Triangle Shirtwaist Factory Fire - The Aftermath

The Triangle Shirtwaist Factory Fire in 1911 was one of the most infamous industrial tragedies in American history. On a Saturday afternoon, a fire broke out in a clothing factory. While many were able to escape, the workers on the ninth floor were not alerted to the fire in time, and because there was only accessible door - locked from the outside to prevent theft or unauthorized breaks - most workers in that area were trapped by the fire. Firefighting efforts were not enough to save the ninth floor: the hoses could not work fast enough, and escape ladders did not reach high enough. The buildings elevator operators managed to make a few trips up to rescue workers before the heat warped the structure too much, but those were the only workers able to escape. 146 people died in the fire (mostly women) and there was an immediate uproar about the conditions that had led to the fire and the massive death toll. After the Fire: Identifying the Victims Bodies were taken to the Charities Pier on 26th Street at the East River. There, starting at midnight, survivors, families, and friends streamed past, trying to identify those who had died. Often, the corpses could only be identified by a dental filling, or shoes, or a ring. Members of the public, perhaps drawn from a morbid curiosity, also visited the makeshift morgue. For four days, thousands streamed through this macabre scene. Six of the bodies were not identified until 2011, almost 100 years after the fire. After the Fire: Newspaper Coverage The New York Times, in its March 26 edition, reported that 141 Men and Girls had been killed. Other articles featured interviews with witnesses and survivors. The coverage fed the publics growing horror at the event. After the Fire: Relief Efforts Relief efforts were coordinated by a Joint Relief Comittee, organized by Local 25 of the ILGWU, the Ladies Waist and Dress Makers Union. Participating organizations included the Jewish Daily Forward, United Hebrew Trades, Womens Trade Union League, and the Workmens Circle. The Joint Relief Committee also cooperated with efforts of the American Red Cross. Relief was provided to help survivors, and also to help families of the dead and injured. In a time when there were few public social services, this relief effort was often the only support for the survivors and families. After the Fire: Memorial at the Metropolitan Opera House The  Womens Trade Union League (WTUL), in addition to its help with the relief effort, pressed for an investigation of the fire and conditions that led to  the large number  of deaths, and also planned a memorial. Anne Morgan and Alva Belmont were the main organizers, and most in attendance were workers and wealthy supporters of the WTUL. Held on April 2, 1911, at the Metropolitan Office House, the Memorial Meeting was marked by a speech by ILGWU and WTUL organizer, Rose Schneiderman. Among her angry remarks, she said, We have tried you good people of the public and we have found you wanting.... She noted that There are so many of us for one job it matters little if 146 of us are burned to death. She called for workers to join in union efforts so that workers themselves could stand for their rights. After the Fire: Public Funeral March The ILGWU called for a citywide day of mourning for the day of the funeral of the victims. More than 120,000 marched in the funeral procession, and some 230,000 more watched the march. After the Fire: Investigations One result of the public outcry after the Triangle Shirtwaist Factory fire was that the New York governor appointed a commission to investigate factory conditions - more generally. This State Factory Investigation Committee met for five  years,  and proposed and worked for many legal changes and reform measures. After the Fire: Triangle Factory Fire Trial New York City District Attorney Charles Whitman decided to indict the owners of the Triangle Shirtwaist Factory on charges of manslaughter, on the grounds that they had known that the second door was locked. Max Blanck and Isaac Harris were indicted for manslaughter in April 1911, as the D.A. moved swiftly. The trial was held over three weeks, beginning on December 4, 1911. Ultimately, jurors determined that there was reasonable doubt whether the owners knew that the doors were locked. Blanck and Harris were acquitted. There were protests at the decision, and Blanck and Harris were re-indicted. But a judge ordered them acquitted on the grounds of double jeopardy. Civil suits for wrongful death were filed against Blanck and Harris on behalf of those who had died in the fire and their families - 23 suits total. On March 11, 1913, nearly two years after the fire, these suits were settled for a total of $75 per victim. In comparison, the company received about $400 per victim from their insurance company, which totaled more than $60,000 more than the reported losses.

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Bipolar Disorder and Cognitive Behavioral Therapy Essay

Bipolar Disorder and Cognitive Behavioral Therapy Key points: There were several key points described in this chapter that validated psychosocial treatments. This analysis will only focus on the discussion of the research study that focused on the efficacy of cognitive behavior therapy (CBT) for bipolar affective disorder. This chapter discussed a study of twenty-eight people (Cochran, 1984) who received outpatient CBT for a bipolar disorder diagnosis. The study was designed to change the way half of the participants (14) would think and behave so that they would better comply with their medication regime. Fourteen participants received six weekly CBT sessions for one hour, in addition to pharmacological interventions. The other†¦show more content†¦How this chapter makes a unique contribution This chapter presented several different research studies that illustrated what interventions actually help clients to get well. It also could assist mental health professionals in implementing these interventions. The CBT resea rch study presented in this chapter was the only study illustrated (in this chapter) that met some of the high standards of research efficacy. This project had a control group, randomly assigned participants to control groups and participants were observed over-time. These standards are important for mental health professionals who want to evaluate these research studies so they can decide if they want to implement them into their treatment programs. Compare/contrast Compare with article below because they both cite 1984 Cochran study to prove the efficacy of CBT. 1984 Cochran study -- patients were assigned to 6-week CBT intervention. Less likely than the standard group to be rated as having major adherence problems, terminating meds against medical advise, having nonadherence precipitated episodes or being hospitalized. 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A System of Psychotherapy Cognitive therapy is a comprehensive system of psychotherapy, and treatment is based on an elaborated and empiricallyRead MoreSymptoms And Symptoms Of Bipolar Essay1545 Words   |  7 Pagescharacteristics of bipolar I disorder with psychotic symptoms. Bipolar I disorder is a mood disorder where individuals have major depressive and full manic episodes, which may include psychotic features like hallucinations or delusions (Comer, 2014). People with bipolar I disorder display, during their manic state which typically lasts at least a week, exhibit irritable, angry or abnormally high moods (Comer, 2014). In the particular case of EM, his behaviors seem to correlate with bipolar I mood disorder withRead MoreSymptoms And Treatment Of Bipolar Disorder1220 Words   |  5 PagesThe history of bipolar disorder is perhaps just as complex as the condition itself. Bipolar is highly recognized as a treatable disorder. The more we learn about bipolar disorder, the more people may be able to rec eive the help that they need. Centuries passed and little new was discovered about bipolar disorder until French psychiatrist Jean-Pierre Falret published an article in 1851 describing what he called â€Å"la folie circulaire,† which translates to circular insanity. The article details people

Booker T Washingtons View Of Education Essay - 706 Words

Racial discrimination hindering their lives, bound by chains of white supremacy. African American prominent influential leaders Booker T. Washington and W.E.B Du Bois sought to make a movement during the Gilded Age, fighting for the amelioration of African Americans place in society. Notably, their surrounding atmosphere influenced their political views on the rights for African Americans. Booker T. Washington believed African Americans should accept their unequal positions in society having the belief that they would gain acceptance and respect if they worked hard enough and obtained financial independence and cultural advancement. On the other hand, W.E.B Du Bois insisted that African Americans should have full civil rights. Conclusively†¦show more content†¦His voice never faltered to speak out against the unequal rights of African Americans, this in result lead him to build a platform for himself, speaking out from the NAACP. The National Association for the Advancement of Colored People (NAACP) is a civil rights organization in the United States, formed in 1909 as a biracial organization to advance justice for African Americans by W. E. B. Du Bois. From birth rates and death rates among slaved community, ignorance and racism was clearly evident. Du Bois opposed Washington’s philosophy of economic rights being higher than political rights and voting rights. Washington and Du Bois grew up in different atmospheres that influenced their political views. During the gilded age the north and south had been impacted differently right after the civil war, this in result caused different atmospheres to grow around them. While booker t washington grew as a slave his limitations to education where very slim and he was self educated his views on education and working your way up to it impacted him internally where he started to believe that every african american could make it to where he did with education. While Du Bois grew up in the north educated by Harvard University earning a phd and successfully educated by smart scholars hand once he saw the reality of what his skin color made his voice grew to height of inciting full rights to african americans. Using the facts and the percentage he knew about racism inShow MoreRelatedCritical Evaluation Essay1006 Words   |  5 PagesOneil 22 July 2012 CRITICAL EVALUATION ESSAY Introduction In W.E.B. Du Bois’ â€Å"Of Mr. Booker T. Washington and Others,† Du Bois criticized Washington’s policy of racial accommodation and gradualism. Du Bois rejected the latter’s willingness to avoid messing with the racial issues and pushed for his views on political power, the continuance of the civil rights fight, and higher education for all the Negro youth. Washington emphasized that education should be attained in order to get real jobsRead MoreW.E.B Dubois Thoughts on Education Essay762 Words   |  4 PagesW. E. B DuBoiss thoughts on education The Souls of Black Folk, written by W.E.B DuBois is a collection of autobiographical and historical essays containing many themes. DuBois introduced the notion of twoness, a divided awareness of ones identity. One ever feels his two-ness Ââ€" an American, a Negro; two souls, two thoughts, two unreconciled stirrings: two warring ideals in one dark body, whose dogged strength alone keep it from being torn asunder (215). There are many underlying themesRead More W.E.B. DuBoiss Thoughts on Education Essay740 Words   |  3 PagesW.E.B. DuBois’s Thoughts on Education The Souls of Black Folk, written by W.E.B DuBois is a collection of autobiographical and historical essays containing many themes. DuBois introduced the notion of â€Å"twoness†, a divided awareness of one’s identity. â€Å"One ever feels his two-ness – an American, a Negro; two souls, two thoughts, two unreconciled stirrings: two warring ideals in one dark body, whose dogged strength alone keep it from being torn asunder† (215). There are many underlying themesRead MoreThe Negro And Signs Of Civilization1188 Words   |  5 Pagescentury ultimately lead to the Civil Rights movement and the end of racial segregation. The Civil Rights movement dealt with problems of inequality and disenfranchisement of African Americans that began in the post-civil war era. W.E.B. DuBois and Booker T. Washington are considered by historians, two of the prominent leaders of the black community in the late 19th and early 20th century who sought inclusion and equality thr ough social and economic progress. While their end goals were the same, theRead MoreBooker T. Washington vs. W.E.B. Dubois Essay1170 Words   |  5 PagesWhen it all comes down to it, one of the greatest intellectual battles U.S. history was the legendary disagreement between Booker T. Washington and W.E.B. DuBois. This intellectual debate sparked the interest of the Northerners as well as the racist whites that occupied the south. This debate was simply about how the blacks, who just gained freedom from slavery, should exist in America with the white majority. Even though Washington and DuBois stood on opposite sides of the fence they both agreedRead MoreBooker T. Washington vs. W.E.B. Dubois Essay1189 Words   |  5 PagesWhen it all comes down to it, one of the greatest intellectual battles U.S. history was the legendary disagreement between Booker T. Washington and W.E.B. DuBois. This intellectual debate sparked the interest of the Northerners as well as the racist whites that occupied the south. This debate was simply about how the blacks, who just gained freedom from slavery, should exist in America with the white majority. Even though Washington and DuBois stood on opposite sides of the fence they both agreedRead MoreEssay on Booker T. Washington and W. E. B. DuBoise1610 Words   |  7 PagesBooker T. Washington and W. E. B. DuBoise Booker T. Washington believed that blacks should not push to attain equal civil and political rights with whites. That it was best to concentrate on improving their economic skills and the quality of their character. The burden of improvement resting squarely on the shoulders of the black man. Eventually they would earn the respect and love of the white man, and civil and political rights would be accrued as a matter of course. This was a very non-threateningRead MoreThe Truth Is Often A Great Lie1829 Words   |  8 Pagesnovel, the police call upon Booker T. Washington to negotiate with Coalhouse Walker; Coalhouse, however, shoots down Washington’s best attempts. This essay explores the complex ideologies of both Booker T. Washington and W.E.B. Du Bois, two opponents who are the most prominent African American leaders of the Progressive Era. Thus, this essay will argue that Coalhouse Walker’s evolving racial views represents the larger African American shift from the ideologies of Booker T. Washington to those of WRead MoreThe Appropriateness of Booker T. Washington and W. E. B. Du Bois Strategies for Dealing with Problems Faced by African Americans2275 Words   |  10 PagesEssential Question: Booker T. Washington and W. E. B. Du Bois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and beginning of the twentieth centuries. Assess the appropriateness of each of these strategies in the historical context in which each was developed. After the period where big businesses operated the country to benefit themselves, the middle class activists began to rise against these unjustRead MoreThe Soul of Black Folk and Up from Slavery1030 Words   |  5 Pageshistory that brought with it major economic, cultural, and political changes. The Reconstruction era and Gilded Age had ended with rising influential Jim Crow laws, which made a clear division among the American population. The publishing of Booker T. Washingtons, Up from Slavery and W. E. B. Du Boiss, The Souls of Black Folk both occurred in the early 1900s when oppression of the black race in America was known internationally. The two mens novels are both persuasive writings that questioned the

A Juggling Act free essay sample

Anna feels dissatisfied with her level of contribution COMPARED to other managers. * Has a tendency to compare herself to those people around her. 3. Anna has 18 month old daughter. 4. Anna feels constant conflict between desire to surpass client expectations and her commitment to being a good mother. 5. Unsure what she wants in life. Anna is performing at a 100% within her 60% capacity, while she views others at 120% at 100% capacity, yet still feels like she isn’t measuring up. 7. Not being able to meet desired family life even with reduced work life. 8. Anna wants to be successful in every area of life not just her career. 9. Church meeting made her realize she needs to look at her health gauges and set GOALS as to what she really wants in life. Symptoms The following symptoms (evidence) show that Anna is facing a serious problem 1. Feeling like a â€Å"star† again lead to her feeling guilty for not providing Kristin with enough dedicated time at home 2. We will write a custom essay sample on A Juggling Act or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Felt impatient during social interactions, when she used to be very social in the work place. 3. No longer taking lunch breaks. 4. Still feels pressure, even though only being paid 60% and working a lot of extra hours 5. Comparing herself to full-time workers, even though she is part-time 6. Felt like she had no one close to her who could really relate to her situation and provide her with the support she needed. 7. Reluctant to contact someone she didn’t know to obtain the support she needed. 8. Feels like she can’t keep all the balls (work life, social life, and mother life) in the air right now and anticipates a burn out if something does not change in the immediate future. 9. Chris (Anna’s husband) noticed her high stress level may be what was affecting her sleep, eating, patience level and emotional stability Underlying Problems 1. Anna is constantly comparing herself with individuals that are not operating under the same conditions (full-time vs. part-time, family vs. single). 2. A lack of clear, defined goals in her job. Management needs to provide Anna with specific, relevant and challenging goals, so that she stays motivated and has a feeling of accomplishment (meeting all goals/expectations). 3. Overload with work. From the key conversations I noticed that they were always asking her to do extra projects in addition to her current duties that required 100% work in a 60% capacity. 4. Anna is unsure exactly what she wants more out of life. Advance her career or advance her motherly duties. Is in a constant conflict in choosing between the two and feels she is failing at one when she succeeds in the other.

Essay celta skills assignment free essay sample

Harmer explains that the lead in stage is â€Å"where we engage students with the topic of the reading and we try to activate their schema† or â€Å"pre-existent knowledge of the world† (Harmer, 2007:271) Questions and pictures or visual prompts are two of the best ways to elicit interest and discussion at this stage. This particular reading uses a question as the heading; â€Å"Is beauty in the eye of the beholder? † and is also visually supported by two pictures. Hence I chose to combine the Lead in and Prediction stages into one stage using the heading (question) and two accompanying photos as the prompts for predicting the topic of the reading, creating interest and setting the context. Harmer explains that â€Å"prediction is vitally important if we want students to engage fully with the text† (Harmer, 2007:271) The students will be asked to discuss the question in pairs or in groups of three. I will also remind students that there are no wrong answers at this stage. The resulting group discussions will have the students forming ideas about beauty and attractiveness and whether they are subjective or objective and will act as a transition into the subsequent reading task. This stage may also require a pre-teach vocab for the word â€Å"beholder†. If the students express confusion about the meaning of the phrase, there will be a quick clarification. This will be elicited from students initially and if this proves unfruitful, a brief and simple definition (someone who sees or looks at something or someone) will be given as text written on the WB. This will ensure students are able to discuss and predict in a meaningful way. 1st Reading Task The purpose of the first reading task is to develop the sub skill of reading for gist or skimming. The students will be given the full text and asked to read quickly and choose the most appropriate summary of the text as outlined on the handout sheet. They will be given a five minute limit for reading and to peer check their responses. An enforced time limit ensures they do not read intensively. The reason for this activity is to ensure that the students understand the general argument presented in the text and the author’s conclusion. Reading for gist is described by Harmer as â€Å"top- down processing† and is used most effectively when the students’ â€Å"schemata allow them to have appropriate expectations of what they are going to come across† (Harmer, 2007:270). As adult learners, I believe these students have adequate understanding of the concepts presented in the text and will therefore be able to sufficiently garner meaning even if they don’t understand the entire vocabulary. This is the reason I chose this as the first task. Pre-Teach Vocab The main topic of the article is beauty and its relationship to science and research. The words chosen are key adjectives that are used to describe either scientific terminology, e. g. objective, and composite, or describing attributes related to beauty e. g. appealing, expressive, ideal etc. Understanding these words is vital to getting a deeper comprehension of the specifics and details of the text. Learning this vocabulary will prepare the students for the 2nd reading task, a reading for detail task which will check their understanding and engage them further in the content of the text. This task could potentially be done before the first reading. I chose this order because I believe the students will be more interested to learn the vocab after reading the text. Harmer suggests that â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they don’t understand is one of the skills they need to develop†. (Harmer, 2007:272). 2nd Reading Task Harmer explains that typical procedure for text based reading lessons follows a sequence of engaging students in a Type 1 followed by a Type 2 task. (Harmer, 2007: 270). The first reading task (reading for gist) was a Type 1 task and the 2nd reading task is a Type 2 task. It focuses on the sub skill of reading for detail and its purpose is to help students get a better understanding of the text through more searching questions. I chose this task over a reading for specific information (also a Type 2 task) because I believe that a deeper comprehension of the text will stimulate the students to engage and relate to the topic in a more meaningful way. This I believe, will create a better platform for the discussion questions in the post reading task. The true or false statements are organised chronologically (as derived from the text). This is to help the students develop their reading comprehension skills by allowing them to refer to the questions as they are reading and to garner meaning and complete the task efficiently. Post Reading Task This task is designed to develop the productive skill of speaking and is essentially a summary of the text. However it asks the students for their personal opinion on the topic and to share their thoughts with their fellow students. In this manner, the students are able to practice speaking and using the newly learnt vocabulary in a meaningful way. I chose the questions based on Harmer’s methodology. He suggests that â€Å"one of the most important questions we can ever get students to answer is Do you like the text? † (Harmer, 2007: 288). He further explains that â€Å"we are far more likely to provoke ‘the cuddle factor’ (Harmer, 2007: 288) or an â€Å"emotional attachment† to the vocabulary, by engaging the students in a personal discussion, related to their own lives. This increases the likelihood of better absorption and effective acquisition of the new language. (Harmer, 2007:58). Bibliography Harmer J. (2007) The Practice of English Language Teaching, Pearson, Longman Kay and Jones. (2001) Inside Out Upper Intermediate, Macmillan Read the article quickly and then decide and circle the most appropriate summary from the following. 1. Research done on the science of attraction suggests that most people are of average appearance and attractiveness. 2. Research done on the science of attraction suggests that attractiveness can be measured, and although there are some variables, in general, people find the same things attractive. 3. Research done on the science of attraction suggests that Julia Roberts and Tom Cruise are the most attractive people. Answer = 2. Match the adjectives 1-8 with the definitions a-h. AdjectivesDescribing something that is; 1. Objective 2. Composite 3. Expressive 4. Ideal 5. Subtle 6. Appealing 7. Prominent 8. Exaggerated a)very easy to see or notice b)showing or able to show your thoughts and feelings c)made of different parts or materials d)perfect; most suitable e)not influenced by personal feelings or opinions; considering only facts f)attractive or interesting g)not very noticeable or obvious h)increased or made bigger than normal Answer = 1 – e, 2 – c, 3 – b, 4 – d, 5 – g, 6 – f, 7 – a, 8 – h. Read the article again and find out whether, according to the research, the following statements are true or false. a)It is romantic to believe that Beauty is in the eye of the beholder. b)The research suggests that unlike previously thought, a beautiful face is a collection of more attractive features. c)Exaggerated features, such as big eyes and mouths are an indication of attractiveness in women. d)Most film stars and supermodels don’t have ideal features. e)Men are not rated for their attractiveness in the same way women are. f)Most women prefer men with gentle features. g)There is a lot of difference in what is considered to be beautiful by people from different cultures. Answer = a – T, b – T, c – T, d – F, e – F, f – T, g – F. Discuss with your partner or group the following questions. Did you like the reading? Why/Why not? What do you find is the most important attribute of attractiveness in another person? Is it physical or not?