners who had previously discriminated against African Americans now actively recruited them. The African American who had left the South to look for work in northern factories added to the steady stream of migrants had turned into a flood. Some 500,000 African Americans joined what came to be called the Great Migration(Davidson, et al, 2008). The dramatic exodus of African Americans from countryside to city and from South to North during World War I and the decade that followed changed forever black Americas economic, political, social, and cultural lives. The Great Migration was, up to that point, the largest voluntary internal movement of black people ever seen. There were several factors that drew African Americans out of the South and into cities throughout the nation. Poverty, the lack of educational facilities for the children, rigid segregation and discrimination, and limited opportunities were all among the reasons that led some to look North. Besides a dire economic situation, Southerners, as they had done during the Great Migration, were also fleeing Jim Crow. With little hope of redress in the justice system, African Americans were at the mercy of abusive employers, landlords, and almost anyone bent on depriving them of their rights. Notwithstanding the Fifteenth Amendment (1870), which guaranteed them the right to vote, the vast majority were effectively disenfranchised by restrictive rules that applied only to them. Rigid segregation in public spaces signaled by the constant presence of Whites Only and Colored signs on water fountains, restroom doors, hospital wards, transportation, and housing was a constant humiliation and a reminder that blacks were second-class citizens. Compared to the South, the North, although segregated in practice if not by law, appeared appealing (www.inmotionaame.org). The journey for equality for the African American citizen in the United States continue, great strides have been made. African Americans are once again in the political arena. We are entitled to fair and equal housing , education and employment. We now have an African American president. The struggle has been long, arduous, and steeped with many hills to climb. In keeping to the mantra by which many African Americans live it has been proven that which does not destroy us tends to make us stronger prevails.

The 1945 Truman Proclamation relating to the right to explore and explo

September 28, 1945 marked the time when the U.S. ventured in the exploitation of sea resources such as oil and gas. President Truman issued a proclamation in favour of the country to explore and exploit these minerals under United States policy (Frazier 2009, p.3). The Truman Proclamation firmly consolidated the distinction between the question of the legal regime governing fisheries resources beyond the territorial sea and the regime governing mineral resources. As far as the legal concept of the continental shelf was concerned, its main characteristics were established as a natural prolongation of the state’s land territory (Currie, Forces & Oosterveld 2007, p.403). The Proclamation established a clear separation between the territorial sea and shelf, in which the coastal state could not extend its sovereignty, but only under its jurisdiction and control. According to Byers (1999, p.91), the Truman Proclamation had been linked to the end of the social and economi c needs of World War II where the development of technology in the United States began to generate national interest in exploration and exploitation of off-shore oil fields. This had very significant legal implications, bearing in mind that for hundreds of years, sea resources had not been exploited under any regulation by any state. Following this proclamation, the U.S. Congress enacted legislation in 1953 in the Outer Continental Shelf Lands Act (OCSLA), which addressed the control of resource exploitation at the continental shelf by both the federal and state authorities. By so doing, the government wanted to ensure that natural resources at the coast and in the sea were exploited but in the right and legal manner. This perhaps would lead t... ...conomic fishing zone (EFZ) and 24 nm for contiguous coastal zones by the United Nations Convention of the Law of the Sea (Currier, Forcese & Oosterveld 2007, p.404). This saw the eventual transmission of U.S. views to other parts of the world since the UN had adopted the same laws. In conclusion, the regime of law on the continental shelf convention in regards to exploitation of natural resource was historically developed from President Truman Proclamation. After the US proclaimed it sovereignty to utilize sea’s natural resources, the country embarked on coming up with new laws that sought to ensure control of these sea portions. The Truman Proclamation can be said to have affected many legislative initiatives all over the world with regard to use of the sea subsoil and the waters in general. Most of these legal effects are still felt to hitherto.

English Language Varieties Essay

English has spread rapidly, even since independence, either as a first language or as a medium of education for non-native speakers (Platt and Weber, 2002). The actual range of varieties of English is much greater than is found in the British Isles. On the one hand we can speak of an acrolect or high status variety, and on the other a basilect or low status variety, with the mesolect occupying the intermediate position. These terms are usually descriptive of what is known as a post-creole continuum—that is the range of non-discrete varieties in a post-colonial situation ranging from the acrolect, which is generally very close to the standard language of the colonial power, through to the basilect, which structurally resembles a creole. It is sufficient here to characterise a creole as a mixed language, resulting historically from contact between speakers of different and mutually unintelligible languages. Creoles are usually associated with colonial situations and are generally assigned a very low social status. Basilectal speakers, who occupy the lowest position in a post-creole continuum, are often quite unintelligible to speakers of the acrolect. All speakers occupy a range on this acrolect—basilect continuum, which correlates closely with their social status, shifting along it according to social context in much the same way as British speakers manipulate linguistic variables. Of course, the extent of linguistic difference is much greater. Such continua have been described in Jamaica by De Camp (2001) and in Guyana by Bickerton (1995), and it is likely, we should note, that these studies will be of increasing relevance to an understanding of the sociolinguistic structure of ethnic minority communities in Britain. A detailed account of the structure and function of pidgins and creoles is not directly relevant here, but interested readers are referred to Todd (2000) for an introductory account of the social, political and linguistic issues involved. Although respectable Victorians were already reacting strongly against the prescriptive attitudes of the eighteenth century, the most extreme anti-prescriptive statements, as far as we know, are those made by some members of the ‘American structuralist’ school of linguistics. Bloomfield (1993:22) felt that discovering why ain’t is considered bad and am not good is not a fundamental question in linguistics, and he thought it strange that ‘people without linguistic training’ should devote ‘a great deal of effort to futile discussions of this topic’. Bloomfield was certainly implying that the study of prescriptivism was not of central interest to linguistics; he was thereby limiting the field of linguistics to a descriptive study of form and system in language which takes relatively little account of language as a social phenomenon. Some of Bloomfield’s followers have gone further than this and have attacked ‘unscientific’ approaches to language with missionary zeal. C. C. Fries (1997) seems to have equated traditional school grammar with prescription (which was by definition ‘bad’ and ‘unscientific’ in the view of structural linguists of the time), and in his book on English syntax he went so far as to even reject traditional linguistic terms such as ‘noun’, ‘verb’ and ‘adjective’. Fries’s work was directed towards the educational system at the ordinary consumer. Anxious to assure all his readers that their use of language was just as good as that of anyone else, he proclaimed that there is no such thing as good or bad, correct or incorrect, grammatical or ungrammatical, in language. English in Western Europe and America Although linguistic scholars would certainly dispute the details of this pronouncement, they have continued (for the most part) to assert or assume that their discipline is descriptive and theoretical and that they do not deal in prescription. In Western Europe and America most theoretical linguists would still affirm that all forms of language are in principle equal. As Hudson (2002:191) has put it: Linguists would claim that if they were simply shown the grammars of two different varieties, one with high and the other with low prestige, they could not tell which was which, any more than they could predict the skin colour of those who speak the two varieties. Although some evidence from work by social psychologists (Giles et al. , 2000) lends some support to Hudson’s point, we do not, in fact, know whether standard languages can be conclusively shown to have no purely linguistic characteristics that differentiate them from non-standard forms of language (the matter has not really been investigated). It appears to be an article of faith at the moment that judgments evaluating differences between standard and non-standard varieties are always socially conditioned and never purely linguistic. However, we shall later suggest that the process of language standardisation involves the suppression of optional variability in language and that, as a consequence, non-standard varieties can be observed to permit more variability than standard ones (e. g. in pronunciations of particular words). Thus, there may be one sense at least in which the linguistic characteristics of non-standard varieties differ from those of ‘standards’. Standard English: UK Variety In the UK, one vehement critic of the supposed malign influence of linguistics on English language teaching is John Honey (1997-2003). He has named an array of linguistic scholars (including—astonishingly—Noam Chomsky, who has never been concerned with educational or social issues), as encouraging a neglect of Standard English teaching in schools. This is an entirely false claim. It is true that there has been some opposition to the teaching of English grammar, but in our experience this has arisen mainly from the preference of lecturers for literature teaching. Far from discouraging ‘grammar’, university linguists have been closely involved in maintaining and encouraging its teaching. No one has ever opposed the teaching of standard English, and many of those named by Honey as ‘enemies’ of standard English have devoted much of their careers to teaching it—training students to write clear and correct standard English. Experienced teachers will not take kindly to an attack that simply appears to them as ignorant, presumptuous and pointlessly offensive. The linguist’s academic interest in the human capacity to learn and use language is not a threat to the teaching of Standard English, and it can be a great benefit. It does not follow from the educational necessity to focus on the standard that we should neglect to examine and explain the different norms and conventions of speech and writing, or that we should fail to acknowledge that standardised usage is most fully achieved in writing. Nor does it follow that we should neglect the fact that non-standard spoken vernaculars have grammars of their own. To investigate the structure of language varieties is an intellectual requirement that cannot be compromised, and which in no way contradicts the importance of the teaching of literacy in a standard language. Amongst other things, research on real language in use can help us to clarify and understand what standard English actually is and appreciate more exactly what its roles and functions are. We will not improve practical language teaching by ignoring such matters or by maligning those who study conversational speech and non-standard vernaculars as ‘enemies of standard English’. The authors of elementary books on linguistics, however, have usually been anxious to dissociate their account of the subject from that of traditional handbooks of correctness. As we have seen they usually dismiss prescription routinely, and assert that linguistics is descriptive. Their general point—that, if one is to study the nature of language objectively, one cannot make prior value-judgments—is frequently misunderstood, and it has sometimes called forth splenetic and misinformed denunciations of linguistics as a whole. One example amongst many is Simon (2002). In an essay entitled ‘The Corruption of English’ (2002), Simon blames structural linguistics and literary structuralists for an alleged decline in language use and for permissive attitudes to language: ‘What this is, masquerading under the euphemism â€Å"descriptive linguistics†Ã¢â‚¬ ¦is a benighted and despicable catering to mass ignorance under the supposed aegis of democracy. ’ His essay is outspoken and full of emotive language (‘pseudoscientific mumbo jumbo’, ‘rock-bottom illiteracy’, ‘barbarians’, ‘vandalism’, etc. ), and it betrays ignorance of what linguistics is about. To Simon, linguists are almost equated with some menace that is threatening Western (i. e. American) civilisation from outside. It is unfortunate that misunderstandings and misapplications of the American structural linguists’ teaching should have made it seem reasonable for anyone to write in this ignorant way. As many people still interpret descriptive linguistics as inimical to standards of usage, there has clearly been some failure of communication between linguistic scholars and the general public. One reason for this is that ‘mainstream’ linguistics has concentrated more on the abstract and formal properties of language than on language in its social context. Bloomfield (1993), as we saw above, considered that prescription was irrelevant to linguistics as a ‘science’. Yet some linguists have been directly interested in prescription. Haas (2002), for example, has pointed out that prescription ‘is an integral part of the life of language’. By refusing to be interested in prescription, he adds: ‘linguists only ensure that every enterprise of linguistic planning will be dominated by ignorant enthusiasts and incompetent pedants’ (Haas, 2002:3). Since Haas made these comments, some social and educational linguists have been very active in commenting on public attitudes and educational policies, and some have represented the subject on advisory committees. A general linguist, R. A. Hudson, is responsible for the Language Workbooks series, published by Routledge. Several relevant books on language variation have appeared, and linguistic correctness was the topic of the 1996 BBC Reith Lectures, delivered by Jean Aitchison (1998). In the USA much of the interest in language differences has been driven by public concern about the language of ethnic minorities. In 1997, the Linguistic Society of America published a document inspired by a controversy about ‘Ebonics’ (African American Vernacular English), which was recognised by the Oakland (California) School Board as a legitimate form of language. It ended with the following comments: There is evidence from Sweden, the US, and other countries that speakers of other varieties can be aided in their learning of the standard variety by pedagogical approaches which recognize the legitimacy of other varieties of a language. From this perspective, the Oakland School Board’s decision to recognize the vernacular of African American students in teaching them Standard English is linguistically and pedagogically sound.

Railway Signalling Using Wireless Sensor Networks

Railway Signalling Using Wireless Sensor Networks Free Online Research Papers Railway Signalling is safety critical domain, where still traditional technology is in use. There are many reasons for using traditional technology; one of the main reasons being the proven Safety performance of the older systems (Relay Based). As the rail traffic is increasing and with higher speed of trains there is an acute need for modernization of Railway Signalling Technology. Even with the advent of Microprocessor based technology, the problems have not been solved. This article proposes the use of Wireless sensor networks in Railway Signaling domain which combines the Ground base signalling and the On–Board Signalling, which is suitable for high Speed Railway Traffic. The article gives brief idea of the architectures of a Sensor Node, Driver node, Gateway Node and Base Station. It discusses the network Architectures and the Routing algorithms to be used in the sensor networks. It also discusses the design of Control laws (Interlocking Logic) for safe movement of trains and also the failsafe techniques to be used in the design of such Technology. It also describes the challenges in using the Concept of Wireless Sensor Networks in Railway Signalling Domain. Research Papers on Railway Signalling Using Wireless Sensor NetworksBionic Assembly System: A New Concept of SelfOpen Architechture a white paperPETSTEL analysis of IndiaThe Project Managment Office SystemEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoGenetic EngineeringIncorporating Risk and Uncertainty Factor in CapitalRiordan Manufacturing Production PlanAssess the importance of Nationalism 1815-1850 Europe

Evolution of the Floppy essays

Evolution of the Floppy essays Computers and computer technology have come a long way since the first home computers were invented in the early 70s. Over the past 30 years, computers and their accessories have all become compact. One item that has come a long way since its invention in 1971 is the memory disk, or floppy disk as it is now called. The floppy disk was first born as an 8 plastic disk with very little memory but over time slowly got smaller. It shrunk from 8 to 5 Â ¼ to 3 Â ½ and even to 3 but the 3 disk was discontinued. The floppy disks also increased the amount of saveable memory as they got smaller. They even became more versatile, which was appealing for computer customers in search of portable storage devices. The floppy disk forever changed the way computers were used and the way people saw computers. They made everyday computer tasks much easier for us. The floppy disk was revolutionary. IBM introduced the very first floppy disk in 1971. This memory disk as it was called at that time, was an 8 plastic disk coated with magnetic iron oxide; Data was written to read from the disks surface. The 8 plastic floppy disk was considered to be revolutionary during its time because not only was it considered to be a nice small size, but you could pretty much take it anywhere with you and put it in another computer to read the same data stored on that disk. The very large but very useful 8 floppy was just the start of what was to come within the next 20 years. The floppy disk was invented by IBM engineers led by none other than Alan Shugart. The first floppy disks his team created were just designed for loading micro codes into the controller of the IBM 3330 disk pack file. However, additional uses for the floppy disk quickly occurred. Some examples of these other uses were transferring documents from one computer to another, and creating copies of very import...

Silver Service Essays

Silver Service Essays Silver Service Paper Silver Service Paper Chaper8 Silver service 1 what is silver service? -Style of catering where the food is delivered to the table on a platter held by the waiter and served to the customer’s plate using a folk and spoon . 2 Which side of the guest do you stand for silver service? -Left of the guest 3 what are the limitations of using the thread method of holding the service gear? -Each different items need to be served by different service gear required. 4 How do you pick up small items of food? -To remove your index finger in wedge method. What sort of things are served with two fish knives instead of the usual service gear? -Soft or large items requiring more support than can be given by a service spoon and fork. 6 In which direction should the gear be moving as you pick up food from the service plate? -The service gear is moving towards you. 7 How would you plan the presentation of the food on the plate? -we need to consider the other items to be served . ex) separating two different color item for visual balance 8 How and when are sauces served in silver service? It should not be carried on the same serving dish as the food . They are offered and served separately using as sauce-boat and a serving spoon. A spoon is used to serve them and serve the sauce from the left of the guest. 9 Where are other accompaniments placed? -They are placed to the left of the main item. Chapter9 Clearing Table 1 How can you tell when all the guests have finished a course? -Guest usually indicate that by placing their cutlery together on plate or we can ask them. 2 Describe the two-plate clearing technique. 1) At the back right hand corner pick up the plate with your right hand. 2) Transfer the plate to your left hand, holding it between the thumb n index finger. Use the knife to move the scrap items to the front of the plate3) place the knife under the handle of the folk 4) Moving around the table pick up second used plate n its cutlery 5) Transfer the second plate to your left hand positio n it on a platform above the first plate supporting it with your ring finger, your little finger n the base of your thumb n lower forearm. ) place the fork alongside the other fork on the first plate n using the knife push the scraps down off the second plate onto the front of the first plate to join the scraps already there. 7) place the knife alongside the knife on the first plate8) Moving around the table collect the remaining plates n cutlery. 3 Where should the dirty plates be held? -Station(Sideboard) or Dishwashing machine 4 How is the cutlery prevented from falling off the plate as it piles up? -place the knife under the handle of the fork at right angles to it. Describe the three –plate clearing technique. 1) At the back right hand corner pick up the plate with your right hand. 2) Transfer the plate to your left hand, holding it between the thumb n index finger. Use the knife to move the scrap items to the front of the plate3) place the knife under the handle of the folk 4) Moving around the table pick up second used plate n its cutlery5) place the second plate in the crease of the palm of your left hand under the edge of the first plate supporting it by your ring and little fingers. Place the fork alongside the fork on the first plate n using the knife move the scrap items from the first plate down onto the second plate. Place the knife alongside the knife on the first plate. 6) Moving round the table pick up the next guest’s used plate. 7) place the third plate so that it sits on the flat of your forearm n the rim of the second plate. Place the fork alongside the forks on the first plate n use the knife to move the scraps onto the second plate place the knife alongside the other knives on the first plate. )Continue collecting the plates, stacking the additional plates on the third plate, transferring the scraps onto the second plate n placing the knives n forks neatly on the first plate. 6 What is the advantage of the three-plate clearing technique? -Scrap food items and the used cutlery are carried on separate plates. 7 How many plates should you collect at once? -As many plates as you can. 8 What technique is used to collect side plates at the same tim e as dinner plates? -Using the two plate or the three plate technique. 9 When should side plates be collected separately from dinner plates? If there are more than four guests at the table. 10 How should unusually shaped plates be collected? -They should not be stacked but held separately from used dishes, using the two or three plate carrying method. Chapter17 End of service procedures 1 Why are the two purposes of a bill? -To inform the guest of the amount to be paid , To act as a control system for the establishment. 2 Why is important to present the bill promptly? -They may earn a reputation for slow service. Bringing bill late is one of the reasons that makes guest feel annoyed. What should you do with the bill if it is not clear who is the host? -place the bill in the centre of the table 4 What is the procedure for accepting payment by credit card? -Check that the establishment accepts the kind of card presented and its expiry date. If it has been signed. 5 Why should you neve r stand and wait for a tip? -Waiter has absolutely no right to a tip because it is a bonus for especially satisfying service. 6 How can you make a good impression when farewelling guests? -If it’s possible remember the guest’s name and wish them â€Å"good evening† and thank them for coming. You should make sure that guests take their personal belongings with them when they leave . What items are they particularly likely to forget? -Coats, hats and BYO bags, umbrella 8 How should you carry cups and saucers when clearing a table? -They should be carried using either two or three plate carrying technique. Do not stack the cups 9 How should workstations be left? -They are restocked with cleaned, polished equipment. Chapter 19 Function operation 1 What does the hospitality industry mean by ‘a function’? -Offering novice opportunity to gain part-time employment and establish themselves. Write down six different styles of function which might need the ser vices of waiters. -Wedding/ Conference/Birthday party/office party/Engagement party/Christmas party 3 What is the purpose of the ‘Function sheet’? -In order to record and confirm the detail of function 4 What should a function cover consist of ? -Dessert covers /Glassware/Cups and saucers 5 In what circumstances do function staff work in teams? -At large function, to preserve a smooth and quick level of service 6 What is the job of the runners in a function team? Picking up plated items from the kitchen and transferring them to a service area within the dining room. 7 How many five-person teams do you think would be necessary to serve a standard three- course dinner for a function with 500 guests? -3teams of five 8 In what ways might correct drinks service be different at a large function compared with a dinner for four in a restaurant? -At large function, there are two separate team one for the beverage and the other one is for serving food. The beverage must be served alternately with the food. FB Service Management

USC Law School Personal Statement Essay Example | Topics and Well Written Essays - 1500 words

USC Law School Personal Statement - Essay Example The reporter highlights "as a relatively naive and callow freshman, I envisioned myself eventually pursuing a career in business, simply to appease those who incessantly questioned me regarding my major and future profession. Nonetheless, I, fortunately, maintained an open mind and after my first few weeks of Law 200, taught by the legendary late USC law professor Charles Whitebread, I realized that I had discovered my passion. From reading cases on my own during the classroom discussions, I found myself frequently checking the clock, wishing that our current discussion regarding child law or the 4th amendment would continue indefinitely. However, much to my chagrin, although I had finally found a subject that truly captivated and excited me, USC did not offer an undergraduate law program. Being disappointed and still having an undeclared major, I once again maintained an open mind. Transferring into USC’s prestigious business school could wait; I wanted to continue exploring my options of study. After over a year of exploring, and now because of mounting pressure from even USC to finally choose a major, I made the best educational decision of my young life. I chose to pursue not one but two majors, a double major in political science and economics. After my declaration of double major, I am astounded by my intellectual and analytical development. Before choosing my double major, I accepted the lessons of my classes and professors merely at face value. For example, if I was taught to approach an issue or problem in a certain way, I would learn the method for that approach and then merely regurgitate that method . This form of learning actually proved successful for me throughout my high school and early college years. However, my economics and political science double major forcefully developed me into an analytical, questioning, and most importantly, active learner."