Arguments For And Arguments Against Democracy Politics Essay

Arguments For And Arguments Against Democracy Politics Essay There are many benefits or arguments that are for democracy; since the ample population is given rights and autonomy. A very important characteristic that leads to being a benefit of democracy is that it allows citizen from all walks of life to participate actively in the political proceedings of their homeland. However, there are arguments against (disadvantages of) democracy also. One of the main defects in the idea of democracy is that the authority given to the masses can also be distorted, made improper use of and become the tyranny of the ample/ majority. This can become a double-crossing issue in democracy. Benefits of Democracy It has been noted that most countries in todays era believe in the ideology of democracy and in its various theories. Some of the most powerful and advanced countries believe in democracy and follow democratic peace theory. Followers of democracy also argue that it is better to have the tyranny of the majority rather than tyranny of the minority. A research by Diplomatic Changes in the Government Democracy can offer adjustments in government without antagonism. In a democratic government, power can be moved from one party to another through the method of elections. The authority that is the hands of citizens or general public of a nation makes the decisions for its ruling power. Avoidance of Monopoly In addition, any government is restricted to an election term after which it has to compete against other parties to recover supremacy. This mean avoids monopoly of the controlling party. The reigning establishment has to make sure it operates effectively for its citizens as it cannot continue being the power unless the people re-elect the same government to come to term again. A Sense of Appreciation This instills a sense of accountability towards the people. The ruling party owes their triumph in winning the elections and coming to authority to the citizens of the country. This brings about a sense of appreciation towards the people. This appreciation can help play a role in the governments motivation to function for citizens as it is because of the votes and trust of the citizens that the party has power to rule. Sense of Contribution An important for-argument of democracy is that the people attain a sense of involvement in the process of choosing their administration for their Nation. They acquire the opportunity to speak out their observations and views by the process of voting. This gives rise to a feeling of belonging to the people and they also feel as if they belong to the society and can contribute towards its betterment. Having an upper hand during war time: A leading research by Ajin Choi (affiliated by the International Studies Quarterly 2004, Yonsei University, Seoul, South Korea), says that democracies execute better in the time of war than non-democracies, that is they are more likely to win wars than non-democracies. The author (Ajin Choi) points this chiefly to the simplicity of the policies, and the constancy of their inclinations, due to which they are better able to deal with their partners. Avoidance of famine: Followers of democracy quite freely quote the famous economist,  Amartya Sen, who believed that no operating democracy has ever managed to damage a large scale  famine  to affect its people. Disadvantages of Democracy: Until quite recently, conformist beliefs have believed that economic progress or development, predictably and with rapidness leads to democracy. Even though reality does show that almost all of the developed and rich countries of the world are democratic. But reality also shows that, the relationship between economic development and democracy is actually quite weak. The increasing number of prosperous non-democratic countries advocates that great wealth single-handedly doesnt involuntarily direct to more political liberalization. This is proved by the economic success of China and other non- democratic states in Asia. Wrong choice can be made In democratic countries, it is the ordinary person who has the ultimate right to decide their parliament and their current powers to be. Also all people are not conscious of the political circumstances of their nation. The people may not also be up to date of the political issues in their country. This can lead to a wrong decision of voting to the wrong party by the citizens. Hitler was rightly elected through democratic elections; though later he turned into a Fascist. This shows how a political leader could play with the emotions of people into blackmailing them to vote for him, ultimately misleading them into making a wrong choice. Government May Lose focus The government is bound to changes and adjustments once they are elected or re-elected, it may operate with a short-term purpose. As governments have to go through the method of election once their tenure ends and have to re-elected, they may lose focus on operating efficiently for the people and give attention to winning the elections. Masses Have Power Since majority has power- there can be a tyrannical rule of the majority which ultimately works against the minority. It has been proved by a research made by World Bank that though USA is a popular democratic country with loads of power and is one the most affluent and developed country, domestic inequality is largely seen. A huge countrywide score on the  human development index  (HDI) is partnered by the differences in health, education, and income amongst the various ethnic sets. In USA, almost every state has an  infant mortality  which is greater for the African-Americans then for local white people. Citizens might vote in favor of a party under pressure of the masses, because of the influence of people around them and because of their opinions, and end up making the wrong judgments. Though democracy tries to prevent discrimination and supports collaboration and harmonization. It also slows things down, stops those in power from committing an action that is against the majoritys wish.

Narrative of the Life of Frederick Douglass Essay -- Narrative Life Fr

Narrative of the Life of Frederick Douglass Complete Title: An Exploration of the Relationship between Southern Christianity and Slaveholding as seen in the â€Å"Narrative of the Life of Frederick Douglass, an American Slave Written by Himself†    Dr. Pautreaux’s comments: What makes this paper memorable is the fact that this student is also a minister. Both his command of the language and his insight as a minister gave this paper a unique view of the narrative.    We can so easily deceive ourselves into believing that what is accepted by the general population as normal behavior is also justifiably correct. Rarely do we, as a society, question our customs as long as this behavior yields such commodities as convenience, profit or social benefit. If contested, our acts become well justified and defended. All components of our lifestyle are purposefully bent to fit around popular beliefs and anything, up to and including the Holy Bible, can be distorted to advance our position. A current example of this is today's Muslim terrorists who are using teachings in their Koran to justify their position saying that the Koran dictates that they must fight a holy war, killing as many Christians and Jews as possible, even going so far as to sacrifice their own lives in the process. This sort of religious distortion, used to justify man's self-serving will, is what writer and former slave, Frederick Douglass exposes in his story of his life which he wr ote in 1845. In his story, Douglass gives us a wealth of obvious incongruities of people professing Christianity while practicing slavery: "The man who robbed me of my earnings at the end of each week meets me as a class-leader on Sunday morning, to show me the way of ... ...lt of the Christian religion itself, perhaps the present religious conflict could be resolved. We, too, have the obligation to remember that the strain of Islam that has come to fore in these days of terrorist attacks, is but an extremist fanatical derivation or a religion that also has a pure and good basis. We should all make sure that religion is not a "mere covering for the most horrid crimes--a justifying of the most appalling barbarity...in which the darkest, foulest, grossest, and most infernal deeds...find the strongest protection" (1059) as it was in the days of slavery in the southern U. S. and in the life of Frederick Douglass. Work Cited    Douglass, Frederick. '"Narrative of the Life of Frederick Douglass, an American Slave." The Harper Single Volume American Literature. Ed. Donald McQuade, et.al. 3rd edition. New York: Longman, 1999. 1020-1081. Narrative of the Life of Frederick Douglass Essay -- Narrative Life Fr Narrative of the Life of Frederick Douglass Complete Title: An Exploration of the Relationship between Southern Christianity and Slaveholding as seen in the â€Å"Narrative of the Life of Frederick Douglass, an American Slave Written by Himself†    Dr. Pautreaux’s comments: What makes this paper memorable is the fact that this student is also a minister. Both his command of the language and his insight as a minister gave this paper a unique view of the narrative.    We can so easily deceive ourselves into believing that what is accepted by the general population as normal behavior is also justifiably correct. Rarely do we, as a society, question our customs as long as this behavior yields such commodities as convenience, profit or social benefit. If contested, our acts become well justified and defended. All components of our lifestyle are purposefully bent to fit around popular beliefs and anything, up to and including the Holy Bible, can be distorted to advance our position. A current example of this is today's Muslim terrorists who are using teachings in their Koran to justify their position saying that the Koran dictates that they must fight a holy war, killing as many Christians and Jews as possible, even going so far as to sacrifice their own lives in the process. This sort of religious distortion, used to justify man's self-serving will, is what writer and former slave, Frederick Douglass exposes in his story of his life which he wr ote in 1845. In his story, Douglass gives us a wealth of obvious incongruities of people professing Christianity while practicing slavery: "The man who robbed me of my earnings at the end of each week meets me as a class-leader on Sunday morning, to show me the way of ... ...lt of the Christian religion itself, perhaps the present religious conflict could be resolved. We, too, have the obligation to remember that the strain of Islam that has come to fore in these days of terrorist attacks, is but an extremist fanatical derivation or a religion that also has a pure and good basis. We should all make sure that religion is not a "mere covering for the most horrid crimes--a justifying of the most appalling barbarity...in which the darkest, foulest, grossest, and most infernal deeds...find the strongest protection" (1059) as it was in the days of slavery in the southern U. S. and in the life of Frederick Douglass. Work Cited    Douglass, Frederick. '"Narrative of the Life of Frederick Douglass, an American Slave." The Harper Single Volume American Literature. Ed. Donald McQuade, et.al. 3rd edition. New York: Longman, 1999. 1020-1081.

Implications for Education Using Frueds Theory Essay

Sigmund Freud was born in 1856 in Moravia, a part of the Austro-Hungarian Empire known until recently as Czechoslovakia. His home was Vienna where he studied and practiced medicine until 1938 when Austria was annexed by the Nazis. With the Nazi annexation of Austria he went into exile in England and died in London in 1939. Freud made a great contribution to psychology and learning theory with his discovery of the emotional nature of unconscious motivations. His personality theory – though not entirely correct in all its aspects – brought to our awareness the unconscious level of the human ‘mind’. As a result we are aware of some previously unknown aspects of human development. We now know that the mental conflicts of the neurotic are not fundamental conflicts of human nature. Instead they are based on the motivating forces and social conflicts of the social environment within which the individual personality develops and functions. The concept of ‘normality’ makes sense only within the context of nature of the social environment in which the individual is functioning. Freud’s scientific discovery of the unconscious has contributed to the understanding of the role of the unconscious in the motivation aspect of learning †¦the basis of the valuing process intrinsic to the human organism†¦ (‘intrinsic motivation’) and the importance of the emotional nature of motivation as a determinant for effective learning. This is of great significance to learning theory and consequently to educational theory. The emotional nature of motivation for learning is a key aspect of educational theory of the so-called paradigm of education for development of the person as a whole i.e. ‘holistic education’. In 1923 Freud described his constructs of the id, ego and the superego. The id is the most primitive part of our personality. It operates according to the pleasure principle and it simply seeks immediate gratification. Freud believed that every human had a life and death instinct. The life instinct is called eros while the death instinct is called thanatos. Both are integral parts of the id. And the energy for this mechanism is libido, a flowing, dynamic force. The ego is different from the id as it is extremely objective. It operates according to the â€Å"reality principle† and deals with the demands of the environment. It regulates the flow of libido and keeps the id in check, thus acting as a â€Å"control center† of the personality. It is the superego which represents the values and standards of an individual’s personality. It acts as an internal judge, it punishes the ego with feelings of guilt or it rewards, which lead to feelings of pride and heightened s elf-esteem. The superego is a characteristic of the personality which strives for perfection. According to Freud, the disparity and development of the id, ego and the superego, determines an individual’s behavior in a given situation, which in turn results in the development of the personality. Freud placed great importance on the early years of a child as he believed that what we are as adults is determined by childhood experiences. Freud called these early years of development the psychosexual years of development. These early years proceed through a number of stages. Each child undergoes the different stages. These stages are the oral stage (first year of life), the anal stage ( second year), phallic stage (third through fifth year), a period of latency (from 6 to 12), and the genital stage (after puberty). Freud believed that as every child passes through these stages there might be a likely possibility that a child may spend more time in a particular stage then they aught to. This co ndition can lead to a fixation or an incomplete development of the personality. A critical event during the first five years of life is the experience of Oedipus and Electra conflicts. Freud believed that both sexes encounter and must deal with these turmoils, which result from boys developing sexual attraction toward their mothers, and girls developing sexual attraction towards their fathers. A boy may have feelings of jealousy towards his father as he is an obstacle between him and his mother. And, they fear retaliation by their fathers if they are caught (fear of castration). Since the boy loves his father, these feelings are repressed and he begins to identify with the father, adopting his values. Similarly girls develop hostility towards their mothers, unconsciously blaming their mothers for not being equal with boys. They assume that something is missing and feels inadequate (penis envy). Another major aspect of psychoanalysis is the development of defense mechanisms. According to the theory defense mechanisms are used by the ego to protect the person from anxiety. Repression is when information is pushed down into the unconscious. This information is either unpleasant or undesirable and may cause anxiety. Very often this information is pushed so deep down into the unconscious that is hard to retrieve. Reaction formation is when due to anxiety feelings are replaced by the extreme opposite. For instance a person feeling hate will be replaced by love. Undoing is when the ego completely changes actions which lead to feelings of anxiety. In this mechanism the truth may be drastically distorted. Projection is when an individual tends to assign one’s own shortcomings on to someone else. Rationalization is when an irrational act is made to appear rational. Denial occurs in cases where the ego is threatened and a person refuses to acknowledge the reality or seriousness of the situation. Identification involves empathizing with the qualities or characteristics of another favorable person. Fixation and Regression are related mechanisms which occur during psychosexual development. Psychoanalysis is also a therapy. It is based on the observation that individuals are often unaware of many of the factors that determine their emotions and behavior. Psychoanalytic treatment demonstrates how these unconscious factors affect current relationships and patterns of behavior, traces them back to their historical origins, shows how they have changed, and helps individuals to deal better with the realities of adult life. Though primarily of historical interest, an understanding of Freudian theory may give classroom teachers insight into the importance of unconscious feelings and drives that motivate some student behavior Implications for teaching When applying psychoanalysis to children or young students, a teacher must take a broad view by exploring the considerable range of psychoanalytic literature available.When applying psychoanalytic theories to children in the classroom, activities are typically categorized into either behaviorism or cognitivism. Behaviorism focuses on tangible behaviors, such as a child who will share her toys versus a child of the same age who refuses to share. Behaviorism also looks at conditioning and social learning to understand where a child picks up his personality traits and habits. Cognitivism looks at mental processes and events rather than tangible behaviors. Cognitive structure, or the structure and function of the brain, is of particular concern here. In cognitive science, psychologists are concerned with whether behaviors can be justified chemically or structurally in biological differences between people. When behaviorism and cognitivism are understood, teachers, parents and psychologists can attempt to answer behavioral disorders from a social conditioning and chemical perspective. A behavioral problem may be rooted in either or both areas of psychoanalysis. An example of a classic activity used for psychoanalysis in the classroom is role playing. During a role play, the teacher exercises control over the basic setup of the scenario. Students then act within those boundaries to produce original decisions and actions. In each scenario, a student knows there are things she should or should not do. For example, if the scenario involves seeing another child break a rule, the actor in the role play must decide what to do. Should he tell the teacher, attempt to punish or correct the child himself or let the child get away with it? Classroom activities around psychoanalytic theory can be public or anonymous. An example of an anonymous psychoanalytic activity is the question and answer game. Students write anonymous questions about social situations on a piece of paper and submit them to the teacher. The teacher will pass the questions back out to students, making sure each student gets a question he did not write. Students take the questions home and answer them overnight, and resubmit them anonymously. The teacher then reads them aloud for class discussion. 1. Learning is a process of active construction. Learning is the interaction between what students know, the new information they encounter, and the activities they engage in as they learn. Students construct their own understanding through experience, interactions with content and others, and reflection. Teaching Implication Provide opportunities for students to connect with your content in a variety of meaningful ways by using cooperative learning, interactive lectures, engaging assignments, hands-on lab/field experiences, and other active learning strategies. 2. Students’ prior knowledge is an important determinant of what they will learn. Students do not come to your class as a blank slate. They use what they already know about a topic to interpret new information. When students cannot relate new material to what they already know, they tend to memorize—learning for the test—rather than developing any real understanding of the content. Teaching Implication Learn about your students’ experiences, preconceptions, or misconceptions by using pre-tests, background knowledge probes, and written or oral activities designed to reveal students’ thinking about the topic. 3. Organizing information into a conceptual framework helps students remember and use knowledge. Students must learn factual information, understand these facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in order to develop competence in a new topic. Teaching Implication Support students by using concept maps, flowcharts, outlines, comparison tables, etc., to make the structure of the knowledge clear. 4. Learning is a social phenomenon.   Students learn with greater understanding when they share ideas through conversation, debate, and negotiation. Explaining a concept to one’s peers puts knowledge to a public test where it can be examined, reshaped, and clarified. Teaching Implication Use Cooperative learning strategies, long-term group projects, class discussions, and group activities to support the social side of learning. 5. Learning is context-specific. It is often difficult for students to use what they learn in class in new contexts (i.e., other classes, the workplace, or their personal lives). Teaching Implication Use problem-based learning, simulations or cases, and service learning to create learning environments similar to the real world. 6. Students’ metacognitive skills (thinking about thinking) are important to their learning. Many students utilize few learning strategies and have a limited awareness of their thinking processes. Teaching Implication Help students become more metacognitively aware by modeling your thinking as you solve a problem, develop an argument, or analyze written work in front of the class. Teach metacognitive strategies, such as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by having students write in a learning journal or develop explanations of their problem-solving processes. Conclusion Psychoanalytic (or psychosexual) theory deals primarily with personality and postulates that human â€Å"behavior is motivated by inner, unconscious forces, memories, and conflicts† (Feldman, 1998, p. 26) that often stem from early life experiences. According to this theory, there are three basic structures of the personality: the id (which consists of the irrational libidinal drives that motivate the person to seek pleasure and sexual gratification), the ego (the rational part of the mind), and the superego (essentially the conscience which counterbalances the impulses of the id). Development occurs through a sequence of five psychosexual stages (oral, anal, phallic, latency, and genital) which focus on a body part (or erogenous zone) that becomes the center of pleasure or gratification (Rice, 1997). Defense mechanisms such as denial, repression, rationalization, and displacement, which serve the important purpose of temporarily distorting reality to relieve anxiety or reduce conflict, are also important components of Psychoanalytic theory. Though primarily of historical interest, an understanding of Freudian theory may give classroom teachers insight into the importance of unconscious feelings and drives that motivate some student behavior.

poe works essays

poe works essays The short story Sonnys Blues, by James Baldwin, tells the story of two brothers who come to understand each other. More specifically, it shows, through its two main characters, Sonny and his older brother, the two sides of African-Americans experience with much of racism. The narrator, Sonnys brother, has tried to assimilate to the white society, but still feel the pain and the limits on his opportunity. On the other hand, Sonny has never tried to assimilate and has to find the way out for his pain through drugs. Analyzing the plot of Sonnys Blues, we can understand what happened, why it happened, and why characters acted the way they do. The exposition of the Sonnys Blues starts when the narrator introduces characters, scene, and situation of the story. The narrator learns from a newspaper that his younger brother, Sonny, has been arrested for peddling and using heroin. (Baldwin 83) The narrator is a high school teacher, and his wife is Isabel. Leaving the school, the narrator comes across an old friend of Sonnys in the schoolyard. They talk about Sonnys arrest and tell each other some their fears. The friend says that he cant much help old Sonny no more. This angers the narrator because it reminds him that he himself had give up trying to help his brother and not even seen Sonny in a year. However, he keeps in touch with Sonny again after his daughter dies. It is also the moment the narrator begins to wonder about Sonny again. The scene ends the exposition, and opens the storys rising action part. The story continues as the narrator meets Sonny after Sonny get out of prison. As Sonnys request, they take a long cab ride and recall their memories that they had experienced in vivid, killing streets in their childhood. Next, we hear the conversation between the n ...

Fraudulent Chats With Unlike A essays

Fraudulent Chats With Unlike A essays Your standing in the lunch line and who happens to be in front of you, but Natalie Smith, that girl you just can't stand, everything she does just irks you. Even the thought of her brings these disturbing thoughts, that can't be that healthy, like wanting to take her by her little, blonde pig tails and swing her off from the highest building, making those little rosy cheeks stained with blood, this bringing the biggest grin to your face. Being her bubbly, cheerful self, she turns around, gives you the brightest smile, and acts as if its a surprise to see you. This all follows with one of those fake conversations. Everyone has had to have one, so I am sure you all know what I am talking about. You both know you don't care for one another, but you carry on with a friendly, "How have you been? What have you been up to?" bogus conversation. I particularly hate when I bump into these people. What I rather do, is turn to them and say, "I really don't like you and I know you don't really like me, I could care less, my life will go on, I really have no reason at all to talk to you, so please... step aside!" This of course is the nice way of putting it. And its really a simple solution to get out of those miserable conversations, with the phonies that like to put on fronts. Those people that like to be nice to everyone. Saying something along these lines, would surely set these people in their places and they will come to see that maybe not everyone is a Mary Poppins sunshine 24/7. You can just be upfront, you wont have to struggle to smile to the person you most despise, you wont have to act like you care about what they did during their vacation. If they went para sailing off in Hawaii, unless the little ropes on their parachute snapped and there little, fragile body went crashing down on the cold, brisk water, instantly braking every bone in their body. Then you would not only not have to talk to them, but wouldn't even have to see their ...

Reality TV's Negative Affect on Our Society Research Paper

Reality TV's Negative Affect on Our Society - Research Paper Example In some instances, it may make the viewer or the audiences revel at such negative attributes and vices such as pain, sex, and injuries to the cast, which in real sense the viewer should not. The end-result is the cast is rewarded for poor personal, societal or professional judgment. Since the advent of reality TV programming, critics have rightly described as a genre that is sensational and focusing on an emphasis on the negative aspects of the society. Hill (7) states that such articles such as ‘Ragbag of Cheap Thrills’, ‘TV’s Theatre of Cruelty’ or ‘Danger: Reality TV can Rot Your Brain’ describe how there is a negative connotation associated with reality TV. Further Nick Clarke argues in The Shadow of a Nation that reality TV has led to the erosion of the values hitherto held by the society as well as distracting the ideals of a modern society. For example scenes of addiction to drugs and war in reality television programs have the pot ential effect of eroding the culture held by the society as well as its moral values (Hill 7). Other programs such as Real Housewives of Atlanta  and Basketball Wives  that show violent confrontations between women tend to make young ladies copy them with the thoughts that such behavior is desirable. In the analysis of the reality TV program ‘Extreme Makeover’, the negative aspect of the society is portrayed as the show suggests that the American society is constantly in trouble to find or live in a decent home showing how a contemporaneous socio-political tension or situation. The crisis that the cast in the program face is at times used to hoodwink the electorate who vote in leaders who can promise better housing... This "Reality TV Negative Effects to Society" essay demonstrates how such shows as "Extreme Makeover" or "16 and pregnant" shapes our worldview. Reality television shows have constantly portrayed a distasteful and dysfunctional behavior in the form of entertainment and people get easily manipulated and end up applying the same behavior in the society. The negative influence of reality television programs is that they allow a person or the viewer to follow what has been determined for him by someone else as reality. The producers of reality TV programs also fail to consider ethics when producing these programs, as they tend to exploit the misfortune of others such as divorce and teenage pregnancy all in the name of entertainment. From the foregoing argument, research has proven that reality television programs just warp the viewer’s perception of reality and their belief. This is the reason for example why viewers or members of the society who view the world as filled with dram a and relational strife are addicted to reality programs, for example the regular viewers of drama on crime are likely to engage in crime. In addition, the society has been affected in a major way and in a negative way by the reality programs as members of the society do not wish to learn how to accomplish a rigorous or desirable feat but demand to achieve it through controversy and idiocy. The end result is a society built on negative values and morals that greatly affect the productivity and meaningful co-existence.

Native Guard Poems By Natasha Trethewey Essay Example | Topics and Well Written Essays - 1250 words

Native Guard Poems By Natasha Trethewey - Essay Example The poem profoundly conveys her heart for the blacks in rich voice texture and images of truths concerning the battles not only against slavery for the fellow blacks but even with the unsettled issue of freedom that appears detached from the desired racial equality. â€Å"Native Guard† begins with an epigraph attributed to the 19th century social reformer and statesman Frederick Douglass stating â€Å"... if this war is to be forgotten, I ask in the name of all things sacred what shall men remember?† in reference to the Civil War which Trethewey revitalizes with her literary design. Utilizing ten stanzas each bearing distinct date, the poet pays tribute to one member of the Louisiana Native Guards being â€Å"the first officially sanctioned regiment of black soldiers in the Union Army.† With reference to the first line where the speaker expresses  Ã¢â‚¬ Truth be told, I do not want to forget†, the native guard himself is shown to have gathered to his sen sibility an essential contemplation of the past, adding â€Å"†¦I thought to carry with me / want of freedom though I had been freed, / remembrance not constant recollection†¦Ã¢â‚¬ . ... s and ends with a memory wherein the last line of each sonnet becomes a variant of the subsequent sonnet's opening line, as in a meaningful chronology of historical events. Since â€Å"Native Guard† is a first-person narrative supposedly by an unnamed ex-slave in an all-black regiment of the Union Army, the lines can be observed to possess stately approach to language and structure. Within the poem’s context is the presence of circularity depicting circumstantial shifts as one finds the former slave guarding the imprisoned inside the Union fort at Mississippi’s Ship Island. Comparing his personal life in relation to his professional life as a military officer who look after welfare of the fallen rebels, he states – I now use ink to keep record, a closed book, not the lure of memory — flawed, changeful — that dulls the lash for the master, sharpens it for the slave. For the slave, having a master sharpens the bend into work, the way the sergea nt moves us now to perfect battalion drill, dress parade. Trethewey’s style of writing in â€Å"Native Guard† is characteristic of a speaker’s tone or at least, a sound representative of the way speech is made in the culture or group the narrator has become a part of. Like journal entries, the words are phrased and constructed in a manner that indirectly yet effectively states the type of sentiments involved and along the following lines, the bitterness may be sensed with the drop of the last two words – †¦We’re called supply units - not infantry – and so we dig trenches, haul burdens for the army no less heavy than before. I heard the Colonel call it Nigger work†¦ Often, the work celebrates not only the factual details which history is not made to confront or disclose but also the most excruciating truths that