Women’s Fight Equality Essay -- essays papers

Women’s Fight Equality During the pre-civil war period of 1820-1860, vast changes in society were occurring. Conflicts between the North and South were increasing in number and intensity, and many advocators of abolition and women’s rights began to gain recognition and supporters. This was a period of great change in the United States, particularly for women. In fact, this is when women began to actively give their support to a wide-range of reforms. Many supported the abolition movement and the temperance movement. With the majority of women advocating for the highly visible abolition and temperance movements, disunity fell upon the women’s right movement. Though the women’s rights movement was not generally considered to be greatly successful, women gained the knowledge, experience, and contacts needed for meetings yet to come by being involved with these movements. The women’s rights movement as a whole is a complex historical event and many happenings are interrelated and uncharacteristically interlinked socially, economically, and politically. Socially, much progress was made in the areas of educational equality, contraception awareness, and the anti-slavery and temperance movements. Women were also somewhat successful economically by gaining more equality in the workplace. Politically, however, they were not so fortunate. Women did not get the right to hold property or divorce until well after the civil war, nor did they gain the right to vote until 1920. Ideas like these were considered by most to be too radical to take on at the time. As a result, overall the women’s movement for equality was not greatly successful from 1820-1860. One of their more successful endeavors was obtaining equal education for women. In 1833, the first co-educational college was founded in Oberlin, Ohio. Oberlin was not only for men and women, but black and whites alike. Oberlin gave women the first sense of accomplishment especially when other schools followed in its foot steps. Prudence Crandall opened a school that same year for African American females and in 1852 the Antioch College welcomed women as students. First Grinnell, and then the state university in Iowa was opened to females.(Millstein 148) Even though women were allowed to attend college and earn an education, they were s... ...jority of their accomplishments were social, and their failures political, with a balanced economical middle ground. As the women won their small victories, they learned what boundaries they could push farther and what ones would come with time. Some of their successes gave way to others. Without contraception awareness and educational equality, women would not have had the time nor the education to eventually organize and unify as one force persistently fighting for equality. The period of 1820-1860, therefore maid the foundation for the women’s rights movement and the abundant successes that were realized in later decades. Bibliography: Franck, Irene. Women’s World: A Timeline Of Women In History. New York: HarperCollins Publishers Inc., 1995. Hanmer, Trudy. The Women’s Rights Movement: Opposing Viewpoints. California: Greenhaven Press Inc., 1996. Lunardini, Christine. What Every American Should Know About Women’s History. Massachusetts: Bob Adams Inc., 1994. Millstein, Beth. We, the American Woman. New York: Science Research Associates Inc., 1977. Rappaport, Doreen. American Women: Their Lives In Their Words. New York: Library of Congress Publishers Inc., 1990.

William Faulkners A Rose for Emily Essay -- Faulkner Rose Emily Essay

William Faulkner's A Rose for Emily I. Implied author of the story „A Rose for Emily†, a story of horror first published in 1930, is considered by many scholars one of the most authentic and the best narratives ever written by William Faulkner. It is a story of a woman, Emily Grierson, and her relationships with her father, the man she was in love with and the community of Jefferson, the town she lived in. While discussing any narrative text it is crucial to mention the implied author of a text. As Wayne C. Booth, the most famous follower of the Chicago School believed, it is possible and acceptable to â€Å"interpret and criticize the narrative worlds of literary works without stepping beyond the limits of the text and falling victim to a ‘fallacy’† , without confusing the narrator with the implied author. Even though the plot or characters may be clearly described in literary works, only by interpretation can their â€Å"intended nature† be determined and the concept of an implied author is the one to bring together both: description and interpretation. There are many variations of the concept of an implied author, however most of them usually come down to two suggestions: first, that the implied author is a nexus of values and norms in the textual world and second, that he selects and orders the elements of narrative texts . Thus, it may be said that throu gh the mentioned selection (of, for example, the narrator, the title, the symbols or the language of events) and ordering the implied author passes on the information which the implied reader needs for the interpretation of the text. In this way, every literary text, as in this case â€Å"A Rose for Emily†, becomes a form of communication between the writer and the reader. The aforementioned information may be passed in various ways, two of them being the structure of the narrative text and its title. The title of â€Å"A Rose for Emily† is ambiguous. As there are no roses in the story, it may be safely assumed that the title is purely symbolic, however the meaning of this particular symbol remains unclear for readers. The word â€Å"rose† brings to mind a flower of a deep red colour, beautiful, but always surrounded by thorns. Red colour may symbolize love and passion, but it is also the colour of hate and revenge. Therefore, the rose may be the symbol of Emily’s feelings, her passion towards Homer, her desperat... ...follow in her future life. Trying desperately to keep Homer by her side, she turned to the only effective method she could think of, murder. Unable to let go of the past, Emily could not accept any changes in her life and disregarded them with pride and confidence. For some people her defiance was the reason why they admired her, for others the reason to pity â€Å"the fallen monument†. Eventually, Miss Emily’s unshakeable insistence to live her life solely on her own terms, led to tragic consequences. Tragic, not only for Homer Barron, but for Miss Grierson’s psyche as well. To sum up, it need to be concluded that â€Å"A Rose for Emily† belongs to those fascinating narrative works, which offer the readers detailed studies of characters without providing them with all the necessary information in a too easy way. It is the readers task to discover subtle relations within the story, to link together certain circumstances and to create one, vivid picture of a woman and the society she lives in. In this way, â€Å"A Rose for Emily† indisputably becomes an exquisite feast for the mind, without any doubt deserving to be considered the best of the short stories ever written by William Faulkner.

Appology Letter

Dear sergeant first class Franco, would like to express my major regrets for lying to you about the age of my wife and apologize for my actions. It was inappropriate, disrespectful and lacked the professionalism that you and the rest of my leadership expect from me. Knew was lying but did not think about who was lying too if I thought about the fact that I was lying to my platoon sergeant or any NCO for that matter I wouldn't have done it.I realize now that I need to be more ireful about what I am saying and who IM saying it too in order to prevent this from happening again. My thought process at the time was that when everyone found out that I was going to get married they were going to try to talk me out of it and tell me that was making a stupid mistake, I also knew that when they found out her actual age they would have something to say about that as well. As just trying to avoid conversations about how was aging a mistake and that she is too young for me when I had already made up my mind. I knew the steps I had to take in order to legally marry her and planned to revile her real age after we were married because I didn't think about the fact that I was lying to a NCO and didn't think I was doing anything wrong.

Schlafly’s Opinion on School to Work Programs

On September 4, 1997, Phyllis Schlafly wrote an article titled â€Å"School-to-Work Will Train, Not Educate. † The article discusses the cons of the school-to-work program and that states that it is portrayed as a â€Å"cradle to the grave. † The article says that the school-to-work program will train and not educate. Schlafly is the president of the Eagle Forum, a organization that stands for the fundamental right of parents to guide the education of their own children, thinks that â€Å"school-to-work is a direct threat to the individual student, his or her privacy, his or her goals and his or her acquisition of an education that can help him reach them. Schlafly†s opinion wrong and will not pass in today†s society. In Schlafly†s criticism, she states that the school-to-work program â€Å"deemphasizes or eliminates academic work and substitutes mandated vocational training to better serve the workforce. † She also says that â€Å"instead of the focus being on developing the child, the focus is on developing a labor force. † Schlafly thinks that school-to-work is training rather then education. In contrast to Schlafly, Olson says that school-to-work give students â€Å"motivation† which will help students because students in today†s society are not motivated enough. Surveys prove that students describe education as â€Å"boring. † Schlafly believes that the STW law stating that vocational training starts â€Å"at the earliest possible age†¦ † is wrong. The reason is that she believes that elementary or middle school children do not know what career they want to fulfill. The last point in Schlafly†s article is she states that â€Å"big businesses support school-to-work because they think that vocational courses in high school for illiterate or semi-illiterate students will train young Americans to compete in the global economy with people in the third world willing to work for 25 and 50 cents an hour. She is basically saying that big businesses are supporting school-to-work because they want some cheap labor. In conclusion to her article, Schlafly says that â€Å"all those who value freedom must defeat and defund school-to-work. † She thinks that school-to-work is oppressing the students from their freedom to learn and receive a good education. Schlafly†s article says that Marc Tucker†s plan for school-to-work is to â€Å"train children in specific jobs to serve the workforce and the global economy instead of educate them so they can make their own life choices. She also says that it is designed on the â€Å"German system. † Where did she get the idea that school-to-work is based on the â€Å"German system? † She does not know what she is talking about and the information she is spreading is invalid. She also states that the program is to â€Å"train† children but she also does not give the option of training and educating together. Olson shows how training and education goes together by showing kids why they have to learn and by creating a desire to learn. Schlafly is absolutely wrong about â€Å"training children. † Beginning school-to-work at the earliest age possible does not mean that elementary and middle school students are going to choose their lifetime career. Giving the children vocational training will give them an option in what they want to do in the future. Children will see if they like the field of training and study and decide whether or not they want to pursue that vocation in the future. In comparison to what Olson says, â€Å"school-to-work activities can provide choices and opportunities for young people, many of whom are not now well served y our education system. Schlafly says that â€Å"big businesses support school-to-work† because it will provide them with cheap labor. Where did Schlafly get this information? Throughout the whole article there is no proof of justifying this idea. She also mentions that governors support the program because â€Å"it gives them control of a pot of money for which they don†t have to account to the state legislature. † This statement also lacks evidence and cannot be used to prove that the program is a failure. School-to-work is not for businesses or governors, but rather for the children themselves and their goals for their future. Like Olson says, â€Å"school-to-work can encourage young people to pursue education and training beyond high school. † Is Schlafly criticism valid at all? Absolutely not, she bases her information on nothing, such as the â€Å"German system. † Schlafly proved that school-to-work is training for a lifetime career but this argument is wrong because training can also be compatible with education. Big businesses and governors may support school-to-work for cheap labor and for the money but there is no proof and even if there was any proof not all businesses and governors would think that way. Until Schlafly gives some proof to her information and can prove that training and education are not compatible, she is not to be taken seriously. School-to-work is a very good idea and to agreement with Olson, â€Å"done right school-to-work can be a powerful tool in the effort to achieve higher academic standards and a more educated citizenry.

Corruption Essay

Introduction: If two or more persons meet together and start talking about the present society of India, they soon come to the conclusion that every system, every institution of India is infested with corruption. Corruption has become so common in public life that people are now averse to thinking of public life without this phenomenon. Meaning: But what does Corruption actually mean? Corruption means perversion of morality, integrity, character of duty out of mercenary motives (e.g. bribery) without regard to honour, right or justice. In public life, a corrupt person is one who bestows undue favor on someone with whom; he has monetary or other interests (e.g. nepotism). Simultaneously, those who genuinely deserve those things as their right remain deprived. Not a new phenomenon: Corruption in public life is not a modern phenomenon. It was prevalent in the political and civic life of even Maura period as has been discussed by Chanakya in the Arthassastra. (Give other examples)†¦ But it is only recently that Corruption has become remnant in our public life. People no longer protest against corrupt practices, fight injustice or express any shock when big scandals are exposed. Also corruption is not uniquely Indian phenomenon; it is witnessed all over the world (USA, Japan, Italy, etc.) Forms of corruption in India: Explain bribery, nepotism, theft and wastage of public property, dereliction of duty†¦ etc. Extent of corruption: Start with a hospital where a child is born and move further on to education – system, career opportunities, political system, judiciary, law and order, other day – to – day activities†¦ till post – modern report and crematorium. Results of corruption: Individual sufferings, people lose faith in the existing system, prevalence of chaos and ‘anarchy, society disintegrates, country becomes weak, foreign invasion may occur†¦Ã¢â‚¬â„¢ Causes of corruption: It is a vicious circle. Start with those politicians, who run the state, come down to higher officials†¦ then to the lowest rung of bureaucratic hierarchy. Lastly, come to the general people’. Who elect the† corrupt people as their representatives’ and expect special favors from them.

Apply for The Institutional Review Board (IRB) For My Thesis Program Essay

Apply for The Institutional Review Board (IRB) For My Thesis Program Improvement - Essay Example This usually varies basing on the PI year and if the entity is a LEA or a school. A statewide system of intensive and sustained support have been shown to help LEAs with PI schools and PI LEAs to enhance the opportunity for all students in those schools and agencies to adequately meet their academic standards. The underperforming districts and schools require policy and programmatic coherence so as to effectively address the diverse needs of the students. To assist create this coherence, some of tools developed by the state include: district assistance survey, academic program survey and the inventory of services and supports for students with disabilities. In the previous years, determining schools for program improvement was different basing on the kind of improvement program the school was operating. The study will utilize a quantitative research methodology with a descriptive design to examine. It was used due to the fact the research was aimed at answering the question like ‘what is,† ‘how’ and ‘what was’. The methods used to gather information included open-ended questions, observation, key informant interviews, collection tools, personal interviews, the use of surveys, filling of questionnaires, use of focus groups, and examination of documents. With regard to sampling, the research study will employ the random sampling technique. Vulnerable populations include minors, elderly, physically or mentally disabled, economically or educationally disadvantaged, victims, institutionalized people, or those who can easily be victimized. Will any vulnerable populations be included in your study? 6) The population sampled will include school staff (particularly those responsible for developing and administering the improvement program), board members, students, funders, and community colleagues with expertise in program’s content area. Participants will be

Juvenile Serial Killers Research Paper Example | Topics and Well Written Essays - 1250 words

Juvenile Serial Killers - Research Paper Example Juvenile serial killers have become an occurrence in everyday contemporary life to such an extent that many in society have come to attempt to discover the origins of their behavior and what can be done to ensure that these occurrences do not happen again (Korbin, 2001). A number of juvenile serial killers have gained prominence in the media over the last few decades and it is these who will be studied to find out what they did to deserve their reputations as well as to find out where they ended up once they were caught, tried, and sentenced. One of the most notable juvenile serial killers in the modern age is Harvey Robinson, who raped and killed a number of women throughout his career as a serial killer. Robinson was a teenager who was well liked by all of those people who knew him and it was said that he was a young man who had everything going for him (Ramsland, 2012). In 1993, at the age of seventeen and over a span of one year, he was able to attack five women, three of whom he killed in cold blood. He was caught when a woman who he attempted to kill did not die and he was forced to escape because of the intervention of the woman’s neighbor. This led Robinson to the belief that the woman had identified him; hardening his decision to kill her before she could identify him. However, in anticipation of his return, the police asked the woman to be their bait and when he did indeed return, the police were able to capture him and put his into custody. During his trial, his defense team attempted to portray him as a young man who was mentally unstable hence deserving of leniency, especially considering the fact that when he committed the murders, he was still a minor (Schwartz, 2013). However, the jury and the judge took the side of the police and the evidence that they had provided proving that the Robinson in the court did not display any of the