Life History Essay Example for Free

Life History Essay The purpose of getting a life history on a person is to be able to paint a picture of who they are. The information from the history should not just be a random collection of facts. The history should be an account of the persons life story, including important themes in their life that reflect the development of their personality and their relationships with other people. Life histories play key roles in psychological treatment and research. While the following guidelines are rather typical of the sort of questions asked, interviews vary considerable depending on whos doing them and why. Your purpose in conducting this interview is educational. While your objective is collecting the same information you might in a real clinical or research situation, keep in mind this is a didactic exercise. Therefore, be willing to sacrifice sensitive or upsetting information to protect the comfort and privacy of your subject. Be sure to let him or her know (s)he does not need to talk about anything (s)he doesnt want to. While doing the interview, pay careful attention to how the person is responding to your questions, and always be respectful of his/her privacy. If it seems like the person is uncomfortable discussing some aspect of his or her life, dont press for an answer. Move on to the next part of the interview. Each of you will interview a classmate. Then, that classmate will interview you. I expect each interview to take about 1.5 hours. You should take notes, and if you have access to a tape recorder, I would recommend using it too. Be sure to check your recorder to see that it is working, though, and take notes anywaymachines fail at the darndest times! Be sure to print a copy of these guidelines and bring them with you. Dont be afraid to refer back to them for questions and guidance about topics to broach. This assignment is due on 5/29/00. Beginning the Interview It is best to begin the interview by giving the person free range to tell their life story. Where they start their story and how they tell it will reveal what immediately strikes them as important. So begin the interview with the following instructions: Id like to find out about your life history. Could you tell me about it? Describe it to me as if you were telling me your life story. Most people will leave out certain details. If the details seem important, use open-ended questions to probe for more information, such as And then what happened? or What did you do after that? We also want to find out about how people thought and felt about what happened to them. If they omit this information, use such questions as How did you feel about that? or What did you think about that at the time? The Importance of Reflection It is best if the interview doesnt turn into a question and answer session where you ask questions and they give short answers. Its difficult to do, but try to turn the interview into a smoothly flowing discussion. Use the technique known as reflection to encourage a person to talk more about something. Simply reflect back to the person some important aspect of what they have just said. You may simply repeat the exact words the person used, or you may sometimes add in some thought or feeling that you detected in what the person said. Reflections are NOT in the form of a question. If you can do this effectively, you wont have to bombard the person with all of the questions listed above. Here are some examples: Person: My father and I used to play ball in the backyard. We had a lot of fun with that. You: You and your father had some fun times. Person: When he said that to me, it really annoyed me. I couldnt believe my best friend would say something like that. You: He could really get you angry with his remarks. Other examples of open-ended reflections might be: I guess you really enjoyed that time of your life. It sounds like it upset you when he said that. It seems like that was a very important event for you. When a question does seem necessary, open-ended questions are most likely to lead to richer responses (rather than yes or no). Open ended questions invite answers that are descriptive and elaborative, rather than monosyllables. How do you feel about school is an open-ended questions, because it allows great latitude in the response that might be given. Do you like school would merely prompt a few word response; similarly, a multple-choice format limits responses. There are situations where open-ended questions are not optimal (e.g., When and where were you born is fine). But usually, the goal is getting the subject to talk about important topics, rather than answer hundreds of questions you think might be relevant. Open-ended questions are usually best for initiating a flowing conversation. Areas to Explore People will also leave out certain topic areas that are important. You will need to ask questions about this areas, but always try to do so in an open-ended way that allows people to express themselves freely, according to what strikes them as important. You should get information about all of the following areas. Start with the first open-ended question, and work your way down to the following questions, if needed. 1. The history of parents and grandparents: Tell me about your parents lives. What can you tell me about your grandparents lives? (Inquire about their lives before and after marriage, including important events in their life, their childhood, education, occupation, ethnic and religious background. If they leave out a parent or grandparent, inquire about them) 2. Early childhood (before school): What do you know about yourself as a baby. What was your mothers pregnancy like? Were there any family stories or jokes about what you were like as a child? What are your earliest childhood memories? What do you remember or know about major early events in your life like eating habits, walking, talking, and toilet training? Were there any stresses in your family at that time? 3. School Years: What were your early years in school like? Do you remember the very first day of school? How did you do at school work through the years? What were your relationships like with your teachers and schoolmates? Who were your friends and what sorts of things did you do with them? 4. Adolescence: What was your adolescence like? How was your social and school life at that time? When did you enter puberty. How did your life change then? What was your relationship with your friends during your teen years? What was your relationship with your family at that time? When did you start to date, and what were those relationships like? 5. Adult Life (including college): What has been important about your adult life? What have your adult relationships with friends and co- workers been like? What has your relationship with your (husband/wife, fiance, boyfriend/girlfriend) been like? What types of jobs have you worked at, and what did you think about those jobs? What was college like for you? What hobbies or other interests do you have? 6. Family Information (if you didnt already get this info): What has your family been like over the years. Tell me about your brothers and sisters (age, education, marital status, their relationship with the interviewee) How would you describe the personalities of the people in your family? What role did each parent take in raising you? Were there any emotional problems in the family, or conflicts between family members? Did your family ever move? What was that like? What is the ethnic background of your family? What has been your religious upbringing, and your attitudes about religion? Describe your own family. (relationship with children, how children relate to each other and spouse, typical activities, etc.) Questions Answers about the Assignment Here are some questions a classmate asked. I felt it might be helpful to share them, and my replies, with the rest of you. I do have a tape recorder ( I am not sure if I trust it very much, what if it doesnt pick up the voice or ), Point the mike at the interviewee, talk a few minutes, then play it back to see if its working. If your partner has a tape, use it too as a back-up. I actually do use two sometimes in my work. And, of course, take notes in case the darn thing decides to fail when you need it most. but what should I do about notes? (i dont write very fast at all) And how can/should an interviewer take notes so as to minimize its interference in the interview? Learning to use shorthand is part of learning to be a good inteviewer. Just write what you must to reconstruct the conversation. You can go back and fill in the details later. Its ok to ask the interviewee to wait while you write (just a second, pleaseok, thanks, go ahead.). This is less disruptive than you might imagine, as long as you dont do it too frequently. Are we supposed to ask All the questions? That is a stupid lead-in on my part, but it seems like that would take longer than 1.5 hours. I actually expect the interviews will run about 2 hours, but if I assigned that people would run over anyway, so I thought Id do you a favor by starting with a lower expectation. Try to pace yourself. If you find youre spending lots of time on one part of your subjects life, move the conversation (great. Thanks. Now, could you tell me about [new topic]). I dont expect anyone will follow the guidelines exactly. Thats why Im offering them as guidelines rather than a rigid set of questions. Are there wrong responses to this interview? I would not want to ramble and be a bore. I like to talk/share. I am trying to decide if I should warn my interviewer. That really is the interviewers jobto politely redirect the subject when (s)he rambles off. Some of that is inevitable, even desirable, but it is important to redirect things when the subject lapses into long, relatively unimportant tangents. Besides what if you just dont remember or it takes too long to try and remember or you only remember vaguely or if things are difficult to explain? Well, you wont be able to say much about those things. Thats ok. Its not as though I think about these things all that often or in specific articulable terms, ya know? Or do I sound like an idiot? No, I feel the same way about some of the questions. For example, I dont know much about my toilet training. I suppose if I was still in diapers at age 4 I probably WOULD know about it, so often, when something in early childhood is unremarkable, we dont know much about it. Thats fine. Should we try to think of responses? What should/can I do to be a better interviewee/interviewer? I dont think you need to prepare to be interviewed. Of course, theres no harm in thinking a little about the questions ahead of time, but I think it would be a poor idea to prepare your responses. That wouldnt give your interviewer a very natural experience. By the way, what is the age range difference between what is referred to in/by Schoool Years versus Adolescence? School Years generally refers to middle- and later-childhood, say the ages of 6-12. Also, What is due on the 26nd? Notes? A write-up of some sort? Q A transcript type record? No. Both interviews should be complete by that date. Your write up will be due on the last meeting of class. You say this is a Didactic experienceas opposed to what? What sort of instruction is that intended to give us? Did you mean to convey anything specific, may I ask? Not to sound suspicious, just trying to understand. Im trying to remind you that this is a learning experience. So, if you start discussing things that are upsetting to the interviewee, or (s)he is reluctant to discuss, I wouldnt encourage you to push or dig deeper. One might do such things during a professional assessment, or as a therapist, but this is an educational experience for the interviewer, not a clinical intervention to benefit the interviewee. Consequently, its appropriate to sacrifice information that be essential in a different context. For example, if you find that your subject was beaten as a kid, you might not push for details in this exercise (that would be an unwarrented intrusion), although I certainly might in a real clinical or research interview.

Scarlet Fever :: essays research papers

What is scarlet fever? Scarlet fever is a term used for strep throat with a rash. Strep throat is a throat infection caused by a type of streptococcal bacteria. What causes scarlet fever? Scarlet fever is caused by streptococcal (strep) bacteria, the same bacteria that cause strep throat. There are many different strains of strep bacteria, some of which cause more serious illness than others. The type of strep that infects the throat and causes scarlet fever is called group A beta-hemolytic streptococcus (GABS). What are the symptoms of scarlet fever? Symptoms that may occur before the rash include: ? Fever of 38.5Â °C (101.3Â °F) or higher. ? Sore throat and difficulty swallowing. ? White or yellow spots or coating on the throat and tonsils. ? Swollen lymph nodes in the neck. Other symptoms, especially in children, may include general body aches, headache, stomach ache, nausea, vomiting, or listlessness. Scarlet fever usually doesn't occur with cold symptoms, such as sneezing, runny or stuffy nose, or cough. Red spots begin to appear on the roof of the mouth (palate) about 2 to 3 days after symptoms first appear. Bright red spots may appear on the tongue, giving it an appearance called "strawberry tongue." The most noticeable symptom of scarlet fever is a rough, red rash that feels like fine sandpaper. The rash begins on the chest and abdomen and then spreads over the rest of the body within 24 hours. The rash and redness are more apparent in skin folds, especially in the groin, armpits, and elbow creases. It usually fades in about a week, and at that time the skin may begin to peel. Treating Scarlet Fever If you have a rash and the doctor suspects scarlet fever, he or she will usually take a throat culture (a painless swab of throat secretions) to see if the bacteria grow in the laboratory. Once a strep infection is confirmed, the doctor will likely prescribe an antibiotic for your child to be taken for about 10 days. How Scarlet Fever is passed from one person to another The bacterial infection that causes scarlet fever is contagious. A child who has scarlet fever can spread the bacteria to others through nasal and throat fluids by sneezing and coughing. If a child has a skin infection caused by strep bacteria, like impetigo, it can be passed through contact with the skin.

The Pianist

The Pianist 1. ‘The Pianist’ is about a Jewish pianist named Szpilman living in Poland and his time during World War II. He and his family are aware of the Nazis and Hitler’s designs on Poland but were convinced that the Nazis are a threat that will pass when England and France will come to aid Poland. In November 1940, all Jews were forced in the Warsaw Ghetto where living conditions were horrible. Soon after, the family was forced to go to concentration camps but Szpilman was saved by a friend. He becomes a slave but escapes and hides with the help of a non-Jewish friend.He was then discovered by another person who realizes that he is a Jew. His next hiding place was a room with a piano but was forced to be quiet. In 1944 he was forced to escape as a tank shells his hiding place. After, he became alone and desperately searches for food and water but was discovered by a German officer named Hosenfeld. After Szpilman tells him that he is a pianist, he was asked to play on the piano close by. His performance moves Hosenfeld and he hides Szpilman in an empty house and brings him food.In 1945, Hosenfeld meets Szpilman for the last time and he promises to listen to him on the radio also giving him his coat. Soon after, Polish soldiers tried to shoot him but stops when they realise that he is Polish. The next scene shows captured German soldiers, Hosenfeld being one of them. Later on, Szpilman is seen performing in an orchestra. 2. ‘The Pianist’ depicts the horrors of war through various film techniques. The lighting of the movie always seemed to be dark and gloomy showing how the war was a dark time for everyone.The realistic sounds of the gunshots create tension and anxiety to the audience. The scene where he was alone after his whole family was taken, is one that demonstrates the loneliness of war. The Jews, especially the main character are shown to have a miserable expression on their face throughout the movie. The music in the background seemed beautiful yet depressing showing how the beauty of life was destroyed by the vicious and destructiveness of war. As Szpilman hides in the destroyed hospital, he looked more gaunt and gloomy, his expression representing the horror and dreadfulness of war.Many of the camera shots portray Szpilman as a weak and small character while the Nazis are shown to be big and strong showing the difference between the Jews and the Nazis during World War II. 3. ‘The Pianist’ have taught me the horrors and dreadfulness of World War II through the perspective of a lone survivor. The film showed specific dates for certain events that were accurate – for example at the beginning it showed the date September 1939. It also showed the restrictions that the Jews had – when all of them had to wear the Yellow Star of David.It illustrates the horrible living conditions of the Warsaw Ghetto and how the Jews were treated there. The scene where an old man was thrown to death on a wheelchair and where a young child was beaten from the other side of the wall was some of them that showed how cruelly the Jews were treated. However, when Szpilman meets the German officer, it demonstrated that not all of the Nazis were bad. Most of the time, Szpilman is shown to be alone showing the loneliness that some people felt during the war. 4. ‘The Pianist’ was very historically accurate.The movie is based on a Holocaust survivor named Wladyslaw Szpilman and his time in Warsaw, Poland during World War II. Throughout the movie, there are specific dates for certain events, for example it showed on the 16th of August, 1942 the Jews were sent to concentration camps. The names were also accurate in this movie. The director of this film was also a survivor from the Holocaust which helps it become more accurate. 5. I would recommend this film to others as it is historically accurate and shows the horrors of war realistically.The film is through a perspec tive of an actual survivor from the Holocaust. It also received significant critical praise and won multiple awards and nominations. The sounds of war – gunshots were extremely realistic. The lighting and music suited with the mood of the film. The scenes were very detailed showing the horrors of war to a great extent. Therefore, ‘The Pianist’ is one of the most detailed and accurate films, with the atmosphere in Poland well captured and is one of the most realistic and touching Holocaust films. The Pianist Johnson 1 Kayla Johnson Prof. Hirchfelder, K-213 ENG2102, Sec. 06 26 March 2013 Scene Analysis Paper Musical Dependency The 2002 film, The Pianist directed by Roman Polanski focuses on the hardships of a well-known, local concert pianist, Wladyslaw Szpilman. Wladyslaw Szpilman is played by actor Adrien Brody, who does an excellent job portraying both the warmhearted side of Szpliman and the desperate struggling side we see later on in the film. The film is based on Szpilman’s book, The Pianist where he discusses true events he underwent during the German takeover of Warsaw.He was one of twenty survivors out of the 360,000 Jewish people killed from Warsaw, Poland. â€Å"Passion for Survival in Polanski’s The Pianist† by Diana Diamond reflects the direct and indirect use of music throughout the film. Diamond uses multiple scenes and circumstances to support her thoughts on Szpilman’s characterization as a pianist. Throughout The Pianist, Szpilman goes throug h a significant amount of trauma, whether it be done to him personally, his family or to strangers in his surroundings. Polanski uses many horrific scenes to prove just how brutal the German police are.Diamond identifies one in particular in her article, which stands out to me as well. â€Å"The Nazi’s disrupt a family at dinner, tossing an old man in a wheelchair out of the window for failing to rise when they enter and Johnson 2 shooting the rest of the family as they run down the street† (427). The German police clearly have no mercy on any of the Jewish citizens of Warsaw. This is only the beginning of the twisted and remorseless actions the German’s render upon the Jews. After about two hours into the film, Szpilman has reached his lowest point.He has been bombed out of just about every hiding place he can find, escaped control under Jewish police and is now struggling to survive in an abandoned house. The director, Polanski, throws certain elements into th e scene to depict him this way. He is unshaven, unbathed, and noticeably weak. His cloths are too big for him, signifying he has lost weight from eating so scantily. He is even limping because he was hurt just by jumping over a five foot fence. Szpilman has gone through every obstacle to be thrown at him until he breaks.Stumbling through this huge house he finds a single can of food and eagerly begins to search for something to open it. He finally comes across a fireplace poker. As he tries to stab his way into the can it falls to the ground and the camera enters an extreme close-up on it. By using a close-up we have nothing else to look at and nothing else to think about aside from this fallen can. Suddenly we see feet and the camera slowly tilts upward creating suspense until it reaches an extremely calm yet serious German officer.The officer speaks, â€Å"What are you doing here? † At first, Szpilman at a loss for words, in fear does not answer. â€Å"Who are you? â€℠¢ the officer asks, ‘Understand? † When Szpilman assures him he does the officer repeats, â€Å"What are you doing? † â€Å"I was†¦ trying to open this can. † Szpilman mumbles out. Johnson 3 Soon after the officer asks, â€Å"What do you do? † â€Å"I am†¦ I was, a pianist† Szpilman responds with every bit of dignity he has left. (2:01-2:03) The man standing in this scene looks entirely different from the spirited concert pianist we knew.It is almost hard for the audience to view Szpilman as the same man from the beginning of the film. However, with the proper use of dialogue Polanski reminds us he is still that man, he is a pianist. The scene directly following is used in Diana Diamond’s, â€Å"Passion for Survival in Polanski’s The Pianist† for music as a symbol throughout the film. Music is often used in films as a background component. It can create a sense of joy, distress, horror, even confidence can be cap tured with the use of a simple melody. Diamond finds music to be a source of uplift for Szpilman during the overall film.She exclaims, â€Å"We see him rescued from the edge of extinction, not only by the altruism of the German officer, but also by his own reconnection with his artistic power† (429). By playing the piano at this time Szpilman is proving to the officer he is who he says he is and therefore, unknowingly saving him in more ways than one. As Szpilman plays the piano after all this time he remembers who is he and that saves him more than anything. Diamond uses multiple examples to show how important music is to Szpilman. The importance of it is, in fact, shown as the first scene of the movie and sets the standard throughout the entire film. When the Nazi’s invade Warsaw and German bombs explode in the radio studio where Szpilman is performing, he persists in playing Chopin’s nocturne in C sharp minor, refusing to flee until shrapnel lacerates his fac e† (429). Even through a bomb attack Szpilman will not stop playing until he is given the signal from his partner that he has no other choice. Johnson 4 Many parts of the film also use music at times when words aren’t enough. The film is constantly relating music back to Szpilman’s father. Towards the beginning the family decides to hide their money in the father’s violin.Thus symbolizing the sense of security a father carries in the family. Later we see his violin being violently taken from him by a Nazi guard right before deportation, where he loses all control over his families’ security just like losing his violin. Diamond reflects the impact of this scene on Szpilman, â€Å"the instrapsychic trauma of the son witnessing the father’s impending destruction, the state of utter desolation and remorse over this, and the restoration of the father and paternal authority internally in the son’s will to live and survive† (430).Music acts as the symbol of Wladyslaw’s relationship with his father, it brings them together. After Szpilman must watch his father so helpless and defeated it fuels him to survive in honor of him. Roman Polanski’s film, The Pianist and Diana Diamond’s article, â€Å"Passion for Survival in Polanski’s The Pianist† bring together the symbolism of music during the film. We enjoy the beautiful sounds of Wladyslaw Szpilman playing the piano while also understanding how music exemplifies his strength in survival throughout the Nazi’s takeover of Warsaw.Szpilman used music to remember who he was when he was lost the most and also to remember who his father was. He survives and lives on as a musician in his memory. Works Cited Boggs, Joseph. Petrie, Dennis. The Art of Watching Films. 7th ed. New York: McGraw-Hill, 2008. Print. Diamond, Diana. â€Å"Passion for Survival in Polanski's The Pianist. † Psychoanalytic Inquiry 27. 4 (2007): 425-39. Prin t. The Pianist. Dir. Roman Polanski. Perf. Adrien Brody. 2002. DVD. The Pianist The Pianist 1. ‘The Pianist’ is about a Jewish pianist named Szpilman living in Poland and his time during World War II. He and his family are aware of the Nazis and Hitler’s designs on Poland but were convinced that the Nazis are a threat that will pass when England and France will come to aid Poland. In November 1940, all Jews were forced in the Warsaw Ghetto where living conditions were horrible. Soon after, the family was forced to go to concentration camps but Szpilman was saved by a friend. He becomes a slave but escapes and hides with the help of a non-Jewish friend.He was then discovered by another person who realizes that he is a Jew. His next hiding place was a room with a piano but was forced to be quiet. In 1944 he was forced to escape as a tank shells his hiding place. After, he became alone and desperately searches for food and water but was discovered by a German officer named Hosenfeld. After Szpilman tells him that he is a pianist, he was asked to play on the piano close by. His performance moves Hosenfeld and he hides Szpilman in an empty house and brings him food.In 1945, Hosenfeld meets Szpilman for the last time and he promises to listen to him on the radio also giving him his coat. Soon after, Polish soldiers tried to shoot him but stops when they realise that he is Polish. The next scene shows captured German soldiers, Hosenfeld being one of them. Later on, Szpilman is seen performing in an orchestra. 2. ‘The Pianist’ depicts the horrors of war through various film techniques. The lighting of the movie always seemed to be dark and gloomy showing how the war was a dark time for everyone.The realistic sounds of the gunshots create tension and anxiety to the audience. The scene where he was alone after his whole family was taken, is one that demonstrates the loneliness of war. The Jews, especially the main character are shown to have a miserable expression on their face throughout the movie. The music in the background seemed beautiful yet depressing showing how the beauty of life was destroyed by the vicious and destructiveness of war. As Szpilman hides in the destroyed hospital, he looked more gaunt and gloomy, his expression representing the horror and dreadfulness of war.Many of the camera shots portray Szpilman as a weak and small character while the Nazis are shown to be big and strong showing the difference between the Jews and the Nazis during World War II. 3. ‘The Pianist’ have taught me the horrors and dreadfulness of World War II through the perspective of a lone survivor. The film showed specific dates for certain events that were accurate – for example at the beginning it showed the date September 1939. It also showed the restrictions that the Jews had – when all of them had to wear the Yellow Star of David.It illustrates the horrible living conditions of the Warsaw Ghetto and how the Jews were treated there. The scene where an old man was thrown to death on a wheelchair and where a young child was beaten from the other side of the wall was some of them that showed how cruelly the Jews were treated. However, when Szpilman meets the German officer, it demonstrated that not all of the Nazis were bad. Most of the time, Szpilman is shown to be alone showing the loneliness that some people felt during the war. 4. ‘The Pianist’ was very historically accurate.The movie is based on a Holocaust survivor named Wladyslaw Szpilman and his time in Warsaw, Poland during World War II. Throughout the movie, there are specific dates for certain events, for example it showed on the 16th of August, 1942 the Jews were sent to concentration camps. The names were also accurate in this movie. The director of this film was also a survivor from the Holocaust which helps it become more accurate. 5. I would recommend this film to others as it is historically accurate and shows the horrors of war realistically.The film is through a perspec tive of an actual survivor from the Holocaust. It also received significant critical praise and won multiple awards and nominations. The sounds of war – gunshots were extremely realistic. The lighting and music suited with the mood of the film. The scenes were very detailed showing the horrors of war to a great extent. Therefore, ‘The Pianist’ is one of the most detailed and accurate films, with the atmosphere in Poland well captured and is one of the most realistic and touching Holocaust films.

The War Of The Vietnam War - 1409 Words

The vietnam war was a time of tragic events that paved a way in our nation s history. It was a war between a third-world country and a place that was very well known to you and I, the United States. The Vietnam war was also known as the second Indochina war. Military struggled, fought in Vietnam from 1959 to 1975 involving the North Vietnamese and the National Liberation front in conflict with U.S force and the South Vietnamese army. The U.S became involved in Vietnam because America policy believed that if the entire country fell under a Communist government, communism would spread throughout Southeast Asia. This belief was known as domino theory. The U.S government therefore helped to create an anti-communist South Vietnam†¦show more content†¦became directly involved. Indochina, which includes Vietnam, Cambodia, and Laos, was under French colonial rule. The Vietnam communist-nationalist, also known as the Vietminh, fought for their freedom from the French. The French were being murdered, torchered, and were doing little to keep the communist.North Vietnamese out of South Vietnam. The U.S. sent financial aid to France to help them eliminate the communist threat, At the Geneva Conference in 1953. The major powers tried to come to an agreement on Indochina. There would be a temporary division on the 17th parallel in Vietnam. The Viet Minh would control North Vietnam, and South Vietnam would be ruled under the emperor Bao Dai. There was to be an election held in two years to set up the permanent government. The U.S. did not agree to these terms. After the conference, the U.S. moved to create the Southeast Asia Treaty Organization to protect Indochina from communist aggression. The U.S. supported the new leader Ngo Dinh Diem when he took power in South Vietnam. The National Liberation Front, also known as Viet Cong, was a guerilla group who supported the communist North Vietnamese and opposed to the Diem rule. Most of U.S. soldiers drafted during the Vietnam War were men from poor and working-class families. The least political power sections were mistreated. Actually, American forces in Vietnam included twenty-five percent poor, fifty-five percent working-class, twenty percent middle-class men, but