Lucretia Mott on Women’s Rights

Lucretia Mott’s Discourse on Women Speech Bibliographical Entry: â€Å"Lucretia Mott Speech. † Lucretia Mott Speech. N. p. , n. d. Web. 13 Mar. 2013. Synopsis of Argument: The general argument made by Lucretia Mott in her speech Discourse on Women, on December 17, 1849, is that women are hidden from certain parts of society. More specifically, she argues that women let their guards down when approached with a decisive man. She writes, â€Å"she needs all the encouragement she can receive. † In this passage, Mott suggests that women need the encouragement to stand up for themselves against men.In conclusion, Mott’s belief is that women should fully be a part of society and should not be afraid of the men to do so. Claims supporting his purpose: * In her speech declaring women in society, Lucretia Mott argues that women need to stand against men. Mott asserts women that men are not the only rulers, women can be too. The women need to â€Å"take a stand,â₠¬  and fight to stay on society and get the freedom they want. Mott used the power of God to motivate the women and get the attention of men, Lucretia Mott Background- Research Bibliographical Entry: â€Å"Lucretia Mott. † History. com.A&E Television Networks, 1996. Web. 13 Mar. 2013. How relevant to the speech: Mott was raised in a Quaker community that provided strong role models for her. Mott advocated antislavery and boycotted all products of slave labor. She helped found the Philadelphia Female Anti-Slavery Society in 1833 and served as its president. This sort of activity in reform groups was immediate departure for women of her era. When denied a seat in 1840 at the World Anti-Slavery Convention in London on account of her sex, Mott preached her feelings of female equality outside the conference hall.During her London visit, she befriended Elizabeth Cady Stanton. During the summer of 1848 she and Stanton organized the meeting at Seneca Falls, New York, where the Ameri can women's rights movement was launched. Mott was elected president of the group in 1852. Mott's feminist philosophy was outlined in her Discourse on Women (1850). She believed women's roles within society reflected limited education rather than innate inferiority. She advocated equal economic opportunity and supported women's equal political status, including suffrage.

Practice IA IB History

This investigation evaluates whether or not the dropping of the two atomic bombs on Hiroshima and Nagasaki was necessary to make Japan surrender unconditionally. To assess the extent to which the deployment of nuclear weapons affected the Japanese decision to surrender unconditionally and if Japan was already prepared to do this prior to the use of the atomic bombs. The details and motivations of the United States to drop the bombs are explored as well as Japan’s peace negotiations with the United States and their progress prior to the U. S. choosing to use the bombs. Actions of the United States and Japan not related to the end of World War 2 are not assessed in this investigation. The two sources selected for evaluation, Code-Name Downfall: The Secret Plan to Invade Japan-And Why Truman Dropped the Bomb by Thomas B. Allen and Norman Polmar and Downfall: The End of the Imperial Japanese Empire by Richard B. Frank are evaluated for their origins, purposes, limitations, and values. B. Summary of Evidence On the 15th of June 1944 535 ships landed 128,000 U. S. Army personal on the island of Saipan. From Saipan B-29 bombers were in range of Tokyo. Imperative that they not allow this to happen the Japanese Vice Admiral attacked the U. S. Navy with about nine-tenths of Japan’s fighting fleet in the Battle of the Philippine Sea. Once the battle concluded the U. S. had lost 130 planes and 76 aircrew. Japan lost 450 planes, three carriers’, and 445 aircrew. The Japanese Navy’s carrier force was effectively destroyed. The U. S. took control of the island a short time later. More than 29,000 Japanese soldiers died defending the island. (Hoyt 297-312) On the 23rd of October 1944 the Battle of Leyte Gulf, the largest naval battle in world history began. With the goal of cutting Japan off from South East Asia and its oil supplies the U. S. Navy fought against the last remains of the Imperial Navy. By the battle’s end on October 26th Japan had lost 10,500 seamen, a fleet carrier, 3 light carriers, 3 battleships, 10 cruisers, 11 destroyers, and 500 planes. Japan’s once mighty Navy was no more. After this the Japanese were not able to carry out another significant Naval action for the remainder of the war. (Pape 123-168) Shortly afterwards the allies launched their invasion of the Philippines. On the 17th of April 1945 Mindanao, the last major island of the Philippines, was taken by the allies. In total 336,000 Japanese soldiers died defending The Philippines. (Hoyt 421-427) Within a few months of the fall of The Philippines Japan lost control of Burma and Borneo to the Allies. In total the Japanese military lost more than 41,000 soldiers defending the islands. After this the Japanese were effectively cut off from all of their major oil supplies. (Hoyt 437-449) With Japan’s foreign empire nearly decimated by the U. S. and its allies the U. S. turned to the Japanese Home Islands themselves. The Battle for the island of Iwo Jima ended on March 26th with total Japanese defeat. Of the approximately 21,000 Japanese defenders only 216 survived. On June 21st the Allies defeated Japan in the Battle of Okinawa (Feifer 145-163). 75,545 Japanese people lost their lives defending the island. This was to be the last major battle of World War Two. (Hoyt 478-487) While in Europe the USAAF had only used precision bombing to limit civilian casualties the Air Force abandoned this policy while bombing Japan. The first raid using low-flying B-29 bombers carrying incendiary bombs to drop on Tokyo was on the night of February 24-25 1945 when 174 B-29s destroyed around 1 square mile of the city. Changing their tactics, on the night of March 9-10, 1945, a wave of 300 American bombers struck Tokyo. In the ensuing firestorm more than 100,000 Japanese civilians were killed and roughly a million were injured. Dropping nearly 1,700 tons of bombs more than 16 square miles were completely burned and more than a quarter of million structures were destroyed. Before the dropping of the Atomic bombs more than 50% of Tokyo was completely destroyed. (Hoyt, 560-598) Nihei, a young Japanese school girl at the time, recalled that, â€Å"†Those images in my mind†¦ an never be erased†¦ I can see myself there, the flames all around me. And I'm running for my life. Hell could be no hotter. † By July about a quarter of all the houses in Japan had been destroyed, leaving more than 15 million Japanese civilians homeless. Its transportation system was near collapse with almost all the strategic railways destroyed. American forces had sowed aquatic mines in the shipping lanes f rom the air effectively stopping all Japanese naval movement. Food had become so scarce that most Japanese were subsisting on a sub-starvation diet. On Monday, August 6th, 1945 by executive order of President Harry S. Truman the U. S. dropped the nuclear weapon â€Å"Little Boy† on the city of Hiroshima. Truman said that, â€Å"The world will note that the first atomic bomb was dropped on Hiroshima, a military base. That was because we wished in this first attack to avoid, insofar as possible, the killing of civilians. † 90,000 to 166,000 civilians were killed by the blast. Only 3 days later on August 9th the â€Å"Fat Man† nuclear weapon was detonated over Nagasaki. 60,000 to 80,000 civilians were killed. Gosling, Fehner 28) Yoshitaka Kawamoto, just thirteen years old at the time, was in a classroom less than a kilometer away from the hypocenter, â€Å"One of my classmates, I think his name is Fujimoto, he muttered something and pointed outside the window, saying, â€Å"A B-29 is coming. † He pointed outside with his finger. So I began to get up from my chair and asked him, â€Å"Where is it? † Looking in the direction that he was pointing towards, I got up on my feet, but I was not yet in an upright position when it happened. All I can remember was a pale lightening flash for two or three seconds. Then, I collapsed. I don’t know much time passed before I came to. It was awful, awful. The smoke was coming in from somewhere above the debris. Sandy dust was flying around. I was trapped under the debris and I was in terrible pain and that’s probably why I came to. I couldn’t move, not even an inch. Then, I heard about ten of my surviving classmates singing our school song. I remember that. I could hear sobs. Someone was calling his mother. But those who were still alive were singing the school song for as long as they could. I think I joined the chorus. We thought that someone would come and help us out. That’s why we were singing a school song so loud. But nobody came to help, and we stopped singing one by one. In the end, I was singing alone. † On August 9th the USSR entered the war invading Manchuria. With a force of nearly 1,700,000 soldiers the Soviets quickly claimed total victory driving the Japanese out and killing 20,000 to 80,000 Japanese soldiers and capturing about 650,000. (Glantz 54-72) On August 15th in a radio address to the nation Emperor Hirohito announced the surrender of Japan. (Pape 87) The largest war in the history of mankind was over. C. Evaluation of Sources Code-Name Downfall: The Secret Plan to Invade Japan-And Why Truman Dropped the Bomb by Thomas B. Allen and Norman Polmar was published by Simon & Schuster in 1995. Allen is an American writer who went to college in Bridgeport, Conn. He worked for The New York Daily and then became part of the National Geographic Book Division. Most of his work deals with military history. His book is an excellent source of information because it is based upon hundr eds of sources, was written well after the events described so that more evidence is available, and is written by a fairly objective military historian who has less bias because he was not attached to the war. Downfall: The End of the Imperial Japanese Empire by Richard B. Frank was published by Penguin in 2001. Frank is an expert on World War 2 history. He specializes on the Pacific part of WWII. He fought in the 101st Airborne Division during the Vietnam. This could possibly make him more bias towards U. S. military actions but his book uses hundreds of reputable sources so that his opinion is less biased. His book is a very definitive and exhaustive account of Japanese defeat. It’s an excellent and useful source. D. Analysis â€Å"The fact is that as far as the Japanese militarists were concerned, the atomic bomb was just another weapon. The two atomic bombs at Hiroshima and Nagasaki were icing on the cake, and did not do as much damage as the fire bombings of Japanese cities. The B-29 firebombing campaign had brought the destruction of 3,100,000 homes, leaving 15 million people homeless, and killing about a million of them. It was the ruthless firebombing, and Hirohito's realiz ation that if necessary the Allies would completely destroy Japan and kill every Japanese to achieve â€Å"unconditional surrender† that persuaded him to the decision to end the war. The atomic bomb is indeed a fearsome weapon, but it was not the cause of Japan's surrender, even though the myth persists even to this day. † Said by Edwin P. Hoyt in 1986. According to the UK embassy in Washington the Americans regarded the Japanese as â€Å"a nameless mass of vermin†. A 1944 opinion poll that asked what should be done with Japan found that 13% of the U. S. public was in favor of the extermination of all Japanese people: men, women, and children. Hixson 239) The dropping of the two bombs had little to do with defeating the defeated Japan. Even before World War 2 had ended the cold war began. Stalin and the Soviets had taken control of nearly all of Eastern Europe and made it clear that they weren’t going to leave. (Glantz 152-167) The Soviet Union had emerged World War 2 as a superpower and as the only legitimate challenger to American hegemony. Militaristic and organized with massive amounts of natural resources the Soviets under Stalin had proven that they were willing to expend unimaginable amounts of human life to win. Glantz 172-184) With this massive looming on the horizon the terrified United States had to demonstrate its military supremacy. Japan presented a unique opportunity for the U. S. to demonstrate its new destructive power to the Soviets and the Japanese people paid the price. The Japanese were already defeated and seeking peace. (Butow 111-121) â€Å"It is my opinion that the use of the barbarous weapon at Hiroshima and Nagasaki was of no material assistance in our war against Japan. The Japanese were already defeated and ready to surrender†¦. My own feeling is that in being the first to use it, we had adopted an ethical standard common to barbarians of the Dark Ages. I was not taught to make war in that fashion, and wars cannot be won by destroying women and children. † Chairman of the wartime Joint Chiefs of Staff, Admiral William D. Leahy. Shortly after the conclusion of the war General Douglas MacArthur confirmed what many Military analysts and historians theorized by saying, â€Å"My staff was unanimous in believing that Japan was on the point of collapse and surrender. In 1963 President Eisenhower said, â€Å"The Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing †¦ I hated to see our country be the first to use such a weapon. † E. Conclusion While the dropping of the two atomic bombs on Hiroshima and Nagasaki certainly contributed to the Japanese becoming even more desperately willing to unconditionally surrender the atomic bombs, despite their unimaginable destructive power, were just another weapon the Japanese had to endure. More than a million Japanese people had been killed by bombing raids. In reality the entrance of the Soviet Union into the war and their invasion of Japanese controlled Manchuria more likely contributed to Japan being more willing to unconditionally surrender. Japan had controlled Manchuria far longer than any pacific island the U. S. fought on and had more than 1,200,000 men there. Their total defeat in a very short amount of time made Japan realize that they no longer were able to defend themselves. In conclusion to use the words of General Curtis LeMay, â€Å"The atomic bomb had nothing to do with the end of the war. † â€Å"We are the inheritors to the mantle of Genghis Khan,† wrote New York Times editorial writer Hanson Baldwin, â€Å"and of all those in history who have justified the use of utter ruthlessness in war. † The dropping of the two atomic bombs on Hiroshima and Nagasaki was in no way militarily justified. The use of the atomic bombs was an act of brutality the likes of which this world has never seen and for the continued survival of the human race I hope never has to see again.

DBQ: The Battle of Gettysburg Essay

It is 1863, and the people of the United and Confederate States are wondering who will win this Great Civil War. Southern General Robert E. Lee decided to make a bold move and marched his troops to Pennsylvania to achieve a victory on Union soil. As the news of Lee’s army reached Northern General Meade, they followed in immediate pursuit. The Battle of Gettysburg is a crucial turning point in Civil War due to the termination of the Southern advance into Northern States and it resulted in a damaging impact in the Confederate Army’s supply of soldiers. Since the Battle of Gettysburg ceased the Southern progression into the North, it became a critical moment in the Civil War. Document A has shown that battles continued in Southern Territories, such as Georgia, Tennessee, and Missouri after Gettysburg. Without Gettysburg’s powerful effect, the Southern Army would have continued to have advanced into Northern Territories. The battle proved to be a dramatic change in the Northern Army, since it allowed more battles to form in the South, but never again in the North. Due to the Battle of Gettysburg, the Union army stomped on Southern efforts to create a win on Union soil and lead to destructive battles in the South. Furthermore, the battle also consequently caused numerous deaths in the Confederate Army. At Gettysburg, twenty-three thousand men of the North’s nine-hundred and eighteen thousand army died, while twenty to twenty-five thousand soldiers died out of two-hundred and seventy-eight thousand Southern Army. Therefore, Gettysburg proved to be a major impact on the Southern Army’s power to fight the North and diminished the chances of a Rebel victory. These casualties reflected in the Confederate Army’s commanding generals, which lead to the substandard training and execution of the Southern soldiers in later battles. Without a doubt, Gettysburg demonstrated the power of the Union and shattered the Confederate Army in countless casualties. Through ceasing Southern advances and extinguishing their army, the Battle  of Gettysburg proved to be a tremendously significant turning point in the Great Civil War for the North. Although other major Battles, such as Vicksburg, which gave complete control of the Mississippi River to the North, Gettysburg resulted in more substantial effect in the War. The significance of Gettysburg is shown by the impacts in the Civil War, mainly negatively to the South. The Battle of Gettysburg can be related today because it shows that through perseverance the odds will come in your favor.

Discourse on the Method Essay Example | Topics and Well Written Essays - 1500 words

Discourse on the Method - Essay Example Rene Descartes was a Frenchman who was born to a wealthy family in Touraine in 1596 CITATION Des08 \l 1033 . Faithful to the characteristics of a true Renaissance man, Descartes was knowledgeable and able in the academic fields of mathematics and philosophy, and in the worldly caprices of gambling and adventure. His financial stability afforded him the opportunity to fully concentrate on philosophical meditation and mathematical quest. In 1637, he published â€Å"Discourse on the Method of Rightly Conducting the Reason, and Seeking Truth in the Sciences,† or more concisely known as â€Å"Discourse on the Method,† a philosophical and autobiographical treatise CITATION Des08 \l 1033 . From a first person point of view and providing personal experiences from his own ventures, Rene Descartes provides a self-proclaimed effective method of intellectual development in â€Å"Discourse on the Method.† The lengthy treatise is divided into six parts, each focusing on a particular aspect of Descartes’s philosophical path. In Descartes’s own words, the Discourse is divided as such CITATION Des08 \l 1033 : â€Å"in the first, will be found various considerations touching the Sciences; in the second, the principal rules of the Method which the Author has discovered, in the third, certain of the rules of Morals which he has deduced from this Method; in the fourth, the reasonings by which he establishes the existence of God and of the Human Soul, which are the foundations of his Metaphysic; in the fifth, the order of the Physical questions which he has investigated, and, in particular, the explication of the motion of the heart and of some other difficulties pertaining to Medicine, as also the difference between the soul of man and that of the brutes; and, in the last, what the Author believes to be required in order to greater advancement in the investigation of Nature than has yet been made, with the reasons that have

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Leadership observation - Essay Example For this reason, this paper discusses a leadership observation activity that was conducted in the crossroad nursing home and rehabilitation center in Davenport Florida. Crossroad nursing home and rehabilitation center in Davenport Florida is a facility with a bed capacity of sixty. The mission statement of crossroad nursing home and rehabilitation center is to commit to quality care and services to acknowledge, clarify, meet and exceed the expectations of the clients. The facility cares for the health needs of both the patients who need specialized nursing care, as well as those with rehabilitation needs. However, a small facility, Crossroad offers a perfect environment for enhancement of both social and medical health. The medical and non-medical staff maintains a cordial and cooperative, friendly relationship from the administrative level to the housekeepers. Working as a regular staff nurse, I managed to follow and observe L.C, who is a BSN and the unit manager. L.C being the manager of the entire units is in charge of all the sixty patients who are the residents of the facility. This work requires constant interaction with the staff and the pat ients. L.C maintains a cordial relationship with the director of nursing who is her supervisor in the unit. Following and observing L.C as my leader model, I realized she employed a transformational and democratic leadership approach where she influenced her juniors with motivation and need for achievement of objectives (Denhardt & Campbell, 2006). I realized the unit manager was categorical with time management and execution of duty among the employees under her supervision. L.C reports daily and begins by inquiring for the presence of all the staff on duty, this is followed by making a follow up on any staff who may not be present, this goes to a level where she calls the clients to inquire the reason for lateness, and then proceeds to make a work schedule for the day. L.C keeps herself informed of

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New malaria 'poses human threat' - Assignment Example P. knowlesi resembles the less serious P. malariae under microscopic inspection, but if not properly diagnosed, it can be as deadly as dreaded malarial parasites like P. falciparum. Since P. knowlesi has the ability to reproduce every 24 hours in the blood, urgent medical treatment is needed in cases of infection, failing to which it can turn deadly. The research, headed by Professor Balbir Singh of University Malaysia Sarawak, involved testing over 150 patients with malaria infection admitted to hospital in Sarawak between July 2006 and January 2008. Their study revealed that more than two thirds of these infections were caused by P. knowlesi. Since the major symptom among patients infected with P. knowlesi was the low blood platelet count in them, doctors can take it as a lead to further diagnosis even in places where P. knowlesi is not yet detected to be the cause of malaria. Professor Balram suggests that while treating a patient who had visited a place where P. knowlesi is detec ted to be the cause of malarial infections among humans, clinicians should be â€Å"aware of the diagnosis, clinical manifestations, and rapid and potentially serious course of P. knowlesi malaria†. The study throws light on the future possibilities of having to deal with new kind of deadly

Seminar in Macroeconomic Theory Assignment Example | Topics and Well Written Essays - 750 words

Seminar in Macroeconomic Theory - Assignment Example Fund raised will be used to cover the allocation the health sector that is a principal consumer of the federal budgetary provisions. Another strategy will involve the Congress amending the constitution to include a provision requiring the federal government to prepare a balanced budget. While trying to promote a more balanced budget through constitutional amendments, it is critical note that poorly crafted changes can trigger instances of economic instability. Any draft amendment should have an element of limited flexibility catering for emergency situations like a recession. As a measure, the federal government ought to encourage the establishment and registration of businesses in the USA. This will put the USA federal government in a better position to grows revenue to support its ever increasing expenditure. Homegrown companies should be encouraged to base their manufacturing firm within the states instead of operating their factories oversee. This will reduce the level of economic unemployment and the government will in turn reap in the form of more taxes. The federal government has an obligation of controlling to control its borrowing. Borrowing increases the government obligation in the form of the interest payable on these loans. The defense department and the intelligence department have been conveniently decreased measure to reduce the cost incurred in many operations conducted by these departments. The wars in Middle East and international missions are the cause of the high expenditures here; these can be reduced to manageable levels. Additionally there is a proposition that allows the government to repay the debt in an effort to reduce amounts paid periodically as interests on these loans. Observing the total amount payable towards settling the entire National Debt, it is evident that the accumulative interest is very high, and it siphons the nation’s resources and contributing to the greater budget deficit. Therefore, proposed that the

The Culmination of Transformations Molded Europe Essay Example for Free

The Culmination of Transformations Molded Europe Essay Europe underwent some major transformation from 1100-1300. The High Middle Ages, as this period was known, economic, political, religious and cultural revivals began to shape Europe. These changes were made possible for several reasons. One of those reasons was that Europe had become more settled after numerous invasions that occurred in the Early Middle Ages. The medieval kings began to apply centralized control. Advancement in agricultural practices also contributed to the European reform, as increased food supply stimulated commercial and urban growth. Also, due to pressures from the church, internal warfare and chronic violence in Europe was declining. One of the most exciting areas of revival was in economic conditions. The increase in food supply and agricultural production meant that trade increased. Commerce and interaction, which declined or completely halted during the dangerous disruptive years of the Central Middle Ages, reemerged. Increased trade led to several related and extremely important developments. One was the reintroduction of movement and interchange in parts of Europe, a dramatic change for people who had been isolated by limited resources and the dangerous conditions that had surrounded them. Now it was safer to travel, and there was the strong motive of trading surplus goods. Another change was the reemergence of currency throughout Europe. This was an extremely important change in the long run. Currency meant that land was no longer the only source of wealth. This eroded the monopoly of power held by feudal lords and vassals. Currency meant the beginning of a more complex economy and social system, providing more opportunities for people. Political revival was the most threatening to feudal lords and vassals. This was the process by which kings started to successfully build states in some parts of Europe. Although this took a long period of time, in some cases centuries, the process of state building began in the 1100s and 1200s in regions such as England and France and parts of Central Europe. The rise of kings meant less power for feudal lords as these monarchs built up their centralized control in the areas of military, taxation and legal enforcement. Although most modern states did not truly emerge until the 14th and 15th centuries, the threat to feudal lords became clear during the High Middle Ages. In the area of religion, the Catholic Church began to reassert its power in two ways. One was a movement within the Church to confront the problems of moral and financial corruption. An influential internal reform movement began in the 10th century. Over several decades, the efforts to create truly devout religious communities independent of outside political influence, and cleansed of corruption, sparked the imagination and passion of many in the Church. The emphasis on cleaning up corruption spread throughout Europe. The second area of reform took place at the highest level of the Church leadership. During the Central Middle Ages, popes were weak and often corrupt. During this period, the clergy was manipulated by powerful families. During the High Middle Ages, the Church distanced itself from political influence and corrupting influences as it gained greater support and respect from the common people and also greater control of its wealth. The culture of the High Middle Ages displayed a time of artistic vigor. Universities as we know them today, with faculty and students, were produced during this period. Kings and Popes competed to start up new universities. By the end of the Middle Ages, over 80 universities were in existence. Christianity was pivotal in the medieval society, as theology would play a vital role in the academic world. Christianity effected the actions of the kings and princes. Christianity would touch all Europeans lives. A philosophical and theological system was created in the schools and was referred to as scholasticism. This system was created to merge faith and reason and to exhibit that what was accepted on faith was in accord with what was learned as reason. The European civilization was transformed in the Middle Ages into a growing economy, nurtured by explosive trade, centralized government, agricultural progression and a cultural revival.

Holy Moly Essay Example for Free

Holy Moly Essay Socrates is simply asking questions to get a straight answer from Euthyphro, which he is unable to do. When asked, â€Å"what is piety? † Euthyphro answers â€Å"Doing as I do†. He thinks he is doing the pious thing by bringing his father up on charges of impiety. In his words, he is saying prosecuting anyone guilty of murder, no matter who they are . Socrates , basically is not entertained by this response, because it is not an answer. When asked again â€Å"what is Piety? † Euthryphro responds with, â€Å" What is dear to the Gods is pious and what is not dear to them is impious†. Socrates asks† Is the pious loved by the gods because it is pious? Or is it pious because it is loved by the gods? Euthyphro is contradicting himself. That which is dear to the gods is dear to the gods because it is first loved of them, not because it is dear to them. But the pious or holy is loved by the gods because it is pious or holy. Which is the same as saying that it is loved by them because it is dear to them. His explanation is going in circles. When asked again, Euthyphro responds, â€Å"Piety is knowing how to please the Gods in word and deed, by prayers and sacrifice† Socrates responds by saying that it is a way of doing business between the gods and men. You ask the gods what you can do and they tell you what they want you to do. Euthyphro has failed to show what pious is. I believe Socrates goal in the dialogue was to change his mind about prosecuting his father and to determine whether Euthypro’s definition of piety or impiety was sufficient enough to prosecute his own father for murder and to clear himself of his indictment. The features of the dialogue that led me to believe this was when Socrates asked, â€Å"Are you able to show your father guilty of murder or that all the gods are agreed in approving of our prosecution of him. Then says to Euthyphro† If you had not certainly known the nature of piety and impiety, I am confident, you would not have charged your father with the murder† Euthyphro, then hurries away , I am thinking to save his father from being tried for murder. If Socrates knew the nature of piety and impiety he may have been able to clear himself of Meletus and his indictment.

Case Study The Millennium Development Goals Education Essay

Case Study The Millennium Development Goals Education Essay The Millennium Development Goals (MDGs) are eight international development goals that were established after the 2000 Millennium Summit in which United Nations Member States and International Organisations consented to achieve by the year 2015 (United Nations Millennium Development Goals, 2010). The MDGs set time bound targets in improving social and economic conditions in the worlds poorest countries, which progress towards reducing income poverty, hunger, disease, lack of adequate shelter and exclusion, while promoting gender equality, health, education and environmental sustainability. They also embody basic human rights so that each person on the planet has the right to health, education, shelter and security (Ki-Moon, 2010). Three major areas of Humanity are focused in the MDGs: Firstly, reinforcing human capital by improving infrastructure, and increasing social, economic and political rights, specifically focusing on increasing the basic standards of living (United Nations, 2006); Secondly, altering infrastructure by gaining safe drinking water, energy and modern information communications technology, intensifying farm productions through sustainable practices, bettering transportation infrastructure, and uphold the environment; and finally the social, economic and political rights, with regard to empowering women, reducing violence, increasing political voice, ensuring equal access to public services, and increasing security of property rights. The goals are intended to increase an individuals human capabilities and advance the means to a productive life (United Nations, 2006). As individuals acting together we have the power to take action and influence the process of reaching the MDGs by 2015 (End Poverty Millennium Campaign, 2010). Education is important in achieving these goals. A basic education of a good quality is necessary for developing an understanding of the world and the possibilities it provides, and for being able to function effectively within it. Without the knowledge and various skills developed through schooling and basic education programs, the opportunities for individuals and the ability to act independently are greatly reduced (UNESCO, 2010). Intensifying the movement towards education MDGs will lead directly to an acceleration of many of the other MDGs (2010 MDG SUMMIT, 2010). In this essay I will explain why education is important in order to achieve each of the eight millennium development goals. The first goal of the millennium development goals is to eradicate extreme poverty and hunger. Poverty forces children out of school displacing their education driving them into the low paid work force because parents cannot afford to educate them. Haines Cassels (2004) explain that one year of schooling can increase a persons earnings by 10% with each additional year of schooling lifting the average annual GDP by 0.37%. Accessible education can help feed an impeccable cycle of enhanced growth and an elevated reduction in poverty, aiding the poor and benefiting society as a whole. Education provides people with the skills and knowledge they require in order to increase income and develop employment opportunities. By educating the poor, women and vulnerable groups it opens doors to jobs and credit and has the potential for economic growth. With strict laws on compulsory education the millennium development goal to eradicate extreme poverty and hunger should be achievable in the future. The second MDG is to achieve universal primary education. Every child regardless of where they live deserve the right to an education. The Development Education online Depository (2010) state that universal primary education involves entering school at an appropriate age, progressing through the system and completing a full cycle of primary education. By eradicating primary school fees millions of children worldwide have the chance to gain literacy and numeracy skills increasing the percentage of educated people in the world, increases the opportunities for employment and a stable future for many children which in hand will help in achieving the MDG of achieving universal primary education. The third MDG focuses on promoting gender equality and empowering women. Attaran (2005) state that there are 759 million people in the world that cannot read or write, and of those people two-thirds are female. Females face many barriers to education in several countries around the world, ranging from negative attitudes to the burden of household work and distance to school. In order to redress the balance education needs to be made a priority, special efforts such as employing female teachers, supporting poor families and making the education system girl-friendly could help in promoting gender equality and in empowering women. Severine Shahani (2009) claim that there is a strong correlation between educating females and an increase in womens earnings, improved child and family health and nutrition, an increase in school enrolment, protection against HIV infection, higher maternal and child life expectancy, reduced fertility rates and delayed marriage. Equal schooling for both boys and girls is the foundation for development in achieving the MDG of promoting gender equality and empowering women. The fourth MDG aims to reduce child mortality. Providing education to girls provides a great chance of survival to her children in the future. Severine Shahani (2009) claim that a mother with secondary or higher education more than halves the risk of child mortality compared to a mother with little or no education. As mentioned above there is a strong connection between educating females and higher maternal and child life expectancy as well as improvements in child and family health and nutrition, they are also more probable to immunize their children. Educating women, with at least primary education, the MDG of reducing child mortality is more likely to be achieved. The fifth goal aims to improve maternal health. Maternal education is one of the strongest antidotes to childbearing-related risks (United Nations, 2010). By educating females it enables them to make improved health associated decisions, fewer mothers would die and the MDG of improving maternal health would have a greater chance of being achieved. The sixth MDG intends to combat HIV/AIDS, malaria and other diseases. Education is the key to combating HIV/AIDS, malaria and many other diseases. Education institutions take a central role in the prevention of HIV and other communicable diseases as they can reach out to a large number of people, encouraging positive attitudes and behaviours providing them with the knowledge and skills to reduce their chance of contracting HIV. School health programs are also ideal in providing awareness and hygiene practices to help fight malaria and other diseases. Haines Cassels (2004) state that women with an education higher than primary level are five times more likely than literate women to be aware of and know about HIV/AIDS. Education offers an important measure of protection against HIV and other diseases. The MDG for universal primary education is estimated to prevent 700, 000 new HIV infections each year (MDG Monitor, 2007). It is claimed that education reduces the vulnerability of girls, and each year of schooling offers greater protective benefits. Education is the best vaccine against HIV and Aids and other diseases it is also the most cost effective way to achieve the MDG of combating HIV/AIDS, malaria and other diseases. The seventh MDG is directed at ensuring environmental sustainability. Education for sustainable development (ESD) can help us to live sustainably. ESD is defined by UNESCO as the aims to help people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. By providing education for environmental sustainability it also educates students on key issues including poverty reduction, sustainable livelihoods, global warming and climate change, gender equality, corporate social responsibility and the protection of indigenous cultures (TeachMDGs, 2010) ESD will allow individuals to make decisions that meet the needs of the present without compromising those of future generations. Education is essential for ensuring environmental sustainability. The eighth and final millennium development goal is directed at developing global partnerships for development. Developing countries financially cannot provide universal primary education for free to their people. Therefore a global partnership is needed to fill the financial gap for education so that globally the education-related development goals can be achieved. And if developing countries make education a priority they can then in turn boost their economy, which can help to achieve all of the millennium development goals. Teaching and learning in schools should aim to enhance skills, knowledge and behaviour related to the millennium development goals. Schools should plan their curriculum so that content covered increases the impact that education has on the MDGs. Such as, in order to combat child mortality and to alter female empowerment, curricula on cleanliness, sanitation, and measures to minimize contagious diseases. In the case of environmental sustainability the school should include programs such as the need to conserve water and trees. To improve the nutritional status of the students the school can introduce meal programs to ensure the students have atleast one nutritional meal each day. Schools can also promote gender equality by the different roles that school leaders take. Positive behaviours aimed at achieving the MDGs can be learned and reinforced throughout education. By introducing adult education and literacy programs for both men and women can provide opportunities for employment, improving labour productivity and introducing programs such as water and sanitation. The impact of adult education for women can result in lower child mortality rates and higher levels of maternal health. With the completion of secondary education women are more likely to seek out antenatal care and better medical treatment, are more likely to send their children to school, and have greater economic opportunities that will alleviate poverty and hunger. All in all adult education in occupational and life skills will positively impact the millennium development goals. 2010 should not be the beginning of the new and uncertain journey towards the millennium development goals, rather it should be the refueling point on this voyage that has been going on for the past ten years. The next five years complete the journey in achieving the MDGs by 2015. With the implementation of the millennium development goals in school curriculums globally the plan to reach the destination should be achievable.

Speak Essays -- essays research papers

Speak, by Laurie Halse Anderson, is first-person narrative about overcoming our habits and misfortunes. It takes place at Merryweather High over the course of a year. The main character, Melinda, is a fourteen year-old, who is just starting high school. She is introduced, at first, as someone who doesn’t speak to anyone, almost, at all. All the other people in the high school seem to detest her. They say hateful things to her and throw objects at her. She seems not bothered by any of this. She is in her own being.   Ã‚  Ã‚  Ã‚  Ã‚  As the story progresses clues to why people hate her so much are revealed. There is mentioning of a party that Melinda, some how, ruined. People say that they or someone they knew got in trouble at the party. Melinda wants to forget that party. She blocks it out of her head. At every mention of that night Melinda cringes.   Ã‚  Ã‚  Ã‚  Ã‚  Melinda doesn’t like school. She hates the people and despises the classes. All of the classes except art. She loves her art class. Their assignment for the year is to create a piece of art, depicting a given image, that makes a statement. Melinda’s object is a tree. She has trouble with the tree.   Ã‚  Ã‚  Ã‚  Ã‚  Melinda starts school off in a bad way. She continuously gets in trouble with numerous teachers. She never does any homework. She mostly takes naps. Worst of all, in her mind, she has no friends. This does not change until she meets Heather, the new girl. Heather is...

Adam Smith v. Karl Marx Essays -- Papers Capitalism Communism Essays

Adam Smith v. Karl Marx Being reared in the typical capitalist community in the United States, it is much easier for me to relate to the thoughts of Adam Smith. This is not to say that I do not agree with some of the precepts of pure Communism, but like the old adage says, "Communism looks good on paper, but in practice, it is completely ineffective." Historically, this form of government does not tend to succeed because of many factors. Some of these include basic economic differences, individualism, and technology and how it advances or serves as a detriment to the state. My stance is clear: I believe that Adam Smith has the more credible stance. Beginning with the economic side of the discussion Smith takes a Western approach in his thought processes. He states in so many words that workers are continually looking for the best job and the best wage. Marx believes that a wage-labor war will break down society and cause a downfall of the economic structure. The Capitalist belief is that each individual is continually exerting himself to find the most advantageous employment for whatever capital he can command (Smith 15). Smith says also in paragraph 15 that it is human nature for a person to better society while bettering himself. In Adam's opinion each person has the right to the pursuit of happiness, and that each person has to take it in their own hands to advance within society. Marx disagrees by saying that when a person betters himself he does not improve but instead endangers society. For example, when the bourgeois cuts employment because of technology, the bourgeois hurts society by "†¦instead of rising the laborers with the progress of industry, sinks them deeper below the conditions of existence of their own class... ...both of their ideas. They seem to use similar methods, using logical statements to convey their points that seem to very much contrast each other. Marx’s philosophies deal with improving society for the better to reach industrial prosperity while Smith believes that the incentives of a free market will allow this happen and that human nature will cause Marx’s theory to fail. In the end both men want one common goal which is the best possible economic system for society because both realize that economics is single greatest controller of the major aspects of society. Bibliography: Works Cited Page Marx, Karl. â€Å"The Communist Manifesto.† A World of Ideas. Ed. Lee Jacobus. Boston: Bedford Books, 1998. 209-32. Smith, Adam. â€Å"Of the Principle of the Commercial or Mercantile System.† A World Of Ideas. Ed. Lee Jacobus. Boston: Bedford Books, 1998. 195-205.

The Importance of Group Work in Education Essay example -- Group Work

The Importance of Group Work in Education When I was in high school, and one of my teachers would ask us to form groups in order to do something, I would usually roll my eyes. Ironically enough, some of the best work that I put forth and learned from was done in a group work setting. By working with my peers towards a common end, I got things done much quicker and thorough than I ever did on my own. I chose to research group work for this essay, because in my limited experience as a teacher, youth worker, and student, group work proves to be a most effective teaching method; when it is done successfully. To begin, I came up with four questions to ask myself in researching this project: Why is implementing group work such a useful teaching method? How does it best foster critical literacy? How can it work to begin to dissolve the traditional labels of student stereotypes? How does group work best benefit the inclusion path: incorporating both gifted and special needs students? I have only been able to better understand the answers to these questions in the light of my limited experience, student talk, and professional writings. I do plan on being able to establish more of a concrete application of my philosophy within this short intern experience. My philosophy of group work reflects my philosophy on classroom culture. I see the best classroom environment as one that is non-hostile towards the student; doing whatever it can to clarify and to understand their ideas and problems. In a setting such as this, the student will develop a certain autonomy in discovering their own learning styles, as well as in evaluating their own work. à ¬Students who are authors in the English classroom are more than the writer of... ...esponse to Literature.à ® English Journal. 84:6 (October). Christensen, Linda. 1994. à ¬Building Community from Choas.à ® Rethinking Our Classrooms. Rethinking Schools, Ltd.;Milwaukee, 1994. Evans, Karen S. 1996. à ¬TheRole of Positioning in Peer à ±Led Literature Discussions. Language Arts. 73:3. (March). Hillebrand, Ramana P. 1994. à ¬Contol and Cohesion: Collaborative Learning and Writing. English Journal. 84:1. (January) Knudson, Ruth E. 1995. à ¬A study of Teachers, Tracking, and Grouping: An Examination ofPactice.à ® English Journal. 84:1 (January) Kutz, Eeanor and Hephzibah Roskelly. An Unquiet Pedagogy. Boyton/Cook Publishes; NH, 1991. Levin, James and James Nolan. Principles of Classroom Management. Allyn and Bacon; 1996. Mayher, John S. Uncommon Sense. Boyton/Cook Publishers; NH, 1990. Steinberg, Laurence. Adolescence. McGraw Hill, INC.: NY, 1996.

A Comparative Essay between “Disabled” and “An Unknown Girl” Essay

Moniza Alvi reflects on India as her hand is hennaed by â€Å"an unknown girl† â€Å"in the evening bazaar†. The predominantly upbeat mood of this poem contrasts with the pessimistic mood in â€Å"Disabled† written by Wilfred Owen, a soldier in the First World War, stating his anti-war view through a poem on the life of a young soldier â€Å"sewn short at elbow†, crippled by war. In his poem, the difference between past and present allows Owen to reveal the regret and disappointment felt by the persona whereas, although Alvi portrays India as a magical, beautiful place where she experiences freedom, the ending reveals she will never be completely included. As such both poems illustrate longing but Alvi is longing for her identity whereas Owen is longing for his past life. To begin with, there is a difference in mood between â€Å"An Unknown Girl† and â€Å"Disabled† as Alvi creates an optimistic mood whereas Owen creates a predominantly depressing mood. Owen creates this by suggesting a theme of isolation felt by the persona which is implied in the first stanza when Owen says â€Å"mothered them from him†. The word â€Å"mothered† has caring, kind connotations but when used with â€Å"from†, it implies that he is not given the love and is actually an outcast which creates a strong negative mood as we can feel his seclusion. Similarly, â€Å"Espirit de corps† is said in an ironic tone which emphasises the fact that he is an outcast and that war does not leave you with glory or pride. This inspires pathos as everything has been taken away from him and he is no longer included, an idea which is further emphasised by the iambic pentameter in the first stanza, communicating the dull monotony of his life due to the isolation as he has no one to share anything with. Finally, the question at the end of the poem â€Å"Why don’t they come?† shows that he is literally waiting for someone to â€Å"put him into bed† as he is not able to do this himself. We can tell that he is waiting for night and the cyclical routine that repeats each day although he could be waiting for death as he has â€Å"a few sick years in Institutes† left which creates a powerful sorrow as he is still young. As this is the end of the poem, we are left with the image of him isolated and abandoned which is very striking. Owen further creates the pessimistic mood by suggesting the disappointment and lack of pride the persona has been left with after the war. Owen declares â€Å"no fears of Fear came yet† describing the persona before the war which groups all the fears and makes them seem overwhelming. This may suggest the persona is afraid of being a coward as he must appear strong and the personification of â€Å"Fear† makes him seem weak inside. This is emphasised by the use of â€Å"yet† as the persona now feels these fears after the horror of war. Later in the poem, the long stanza of hopes such as â€Å"For daggers in plaid socks; of smart salutes; And care of arms† contrasts with the short stanza for reality such as â€Å"Only a solemn man offered him fruits† revealing that his hopes for war were not met and he has been left with very little. This contrast is emphasised by the reaction of the people as he is â€Å"thanked† by â€Å"a solemn man† showing us that this â€Å"pity† makes him feel mocked. A miserable mood is portrayed as he has not received the celebratory â€Å"cheer† or â€Å"giddy jilts† he was expecting instead men â€Å"inquired about his soul† which portrays that the persona feels that these â€Å"cheers† are wrong therefore the man is making a mockery of him. The phrase â€Å"carried shoulder-high† depicts a glorious image to the reader as the persona recalls the excitement after a game of football. This excitement must have been similar to his expectations of war and when contrasted with the inglorious impression of life during and after war, the reader once again is forced to feel the sorrow and regret felt by the persona as Owen has effectively provided us with images and emotions. Furthermore, the persona appears bitter about going to war as he says â€Å"Smiling they wrote his lie† indicating their deception as they dropped â€Å"hints for young recruits† which is an exaggerated glorious image which Owen portrays as a lie. â€Å"Smiling† gives this a sinister feeling which emphasises the fact that he has been tricked and lied to in a bitter, uncaring way. We feel pathos as we can feel how powerful his bitterness is. Alternatively, to create an optimistic mood in â€Å"An Unknown Girl†, Alvi creates a theme of the magic that surrounds her in India. The repetition of the word â€Å"hennaing† emphasises the fact that it is external and decorative like a â€Å"shadow-stitched kameez†. This implies a beauty and since both objects are traditionally Indian, Alvi shows the reader that this is the overwhelming impression of magic she feels in India. The repetition of the word â€Å"neon† appeals to the visual sense as well as making the image it is used to describe seem more extreme with brighter, more defined colours. It seems almost too bright and colourful which creates a surreal and dreamlike atmosphere which portrays to the reader how enthralled Alvi is by the beauty of India she is witnessing. By describing her hennaed hand as â€Å"soft as a snail trail†, Alvi creates a magical mood by showing her astonishment. The word â€Å"soft† makes us feel comforted which is what the persona feels when in India. The sibilance in â€Å"soft† and â€Å"snail† creates a mysterious feeling which contrasts to the beauty of India, creating the longing Alvi feels for her identity. This is effectively emphasised by the childlike innocence portrayed to the reader through the words â€Å"balloons† and â€Å"icing†. In general, balloons are vividly coloured and could be used to symbolise the happiness and colour in the persona’s surroundings. The connotations we associate with â€Å"icing† are sweet and decorative which strongly suggests the happiness that Alvi is trying to portray. A â€Å"bazaar† is usually busy and crowded but Alvi foregrounds the colours and vibrancy to create a magical impression of the setting. This forces the reader to feel the magic Alvi is indicating. The image of a â€Å"peacock† is repeated as well as an â€Å"amber bird† which seems both magical and also beautiful and these are thing Alvi relates to India and the reader is forced to relate these as well. This is an intense image but could also be used to show that as a peacock can spread its tail, Alvi wishes to reveal a deeper truth about her identity. This very striking image is effective. Furthermore, the words â€Å"hushed†, â€Å"sleep† and â€Å"soft† subtly suggest to the reader the tranquil calm that Alvi feels while in India. This is contrasted with â€Å"firm† and â€Å"furious† to suggest exhilaration and happiness felt by Alvi as India has many different levels that we have been shown effectively throughout the poem. In contrast to the theme of isolation in â€Å"Disabled†, Alvi creates the impression of inclusion and reassurance that contribute to the upbeat mood. Alvi has written this poem to portray her search for personal identity as she was taken from her home in Pakistan while she was young so reassurance allows her to reconnect with the country of her heritage. The persona indicates her reassurance by creating a soft mood through the phrase â€Å"curtain cloth and sofa cloth canopy me† which is emphasised by the repetition of the word â€Å"cloth†. We also feel the inclusion Alvi is portraying as â€Å"canopy† gives the persona somewhere to hide and be protected so she is embraced. We feel this powerful yet soft inclusion throughout the poem. Alvi accents her inclusion with â€Å"I have new brown veins† as the verb â€Å"have† creates a tone of certainty. The implied pride allows us to feel that she does feel embraced by India and the reader feels embraced as well which allows us to join the lively mood. While having her hand hennaed, the persona depicts a â€Å"satin-peach knee† which relates to the skin or clothing of the Indian girl. The soft â€Å"s† sound in â€Å"satin† forces the reader to feel the calm, gentle atmosphere as well as depicting it as luxurious. Alvi implies that she relates these things to India which we then do and we feel a striking sense of her reassurance. Lastly the persona describes having her hand hennaed as â€Å"a peacock spread its lines† which shows that the India part of her identity is spreading itself too and she is becoming more at home. Although we do not feel at home, the reader can see the stunning beauty and can understand Alvi’s inclusion. Another difference in mood is the freedom created by Alvi contrasted with the dull gloom portrayed by Owen. Alvi displays a sense of freedom that originates from the beauty of India. There is no clear structure throughout the poem which to the reader may seem wild and chaotic but Alvi is powerfully trying to portray that this is part of her freedom. The short sentences create a fast pace which can be used to emphasise the emotion such as longing or desperation attached to longer sentences but also portrays a lively, excited feeling almost suggesting a sensory overload especially which is very effective as the reader too feels excited by the descriptions of India. The persona is trying to take in and communicate as much as possible. This is emphasised by the unequal line lengths which allows images such as â€Å"I am clinging† and emotions such as â€Å"are hushed† to be forced on the reader. These images and emotions are all subtly different as Alvi shows her freedom in India. The contrast between these further emphasises the freedom Alvi is portraying subtly. The dummies â€Å"tilt and stare† which contrasted with the dummies we consider normal creates the impression of disorganization which relates to all of India. Alvi feels this is her freedom and in this case, it is effective. On the other hand, Owen portrays the dull gloomy mood through the enjambment in the third and fourth line of the first stanza. It indicates how long the personas empty days are and is contrasted with the simple â€Å"play and pleasures† enjoyed by the young boys to create a dull atmosphere surrounding the lonely persona. This is very effective as the reader can feel this mood themselves. In the same stanza the phrase â€Å"saddening like a hymn† is used to create a gloomy atmosphere. In addition to the obvious connotations of saddening, Owens use of â€Å"hymn† suggests a solemn and mournful mood almost as though a part of him has died. By forcing the reader to feel these emotions, Owen has powerfully portrayed the persona’s melancholy. Due to his injury, the persona must now do what â€Å"the rules consider wise† which shows the persona no longer has freedom as â€Å"rules† have connotations of being strict which contrasts to the freedom and fun he experienced in the past. The word â€Å"wise† could also reflect on the fact that he has gained wisdom from the war due to bad decisions but this wisdom has come at the price of his happiness. This contrast shows the boring nature of his current life and the reader can feel his regret more powerfully with the image of his past happiness. The persona is described as wearing a â€Å"ghastly suit of grey† so the word â€Å"ghastly† forces the reader to think of a terrible image of the lonely man and then used with â€Å"grey† to make that image dull and lifeless. Overall this creates a gloomy visual image which is emphasised by the lack of emotion attached to the words creating an image which inspires sympathy from the reader. Finally Owen uses â€Å"shivered†, â€Å"cold and late† and â€Å"queer disease† to show how the despair is affecting the persona. He is literally cold although he may also feel cold inside as he has nothing left and is now isolated and alo ne. We can feel his sorrow which allows these words to effectively portray the dull mood to the reader. Owen also reveals a contrast inside â€Å"Disabled† as an alternate lively mood is portrayed in the past. The persona has â€Å"lost his colour† which is literally referring to the colour of his skin as he is now pale and he would have been flushed after playing football but additionally he has lost the bright glow of his youth during the war. The superficial meaning gives us a physical contrast between past and present but the alternate meaning allows the reader a glimpse at how his soul was affected. Owen distinguishes between this past excitement and the present day gloom. The persona is â€Å"waiting for dark† which is contrasted with the bright, colourful excitement felt in the past, portrayed in the second stanza. The word â€Å"waiting† implies that he is lonely because he has nothing left in his life which contrasts with â€Å"girls glanced lovelier† and romantic excitement from his past and is emphasised by the use of â€Å"dark† to suggest that he is waiting for night and the continuation of the cyclical routine that happens each day. The persona could also be waiting for death as this is a connotation of â€Å"dark†. These effective contrasts show his longing for the past and his dull life which inspires pathos from the reader. The reader also feels pathos because of the extreme contrast between past and present. Owen says â€Å"Town used to swing so gay† and the personification of â€Å"Town† gives it human emotions such as happiness that the reader is allowed to feel briefly. This creates a lively and upbeat mood in the past which is emphasised by â€Å"gay† but â€Å"used to† show the reader that this was in the past as it is written in past tense. This powerful contrast between past and present forces the reader to suffer the emotions the persona feels. Owen creates the impression of the excitement felt by the persona in the past through the contrast between leaving for war with â€Å"drums and cheers† and returning from war with â€Å"only a solemn man†. This contrast between his expectations and reality makes his past life seem exciting as he was popular but upon return, the persona feels bewildered by the lack of celebration. The difference between past and present shows us that this excitement was strong but short-lived and more pathos is inspired by that fact he feels pitied. Finally Owen says â€Å"Now, he is old;† which shows that the energetic past has gone. The word â€Å"old† is used to show that although his body is still young, the persona has physiologically aged and, in his current state, he is ancient. This contrast to his bright youth effectively makes us feel significant amounts of pathos. One of the main contrasts between these poems is within the theme of longing as Alvi portrays her persona longing for her identity whereas Owen suggests regret and longing for the past. Having been taken from her home whilst she was young, Alvi reveals that she longs for a home and to discover her personal identity in India through the repetition of â€Å"unknown†. Alvi implies that she needs to discover or recover the Indian part of her identity but additionally it is implied that she wishes to find her Indian blood so that she can reveal her full identity. This is powerful as we too feel the longing for her unknown identity and it is revealed further by the change in pace of â€Å"Now the furious streets are hushed† from fast to slow showing that she can’t hold onto the ever-changing India and her identity. This is emphasised by the use of â€Å"clinging† as this shows her desperation and the fact that India is constantly eluding her. This is very effective as we can feel her longing and have images to help. The â€Å"Dummies in shop-fronts† are described by Alvi using a tone of admiration illustrating a simple thing that clearly shows the intensity of her emotions and we too feel this intensity and passion for India. Lastly â€Å"float up† is implying a positive mood with â€Å"up† and a sense of freedom but it also shows that her identity keeps escaping and India keeps eluding her. Alternatively, Owen expresses the feeling of regret that comes from his longing which is emphasised by his realisation that his injury is his own fault although Owen depicts the persona’s anger towards the military which is similar to his own as Owen wrote most of his poetry whilst injured from war. Owen articulates â€Å"He thought he’d better join – He wonders why† and the pause after â€Å"he’d better join† shows that he is struggling to remember why he decided to fight in the war so therefore he is questioning his reasons. The phrase shows the insignificance of his reasons and leads to the persona regretting his decision. Similarly, the asyndeton in stanza five focuses on all the glorious things he briefly considered and indicates that he didn’t think about the effects of war, effectively portraying the impression of regret. Owen forces the reader to contrast the short time taken to make the decision with the lifetime he will have to suffer the consequences which evokes pathos as he does regret his choice. Owen describes the war as a â€Å"hot race† which provides a sense of chaos and disorder associated with the war by the reader. This gives the reader the strong feeling of exhilaration felt by the persona whilst fighting but the reader also gets the impression that this is different from the excitement and glory that the persona was expecting from war. This difference in emotion emphasises that the persona feels regret and the word â€Å"race† shows that although he will live with the consequences, the war was over quickly. This is very effective as we are forced to feel these emotions such as regret and exhilaration. The phrases â€Å"Poured away† and â€Å"threw away† show that the persona considers the choice he made wasteful sacrifice which emphasises the fact he feels regret for the foolish decision. The word â€Å"Poured† is foregrounded so he feels that he has done this to himself. This is very effective as we feel his regret strongly. Owen associates â€Å"giddy jilts† with going to war therefore showing that he was drunk and disorientated when he made the decision so he did it for foolish reasons and he now lives with regret. Ultimately the rhyme pattern that continues regularly throughout the poem could suggest that his decisions, made in the past, will carry on like the lines even after they have been made. Owen emphasises this regret by the longing created for the past. Owen contrasts â€Å"One time, he liked a blood smear† with the persona’s real injury to emphasis the fact that the persona is now â€Å"legless† but in those days he enjoyed the glorious side of injuries. This shows the powerful longing for the past but also indicates that the persona was more naà ¯ve in those days from the ironic tone. This is emphasised by â€Å"in the old times† as the tone is happy and warm but the use of â€Å"old† shows us that this was in the past and he no longer has these caring feelings. This illustrates the longing for the past although pathos is also created. The phrase â€Å"younger than his youth, last year† indicates that the persona wishes to have his past life back as his youth was the time of excitement and happiness and he no longer feels these things in the present. The pause shows he is struggling to compare the past and present which emphasises the fact the he wishes he could have his previous life back. This is a strong emotion and inspires much pathos from the reader. Finally the persona sees how the women’s eyes â€Å"Passed from him to the strong men that were whole† showing his longing for the past as he is comparing the way they look at him now to how they used to â€Å"glance lovelier†. This contrast shows how incomplete the persona feels as well as portraying to the reader that he is alone and deserted. This direct contrast between past and present allows the reader to feel precisely how strong the persona’s longing for the past is and how lonely he now feels. Although both Owen and Alvi both create an excited mood, there are different emotions created by the different types of excitement. The contrast between excitement and calm especially in the phrase â€Å"longing for the unknown girl in the neon bazaar† in â€Å"An Unknown Girl† allows Alvi to see both sides of India which makes her feel at home. The yearning showed by â€Å"longing† and â€Å"unknown† creates a calm atmosphere which is contrasted with â€Å"neon† to show both sides of India and give Alvi the feeling of her full identity. Alvi manages to force us to feel both the calm and excitement and we can almost feel the sense of belonging. In contrast, all the excitement in â€Å"Disabled† such as â€Å"he’d drunk a peg† and â€Å"he was drafted out† is used in the past tense which is then contrasted within the poem with the gloomy mood in the present to create a longing for the past and regret as well as the isolation of the persona. This inspires pathos as the images allow us to see how lonely the persona is and feel his regret. So therefore we can tell that the sensory overload that causes Alvi to feel such excitement and allows her to included in India contrasts with the past excitement making the persona in â€Å"Disabled† feel alone. But another way of looking at it is that this excitement pushes both persona’s away from the thing they desire; Alvi who desires to find her identity but is eluded due to the excitement in India and Owen who wishes for past enjoyment but now has a lack of vitality due to foolish excitement. However, one of the most striking differences between â€Å"An Unknown Girl† and â€Å"Disabled† is the persona’s choice and control of the situation. In â€Å"Disabled† Owen says â€Å"he asked to join† showing that not only was the persona given a choice but he chose to do the wrong thing although he was in control. This illustrates to the reader that it was the persona’s own fault and his decisions lead to his injury. He can’t blame the military for being â€Å"legless† although â€Å"smiling† and â€Å"lie† indicate his bitterness towards the commanders. Alvi portrays an image of the persona â€Å"hands outstretched† which shows that she is longing for this and is not in control although she is fighting from having her identity evade her again. She was not given a choice. This contrast makes Owen’s persona appear wasteful as he threw away his youth whereas Alvi has lost something she cares about. Alvi creates a subtle amount of pathos throughout the poem whereas we feel pathos for the persona in â€Å"Disabled† as he is having the realisation and it is already too late.

Religious Education S.B.A. Essay

What is Diwali? The name Diwali is a contraction of â€Å"Deepavali†; this is also means The Festival of Lights or Row of Lamps. This is one of the most important festivals in Hinduism and marks the attainment of moksha .Diwali falls on one new moon right between Mid-October and Mid-November, it is celebrated for five (5) days according to the Hindu calendar. This is believed that the time of transition from darkness to light-the light that empowers them to commit themselves to good deeds which brings them closer to divinity. Why is the festival celebrated? This festival is to show how good a triumph over evil and it marks the end of harvest season in most of India. This is also a time for new endeavors, and many people clean their homes and open their windows and doors cause it gives them luck and good fortune during Diwali. This is also has legend within its origin, Prince Rama wife was kidnapped by a ten-headed demon and with the help of Hanuman (Monkey god), Prince Rama rescues his wife and on their way home the people of the village light rows of lamps which guided Rama and Sita back from the forest of Ayodhya. Diwali Celebrates the return of Rama and Sita, Rama was Crowned King. Describe the rituals that take place in Diwali? It is traditional to do a spring house cleaning to welcome the Goddesses Lakshmi into their home. In the evenings many Hindus hold prayer in their homes (puja), people decorate their homes with diyas surrounding the house, and the lights are left burning all night so that when Lakshmi may feel welcomed when entered. Firecrackers are burst in order to drive away the evil spirits, during Diwali the occupants wear new clothes and share sweets and other snacks among family, friends and the adoring public. They also draw patterns on the floor with a mixture of rice, flour and water and this is called Rangoli. Also whosoever gambled on this day would prosper throughout the ensuring year. They also exchange a certain greeting to each other â€Å"Shubh Deepavali† which is a traditional greeting which means â€Å"have an auspicious Diwali†. Identify the God or Goddesses associated in Diwali? Diwali is held in honor of the goddesses Lakshmi, she is the goddesses of wealth and prosperity. They pray to her to give them luck in the following year and they honor lord Ganesh the symbol of auspiciousness and wisdom that brings them good fortune throughout the year.

Cherokee Removal Essay

In the early nineteenth century, an infant America was increasing in population and expanding in the South until settlers were faced with the dilemma of the Native Americans. Anglo-Americans had two very distinct stances on how to deal with southern Indian tribes, particularly the Cherokee. One side was eager for land and developed the idea that Indians were both racially and culturally inferior and a hindrance to American progress, while on the other hand, some Americans believed that the Cherokee tribe was a sovereign, independent nation and that moral responsibility required the United States to protect them. Pro-removal Americans rallied behind leaders such as, Andrew Jackson and William Cass. Jackson’s patronizing attitude toward Native Americans was, based on his ideology that Native Americans were children in need of guidance. Jackson also advocated that the removal policy was beneficial to the Indians. Cass believed the Native Americans were unsophisticated and white settlers were racially superior. In his essay, Removal of the Indians, Cass depicts, â€Å"We doubt there is, upon the face of the globe, a more wretched race than the Cherokees, as well as the other southern tribes, present†¦. The Cherokee Removal, pg. 117). † Cass alluded to the underlying racism that piloted the argument for expulsion of the Cherokee. Many white settlers concurred with the belief that Indians were racial inferior and therefore white settlers and Native Americans could not live together. Cass also asserted in the same essay â€Å"A barbarous people, depending for subsistence upon the sanctity and precarious supplies furnished by the chase, cannot live in contact with a civilized community (The Cherokee Removal, pg. 116). Some Americans supported this because they deemed anything different than them as wrong. The pro-removal argument was justified thru the belief that race determined character. For some Anglo-Americans race made Native Americans menial and disposable. Americans against removal united behind the idea that the Native Americans were born on this land and should be left in peace. Jeremiah Evarts under the pen name, William Penn, in A Brief View of the Present Relations between the Government and People of the United States and the Indians within Our  National Limits, said, â€Å"Those Indian tribes and nations, which have remained under their own form of government, upon their own soil, and have never submitted themselves to the government of the whites, have a perfect right to retain their original form of government, or to alter it, according to their own views of convenience and property(The Cherokee Removal, pg. 106). †Evarts’ opposition to removal was based on the fact the Indians were born on the land and therefore it was rightfully theirs. He also pointed out, â€Å"For one hundred and fifty years, innumerable treaties were made between the English colonists and the Indians, upon the basis of the Indians being independent nations, and having a perfect right to their country and their form of government (The Cherokee Removal, pg. 106). † Evarts’ argument was that white settlers legally could not disregard treaties made with Native Americans for hundreds of years. Some Anglo-Americans knew removal of the Cherokee was unconstitutional and to renege on agreements made throughout history was morally incompetent. Catherine Beecher also advocated against Indian removal, writing, â€Å"Nor are we to think of these people only as naked and wandering savages. The various grades of intellect and refinement exist among them as among as (The Cherokee Removal, pg. 112). † Beecher and other Americans opposed removal because they did not believe it was morally righteous to degrade Indians because of race, they considered them people too, and respected the differences in both race and culture. Evarts and Anglo-Americans against removal foresaw the inhumanity of removal, Evarts stated, â€Å"The removal of any nation of Indians from their country by force would be an instance of gross and cruel oppression. (The Cherokee Removal, pg. 107). † Both perspectives on Indian removal had a few commonalities. Some people such as John Knox believed that, â€Å"the central premise of which was that United States Indian policy should make expansion possible without detriment to the Indians (The Cherokee Removal pg. 10). The only consistent agreement however was that the white settlers’ culture and Native American cultures would never successfully co-inhabit. Americans realized that the differences in culture would only continue to cause problems. However the differences was some believed the Indians should be forced west and others believed they should be left in peace. There was an agreement that the Cherokee were uncivilized and to some, even worse not Christian. Again there was another divide on the solution for the primitivism of the Cherokee. Some sought assimilation and of course, removal. In my final analysis, the Cherokee removal argument never reached a consensus, and like most political matters, was won by the most power hungry side. Due to a burgeoning population, racial bigotry, and the lack of centralized government enforcement of the 18th century the Cherokee were forced to leave their homes. The consequence was a forced tumultuous, cross-country walk, where they faced disease, hunger, and fatigue now known as the Trail of Tears. Thousands died, and the removal of the Cherokee had permanent affects on them, as well as all Native Americans.

Formation and retention of nutrients Essay

The world is ridden with many resources that are often taken for granted. Some of these resources have to be dug up or mined, but many are spread out all over the land for the taking. One of these natural gifts that has found indispensable use in our society is peat. Peat is a combination of various things, mostly vegetable and plant matter that has decayed over millions of years. (Smith) The proper term for this process is carbonization, and while peat has yet to completely carbonize into coal, this can take thousands of years more. (Smith) Although peat is composed of many other vegetation decaying over the years, most of it is moss. (Smith) The decay of these materials occurs â€Å"mostly under anaerobic (oxygen-deficient) conditions†. (LMU) Peat in its raw form contains 96% water (LMU) and is harvested primarily for fuel and agricultural (fertilizer) purposes. (Smith) The process of peat decay causes the material to â€Å"store organic carbon which is released into the atmosphere as carbon dioxide or methane, greenhouse gasses that affect global climate. † (LMU) The gases released by peat as it decomposes are highly flammable. However, peat, in its natural form is totally harmless because it is â€Å"too wet to burn†. (LMU) In certain cases where the natural state of peat is disturbed it becomes vulnerable to fire, which is often the cause of forest fires or fires commonly occurring in wetlands. This can be very dangerous because burning peat can release smoke that contains aerosols and toxic gases, which can result to respiratory diseases and problems. (LMU) Peat is best harvested, obviously, after hundreds of thousands of years, or the time it takes for the materials to totally decompose. Peat bogs have a surface living layer that gets destroyed when mature peat, beneath the living layer is harvested. (LMU) Of the many uses of peat, fuel is the most common. In remote areas where there are no other resources, peat is used for energy production. (LMU) Peat is â€Å"shown to be an economical alternative to oil or coal-fired electric-power generating stations in some circumstances† (LMU) and it is also used to produce methanol. Peat can also be used as garden fertilizer as it is an efficient moisture retainer. Using it in gardens can promote the formation and retention of nutrients. Some companies also use peat as a raw material in producing biodegradable planters. (Smith) â€Å"Peat can also be used to make paper, pad livestock beds, or pack products for shipment. † (LMU) Peat is also a decorative implement in creating handicraft and artwork. Many handmade crafts and arts use peat as an aesthetically pleasing accent. Peat is an irreplaceable resource, if not for eternity, for this generation at least, because it will take hundreds of thousands of years in the future for other peat layers to form. However, peat is abundant nowadays in many countries all over the world, but the indiscriminate harvesting of this resource can lead to ecological imbalance and eventually, its irreversible depletion. Like any other natural resource, peat should be harvested reasonably to preserve existing peat bogs and ensure that plenty will be available for future generations to use. Like oil, which is a fossil fuel, peat has to be harvested with much discretion because once all of it is gone, we will all have to wait for hundreds of thousands of years to harvest it again – surely, none of us can live that long.

Review of Hamlet, performed in the lowry, salford quays Essay

On Wednesday 3rd of November, the A-level drama groups from Queens Park High School went to see a version of Hamlet performed in the Salford Quays Lowry theatre. Directed by Japanese Yukio Ninagawa, he has added Japanese influences into the traditional Shakespearean tragedy. The design of the set used artistic impressionism: The barbed wire represented the conflict present within his mind. As well as this it was a useful medium to cordon certain areas of the stage. The light bulbs also representing conflict, which are regularly used in Shakespearean plays; in this case used (as with the barbed wire) to evince the conflict beginning in Hamlet’s mind. The light bulbs would alight and sway to signify a monologue, and were also a type of imagery demonstrating the mind- the light bulb is commonly used to mark an idea. The doors around the edge of stage were used to replicate the idea of an open space, and gave the stage an incredible sense of vastness. By using these doors and certain lighting, the director was able to indicate different times of day: during the scene with Hamlet and the ghost, the light gradually moved around all of the doors and successfully created the feeling of a rising sun. The costumes worn by some characters appeared unusual; the ghost king (although written to be Norwegian) wore a Samurai costume, and the entertainers wore costumes relating to the native kabuki or no theatre of Japan. Shakespeare would probably have used clowns or a similar type of act to demonstrate the murder of Hamlet’s father. The reason for this stems from the Japanese director, Ninagawa, who used his own culture to influence some aspects of the play. This was interesting when it came to the setting of the play, as it did not tie with the written adaptation which -as mentioned earlier- was supposed to be based in Norway, and there were no references to this. Other costumes were used well to represent different circles within the play- royalty and those associated were dressed in red: a royal colour. Ophelia and her family originally dressed in white, possibly symbolising purity and truth, until Polonius joins the King and Queen and also dresses in red. Horatio dresses in similar plain black clothing to Hamlet, but wore a blue scarf that could have been used to differentiate him from the royal family. The two scholars that appear at the King’s request both wear grey, high-class outfits and look very much like scholars. The final groups of people to explore are the Polish army, the leader of which wore a very modern leather coat- a mark of high status and power. The major costume changes that occur are when Gertrude asks to speak to Hamlet- at which point she wears a light blue, flowing gown, representing her purity and innocence, and the underwear worn by Ophelia, showing her in a dishevelled and unkempt state. The main sound effects occurred at the beginning of each act; rolling thunder, which accompanied the swaying lights. Music was used namely in the performance by the Kabuki theatre. During Ophelia’s madness, she vocalises some sonnets written by Shakespeare. Songs are also sung by the gravediggers, although they feature only for a short while and do not contribute much to the play as a whole. Overall, the design of the play was well thought out, and the director was able to use the space, lighting, sound and costume to create a well-devised and creative atmosphere. In comparison the setting and design of the play, the acting did not contribute in such an involving way. All characters were able to project their voices, which made the audience able to competently hear what the characters where saying. But emotion and expression were lacking in many of the characters e. g. one of the most well known lines of the play ‘dear Jochum, I knew him well’ -spoken by Hamlet- was rushed and miscued. In a similar way, the characters of the King and Gertrude were greatly over-acted. The actors who demonstrated the best character development and realism were Polonius and Horatio. During the scene where Polonius ‘forgets what he was going to say’, many members of the audience believed that he had forgotten his lines, inducing laughter and amusement; exactly the reaction that Shakespeare intended. Horatio gave an excellent performance at the end of the play, producing ‘real tears’ and a very convincing sadness at the death of his best friend Hamlet. The performances of both of these characters were consistent throughout the play. Due to the barbed wire on the stage, some of the movement seemed restricted, such as the sword fight between Hamlet and Laertes, where it appeared that they accidentally knocked the wire causing it to shake and distract the attention of the audience. The body language of each character was questionable: Gertrude and the King both had over-exaggerated arm movements, whereas Hamlet appeared not to over-use large movements such as pointing and flailing arms. Polonius had an interesting twitch in his right arm, which at first appeared to be nervousness of the actor, but on further investigation, was an intentional manoeuvre used to depict his slightly psychotic character. Ophelia created madness in her character after the death of her father by moving in a lyrical fashion, as though not really aware of her motion – a successful tactic. Directors will use the versatility of the Hamlet script to create different relationships between characters, either successfully or unsuccessfully. Ninagawa made the following choices: The relationship between Polonius and Ophelia was interesting, because although at the beginning of the play Polonius chose to treat his daughter with disdain, Ophelia was quite obviously very disturbed and depressed about his death. This was perhaps conveying the true to life concept that one will love family no matter what the situation. Another relationship including Ophelia is the intimacy between herself and her brother – without knowing the characters, the audience may have been fooled into thinking that Ophelia and Laertes are lovers, as they kiss. The kiss appears to have a romantic nature rather than the kiss the audience would expect within a family kiss. This could result in the audience being ambivalent about the relationship between Ophelia and Laertes. Ninagawa does not pursue the romantic relationship between Ophelia and Hamlet or Claudius and Gertrude, which the audience would expect to see some evidence of- at one point, the actor of Gertrude tried to embrace Claudius who pushed her away, and there was very little contact between Hamlet and Ophelia. Hamlet is an interesting character within himself, showing signs of contempt towards other characters, being indecisive and uncaring. It is within the monologues that the audience is exposed to the real Hamlet, which Ninagawa has chosen to portray as acting madness, as opposed to becoming crazed. The final relationship being considered is that of Hamlet and Gertrude. At the beginning of the play, the actors did not express sort of bond, and the first contact they appear to have is in Gertrude’s closet, where she is moderately sexually harassed by Hamlet. This could have been executed in a much more perverse way, which fortunately the director did not choose to do. The acting in this version of Hamlet leaves a lot to be desired as lines were forgotten, words were misused and the some actors seemed lacking in direction. I feel that having heard the story of Hamlet after having seen the play, there was much that I misunderstood from watching and listening to the characters. Although true to the text, some of the words were spoken without expression and misinterpretation became easy attention lapsed. Having spoken to other audience members, certain key characters became easy to listen to – despite the difficult context – and even enjoy. The set and costume was admired for the provocative nature and was a success in almost all aspects. Overall, the play captured most moments that were significant either with the use of design or the skill of the able and talented actors.