Biography of Fidel Castro - 1982 Words

Fidel Castro was born on August 13, 1926 in the Bà ­ran, Cuba. (See Figure 5) Fidel grew up in wealthier circumstances than most Cubans at the time, amid the massive and growing poverty. His father, à ngel Castro y Argiz, was originally an immigrant from Spain. During Fidel’s childhood, à ngel was a fairly prosperous sugarcane farmer on a farm that had been dominated by United States owned United Fruit Company. His mother, Lina Ruz Gonzalez, was a maid to Angels first wife, during Fidel’s infancy. By the time Fidel was fifteen, his father disbanded his first marriage and wed Lina, who is seen by Fidel to be his true mother. Fidel was educated in private Jesuit boarding schools. By 1945, he entered the law school at the University of Havana.†¦show more content†¦Castro continued to use guerrilla attacks and gained large numbers of radical followers. Using these guerrilla warfare tactics, Castro became known as the â€Å"Guerilla Prince† and with his supporters, he attacked Batistas forces, conquering and overtaking numerous towns and cities. Batista quickly lost much of his popular support and suffered many embarrassing defeats. Finally, on January 1, 1959, Batista fled Cuba and went into exile, leaving the Cuban government in need of a president and somebody to get rid of the corruption that had previously plagued the country. Manuel Urrutia, a very liberal Cuban lawyer and politician, was placed as president of Cuba, and Castro was placed in charge of the military. However, by July of 1959, Castro had easily and effectively taken over as leader of Cuba, which he would remain as, for the next four decades. (See figure 2) With close ties to his brother, Fidel put Raà ºl in charge of the military, allowing the Castro family to have most of the control over Cuba. In Castro’s beginning years as Cuba’s ruler, he made several radical and significant changes in Cuba, including collectivizing agriculture, nationalizing industry, and seizing and eliminating most American-owned businesses, factories, and farms. Fidel taxed American products so heavily that U.S. exports halved in just two years, making the United States put heavyShow MoreRelatedA Brief Biography of Fidel Castro1316 Words   |  5 PagesHis full name is Fidel Alejandro Castro Ruz and he was born on August 13, 1926 in a Birà  n, Cuba. Castro’s parents are Angel Castro(father) and Lina Ruz(mother). His father was a wealth landowner while his mother was a cook and maid to Angel. Castro was the third of six children in his family. His parents sent Fidel to a Jesuit boarding school where he was disciplined and showed the true potential of his intellect. While in boarding school, he also showed a much bigger interest in sports rather thanRead MoreThe Other Side Of Castro850 Words   |  4 PagesThe Other Side of Castro In my 27 years on this planet, I have heard little to nothing about the revolutionist and Cuban leader Fidel Castro. Of the small amount of conversation which has occurred in front of me, Castro was always described in a negative way. He was described as a cruel, selfish Communist dictator who is against the ideas and beliefs of my own country. For those reasons, I have never bothered educating myself about Castro and his life. Now that I am older, my education has presentedRead MoreDeadly Revolotionist1361 Words   |  6 Pagesare all what Fidel Castro did. He was good to his people, but had ties with the Soviet Union. The CIA wanted to kill him because of his ties with the Soviet Union, and the United States wanted ties with Cuba. Fidel Castro was the Cuban prime minister, led a revolution, became a Cuban leader, and he escaped death (Fidel Castro, Famous People J1). Fidel Castro Ruz was born August 13, 1926. He was born near Biran, Oriente Province, Cuba, on his family’s sugar plantation. Fidel Castro was illegitimateRead MoreFidel Castro: The Clown of Cuba1612 Words   |  7 Pages Current leader and dictator of Cuba, Fidel Castro, was born on August 13, 1926 in Biran Cuba. As a child, Fidel Castro had a good life because his father was very wealthy. His fathers name was Angel Castro. He was very wealthy because he owned plantations and lands. Additionally, he was originally from Spain but then moved to Cuba. Angel Castro married to Lina Gonzalez. Fidel Castro had one brother named Raul Castro. Fidel And Raul always had a special bond between their brother relationshipRead MoreTo What Extent Was Brutality Used by Fidel Castro During the Cuban Revolution1440 Words   |  6 Pagesa struggle to the death between the future and the past.† – Fidel Castro, 1961. This statement was certainly true for Fidel Castro and his revolutionaries during the Cuban Revolution, an armed revolt that took place between July 26th 1953 and January 1st 1959, which ended successfully. During this revolt, many of Fidel Castro’s fellow revolutionaries were killed in this process of violent revolution (My Life, p133, 2006). However, Castro and his accompanying revolutionaries, of which he was the leaderRead MoreThe Success Of A Persistent Guerrilla2147 Words   |  9 Pagesabout the revolutionist and Cuban leader Fidel Castro. Of the small amount of conversation which has occurred in front of me, Castro was always described in a negative way. He was described as a cruel, selfish Communist dictator who is against the ideas and beliefs of my own country. For those reasons, I have never bothered educating myself about Castro and his life. Now that I am older, my education has presented the opportunity for me to get to know Castro and see things from his perspective, theRead MoreFidel Castro : Hero Or Villain132 3 Words   |  6 PagesFidel Castro a Hero or Villain The time of the Cuban Revolution was a great deal of turmoil, not just in Cuba but in almost every corner of the world. It was 1945, shortly after the end of World War Two, the Cold War was taking off between the United States and the Soviet Union. Cuba, in the middle of its own war, was caught up in the international politics of the Cold War. The interaction between international and domestic politics played a major role in the outcome of the revolution. The resultRead MoreLatin American History1219 Words   |  5 PagesJohn Van Buskirk History 131 Professor Ehrlich October 10th, 2015 Là ¡zaro Cà ¡rdenas, Juan Perà ³n, Jorge Gaità ¡n and Fidel Castro are four people that are famous for what they did for their people. The main agenda of each person is what shaped that person’s future. Also every person strived to help the poor people of their country or town. Even though it did not always work in the long run. Each person had their own unique way to do this. Là ¡zaro Cà ¡rdenas’ main agenda as president was to fix theRead MoreFidel Castro Is Alive1443 Words   |  6 Pages Upon his release, Castro went to Mexico where he spent the next year organizing the 26th of July Movement, which was based on the date of the failed Santiago de Cuba barracks attack. On December 2, 1956, Castro and the rest his fellow rebels of the 26th of July Movement landed on Cuban soil with the intention of starting a revolution. They were only met with the welcome of heavy Batista defenses, causing nearly everyone in the Movement to be killed. Barely anyone escaped, and those who did whichRead MoreThe Cuban Series Of Learning1610 Words   |  7 Pagesformulating a conclusion to interpret the views of the Cuban authors that were influenced by the Cuban revolution, their perception solely captures the struggle of the land. Unlike the El Lider’s attributes to Fidel Castro in the documentary of â€Å"The Untold Story of Fidel Castro†. The visual biography concludes a broader spectrum of formulating a culture of prideful and radical nationalist that revokes the ruling s of big brother. Author Christina Garcia of the novel â€Å"Dreaming in Cuba†, vividly illustrated

Gun Control The United States - 1860 Words

Samuel Paplanus Mrs. Rose Period 5 Gun Control Essay 24 February 2016 Many people in the United States believe that  ¨ [They] need a president who will stand up for the rights of hunters, sportsmen, and those seeking to protect their homes and their families ¨ (Romney). America needs somebody to stand up their Constitutional rights rather than disregarding them. United States citizens need to be allowed to use weapons, so long as they can control usage and know how to properly. Although some people believe guns are used for nefarious purposes, it is clear that guns in the United States should not be banned because of rising gun safety, the minute amount of illegal weapons, and the symbolic right to posses firearms. Gun control is the monitoring of who is able to purchase firearms, the amount and type of gun in circulation, and the usage of guns within a specified area. Gun control in the United States has been around since America adopted the United States Constitution in 1789. The first instance of a debate about guns was  ¨ when the nation’s founders were crafting the Bill of Rights† (Smith). When the founders of America were writing the first ten amendments, they included one that allowed â€Å" Americans the right to ‘ bear arms’† in order to secure weapon rights for civilians (Smith). American’s have had this right and used it to their advantage all these years, but now some people aren’t sure if civilians should be able to own a firearm. Today, gun control is aShow MoreRelatedGun Control Of The United States1698 Words   |  7 Pagesshootings that has happened throughout the Unites States has created a great divide among Americans on what should our nation do to prevent further shootings from happening. Many people believe that forcing new laws on how people purchase weapons should require background checks. Gun Control in the United States of America is a topic that has had lots of criticism and support by many citizens. The critical people of this topic believe that the guns do not kill people, it is the people that kill peopleRead MoreGun Control And The United States1569 Words   |  7 PagesIn the United States gun control is a big controversy that has been blown out of proportion the last few years. Anything that has to do with guns in the news, reporters say it is the guns fault. Gun control laws are being changed and morphed for the new society that we live in today. What gun control really means is a group of laws to control the selling and use of guns.(1). Statistics have proven that most people want more control on guns. Many surveys have shown that the benefits of gun controlRead MoreGun Control Of The United States Essay1412 Words   |  6 PagesGun Control Proposal Gun control is a highly controversial topic in the United States. There are many people who are for gun control - people who want to have stricter laws to make it so criminals and other dangerous people can’t obtain a firearm. But, there are also the people who disagree with gun control laws and believe there should be a more lenient gun control to help people defend themselves during risky situations. Many gun control laws have been passed for many years. While many have beenRead MoreGun Control And The United States929 Words   |  4 PagesGun control has been a debated, revisited and revised issue for more than a century in the United States. Recently, after several mass shootings in the United States, gun violence issues are; yet again, renewed and in the forefront for the United States. This paper will consist of insight on gun violence in the United States and the newly imposed gun control policies by President Obama; along with, the arguments for and against the new policies and what roles both the formal and informal actorsRead MoreGun Control Of The United States1166 Words   |  5 PagesSince America’s birth, guns have played a large part in it’s society. Citizens of the United States have used firearms to protect the land they love, and their families. They even use them for engaging activities such as hunting and sport. Though firearms may seem to have a commonplace in society, weighing the rights and liberties of citizens against the safety and welfare of the public has always been a delicate process. In the United States, gun control is a of heated issue that has two sides.Read MoreGun Control And The United States988 Words   |  4 PagesGun Control Reassessment in the United States Imagine this: you are in World History class at your high school almost falling asleep learning about Ancient China. It is a normal day for you and your classmates, until you hear an announcement from the principal. You expect the typical lockdown drill, but this situation is far from typical. A man with a gun breaks into your school. BANG! Several of your classmates are killed before this man can be controlled. You survive, but live the rest of yourRead MoreGun Control Of The United States1704 Words   |  7 Pagesshootings that has happened all through the Unites States has made an great divide among Americans on what ought our country do to keep further shootings from happening. Numerous individuals trust that forcing new laws on how people buy weapons should require background verifications. Gun Control in the United States of America is a topic that has had lots of criticism and support by numerous citizens. The critical people of this topic trust that the guns don t murder peo ple, is that people kill peopleRead MoreGun Control in the United States1306 Words   |  6 Pages Gun Control in the United States has gone out of control. The United States should enforce laws to not allow any guns in a house hold in order to reduce violence and crime in the country. Reducing the rate of crime in the United States, controlling big weapons, taxing ammunition, and gun collection can help make this happen. Gun Control can make this country a safer environment to live in. Gun Control has obviously gone out of control in the recent years. Look around, they are everywhere. ReducingRead MoreGun Control And The United States1435 Words   |  6 PagesGun Control For gun control, there should be some requirements for the people to take in order to own a gun for themselves. Throughout the United States, gun control should allow people to still have guns; however, the citizens should go through some changes to ensure safety throughout the nation. Gun control has given some helpful ideals before that would help the people understand the responsibilities of their guns. They want to make sure that these laws maintain to progress as a better solutionRead MoreGun Control And The United States886 Words   |  4 PagesGun Control in the United States On December 14, 2012, a gunman walked into Sandy Hook Elementary in Newtown, Connecticut, and killed 20 children and six adults. This tragedy shook the nation and made Americans wonder, how could this have been prevented? Recently published research suggests mass shootings are becoming more common in the United States. Harvard University researchers said in October 2014 that a mass shooting has occurred every 64 days, on average, since 2011, compared with every

Nature vs Nurture Essay Paper Example For Students

Nature vs Nurture Essay Paper Nature vs. Nurture; The Great DebateOne of the most controversial debates of modern society is the idea that our natures and how we are nurtured are in conflict with each other to determine what defines who we are. When one attempts to define sex and gender, he/she often finds him/herself stumped as to what the definitions are. More so, one is puzzled by where the came from. How do nature and nurture influence the definitions of sex and gender? To understand how nature and nurture affect these definitions, we must first know what they are. Sex is biological while gender is socially constructed. Genes produce sex. It exists in itself, and is sublimely indifferent to what humans think of it. Gender is the meanings that society assigns to sex. Richard Mulcaster wrote the words, Nature makes the boy toward, nurture sees him forward. Even though nature plays a role in defining sex and gender, nurture plays the greater part in helping society define the two terms. Definitions come from that which is learned, not that which is part of our genetic system. John Locke believed that all people were born with a blank slate (a tabula rasa.) Him and other Empiricists thought that experiences were written into the mind and that every aspect of human behavior is acquired from the environment that surrounds them. Take for example the story which Susan Baxter tells in her article The Last Word on Gender Differences of the boy who was castrated at birth and raised as a girl. Amazingly, this boy had an identical twin brother, which made it possible to compare two genetically identical individuals raised as a boy and a girl†¦ our hero became the perfect little girl, the very picture of adorable femininity. (Baxter 52)This boy was clearly raised as a girl and he grew up thinking of himself as a girl. He was not born as a female and he did not have a predetermined image of himself as one. This boy grew up as a girl because throughout his life he was told that he was a girl and he was taught to be feminine. His twin brother who had the exact genetic make up grew up as a boy because he was treated like one. Since the mind is born with a tabula rasa, the person will learn from what others teach him and from experience. The boy was taught that he was a girl so hem came to believe it, just as we are taught the definitions of sex and gender by our parents, peers, teachers, etc. Because gender is a socially constructed ideal it must be taught to us and not innate. It seems pointless for one to argue that the definition of sex comes from what nature gave us. The definition is clearly related to the dimorphism in humans. Gender on the other hand is taught to one. In society we have preconceived ideas of what males and females should act like. This is what gender basically is. To take an example from the current world; in countries like Pakistan men are clearly more dominant than women. However, in countries like America men and women are seen as pretty close to equal. The men born into the cultures of countries like Pakistan are not born with a different gene than men in America that makes them dominate over women. The males in Pakistan are taught by their elders and see through their experiences that women are inferior to them. Societys predetermined ideas on the definitions of sex and gender also may be causing people to act certain ways.He had long, blond hair, and a waitress came up to us and said, Oh, shes so cute. What a sweetie, and so on. And I said, Well, hes actually a boy. The waitress without missing a beat, said, Tough little guy, huh? (Baxter 52) The waitress immediately changed her tone of voice and the way she talked just because she found out that the child was actually a boy. Societys idea that boys must be tough was implanted in her and she is passing that idea on to the boy. A boy must be tough and a girl must be cute. This boy was cute so he must have been a girl. SocParents are always trying to influence their children into fitting the mold that society has cut out for them. Boys must play sports; girls must play with Barbie dolls. If a child is out of the norm they are castigated by out judgmental society. If little Johnny showed a predilection for wearing pink hair ribbons and nail po lish, wouldnt these same gender-blind parents gently but firmly dissuade him? (Baxter 53) Why would one want to be abnormal from society and act different from others? People are always taught that normal is the best way to be. A girl who is bright enough to solve a quadratic equation is smart enough to bat her eyelashes and pretend she cant. (Baxter 85) To be different in this world is to be wrong. .ua9710da19e87d2d912b0aaf83e55fab3 , .ua9710da19e87d2d912b0aaf83e55fab3 .postImageUrl , .ua9710da19e87d2d912b0aaf83e55fab3 .centered-text-area { min-height: 80px; position: relative; } .ua9710da19e87d2d912b0aaf83e55fab3 , .ua9710da19e87d2d912b0aaf83e55fab3:hover , .ua9710da19e87d2d912b0aaf83e55fab3:visited , .ua9710da19e87d2d912b0aaf83e55fab3:active { border:0!important; } .ua9710da19e87d2d912b0aaf83e55fab3 .clearfix:after { content: ""; display: table; clear: both; } .ua9710da19e87d2d912b0aaf83e55fab3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua9710da19e87d2d912b0aaf83e55fab3:active , .ua9710da19e87d2d912b0aaf83e55fab3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua9710da19e87d2d912b0aaf83e55fab3 .centered-text-area { width: 100%; position: relative ; } .ua9710da19e87d2d912b0aaf83e55fab3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua9710da19e87d2d912b0aaf83e55fab3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua9710da19e87d2d912b0aaf83e55fab3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua9710da19e87d2d912b0aaf83e55fab3:hover .ctaButton { background-color: #34495E!important; } .ua9710da19e87d2d912b0aaf83e55fab3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua9710da19e87d2d912b0aaf83e55fab3 .ua9710da19e87d2d912b0aaf83e55fab3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua9710da19e87d2d912b0aaf83e55fab3:after { content: ""; display: block; clear: both; } READ: History of the Tibetan Genocide EssayPeople do not want to fall out of the definitions that are set up for sex and gender. Had the definitions been due to nature people would not have preconceived notions about the way males and females should act. Everyone would act according to his or her genes and then all males would act the same and all females would act the same. Because all humans act differently due to theirs being nurtured differently, society feels the need to set limits upon what sex and gender differences should be. Nature versus nurture is an ideal that is greatly argued. For example, it might be argued that little Timmy is afraid of big dogs because it is a healthy biological response rooted deep in DNA coding. But isnt it more that he is afraid because he has learned from peers that being afraid is the socially acceptable thing to do. No one will ever truly know where our definitions come form. But while it is true to say that nature starts the process, nurture play it and in the end finishes it. The trouble is that sometimes people see societys ideas about the way sex and gender are as scientific truth. Theories are most successful when they let us believe that our social prejudices are scientific facts after all. (Baxter 53)

The Seagull Monologue Essay Summary Example For Students

The Seagull Monologue Essay Summary A monologue from the play by Anton Chekhov NOTE: This monologue is reprinted from Two Plays of Tchekhof. Trans. George Calderon. London: Grant Richards Ltd., 1912. TRIGORIN: Hmph! You talk of fame and happiness, of some brilliant interesting life; but for me all these pretty words, if I may say so, are just like marmalade, which I never eat. You are very young and very kind, but I don\t know what is so delightful about my life. You have heard of obsessions, when a man is haunted day and night, say, by the idea of the moon or something? Well, I\ve got my moon. Day and night I am obsessed by the same persistent thought; I must write, I must write, I must write. No sooner have I finished one story than I am somehow compelled to write another, then a third, after a third a fourth. I write without stopping, except to change horses like a postchaise. I have no choice. What is there brilliant or delightful in that, I should like to know? It\s a dog\s life! Here I am talking to you, excited and delighted, yet never for one moment do I forget that there is an unfinished story waiting for me indoors. I see a cloud shaped like a grand piano. I think: I mu st mention somewhere in a story that a cloud went by, shaped like a grand piano. I smell heliotrope. I say to myself: Sickly smell, mourning shade, must be mentioned in describing a summer evening. I lie in wait for each phrase, for each word that falls from my lips or yours and hasten to lock all these words and phrases away in my literary storeroom: they may come in handy some day. When I finish a piece of work, I fly to the theatre or go fishing, in the hope of resting, of forgetting myself, but no, a new subject is already turning, like a heavy iron ball, in my brain, some invisible force drags me to my table and I must make haste to write and write. And so on for ever and ever. We will write a custom essay on The Seagull Monologue Summary specifically for you for only $16.38 $13.9/page Order now I have no rest from myself; I feel that I am devouring my own life, that for the honey which I give to unknown mouths out in the void, I rob my choicest flowers of their pollen, pluck the flowers themselves and trample on their roots. Surely I must be mad? Surely my friends and acquaintances do not treat me as they would treat a sane man? What are you writing at now? What are we going to have next? So the same thing goes on over and over again, until I feel as if my friends\ interest, their praise and admiration, were all a deception; they are deceiving me as one deceives a sick man, and sometimes I\m afraid that at any moment they may steal on me from behind and seize me and carry me off, like Poprishtchin, to a madhouse. In the old days, my young best days, when I was a beginner, my work was a continual torture. An unimportant writer, especially when things are going against him, feels clumsy, awkward and superfluous; his nerves are strained and tormented; he cannot keep from hover ing about people who have to do with art and literature, unrecognized, unnoticed, afraid to look men frankly in the eye, like a passionate gambler who has no money to play with. The reader that I never saw presented himself to my imagination as something unfriendly and mistrustful. I was afraid of the public; it terrified me; and when each new play of mine was put on, I felt every time that the dark ones in the audience were hostile and the fair ones coldly indifferent. How frightful it was! What agony I went through! Yes, it\s a pleasant feeling writing; and looking over proofs is pleasant too. But as soon as the thing is published my heart sinks, and I see that it is a failure, a mistake, that I ought not to have written it at all; then I am angry with myself, and feel horrible. And the public reads it and says: How charming! How clever! How charming, but not a patch on Tolstoy! or It\s a delightful story, but not so good as Turgenev\s \Fathers and Sons.\' And so on, to my dying day, my writings will always be clever and charming, clever and charming, nothing more. And when I die, my friends, passing by my grave, will say: Here lies Trigorin. He was a charming writer, but not so good as Turgenev.

Do the right thing analysis essays

Do the right thing analysis essays The first scene begins with a close up shot of Senor Love Daddy's mouth, the top of a microphone, and an alarm clock. The alarm clock, being used as a prop, is making a very loud, annoying, ringing sound. This is done in order to get the viewers attention to the problem of racism. After the ringing stops, we start reframing in, and zooming out slowly, seeing more of Senor Love Daddy and the microphone. There is hard lighting present in the scene. The entire shot has a reddish color to it. A slow zoom and the reddish color are used to show the viewer how hot the setting of the movie is. The color also reflects tension, conflict, anger, and frustration, things that are not being expressed in the film yet. As we are zooming out, Senor Love Daddy says "Wake up, wake up, wake up..." This part of the scene is also is intended to get the viewers attention to the problem of racism. The foreground and some of the middle ground are in shallow focus. This is a get in your face type of shot, letting the viewer know that this movie will be in your face for the next two hours and that the viewer better pay attention to the problem at hand: racism. This shot is solely for the viewers, to get their attention. We stop zooming out once we see the whole microphone. At that point, we start tracking out and the camera starts moving slowly up, via a crane. We now see the reflection of the street outside Senor Love Daddy's workplace, on the glass window Senor Love Daddy is facing. We also see hats of many different cultures sitting Senor Love Daddy's desk. This shows that he respects many different cultures and shows he is a very open person. Also Senor Love Daddy's workplace is street level. He talks to all the characters in the movie like Mookie, Radio Raheem, and the people playing outside with the fire hydrant. This shows he is willing to communicate with the neighbo...

The Capture, Escape and Recapture of Serial Killer Ted Bundy

The Capture, Escape and Recapture of Serial Killer Ted Bundy In the first series on Ted Bundy we covered his volatile childhood years, the relationship he had with his mother, his years as an attractive and quiet teenager, the girlfriend who broke his heart, his college years, and the beginning years of Ted Bundy the serial killer. Here, we cover the demise of Ted Bundy. Ted Bundys First Arrest In August 1975 police attempted to stop Bundy for a driving violation. He aroused suspicion when he tried to get away by turning his car lights off and speeding through stop signs. When he was finally stopped his Volkswagon was searched, and police found handcuffs, an ice pick, crowbar, pantyhose with eye holes cut out along with other questionable items. They also saw that the front seat on the passenger side of his car was missing. Police arrested Ted Bundy on suspicion of burglary. Police compared the things found in Bundys car to those DaRonch described seeing in her attackers car. The handcuffs that had been placed on one of her wrists were the same make as those in Bundys possession. Once DaRonch picked Bundy out of a line-up, the police felt they had enough evidence to charge him with attempted kidnapping. The authorities also felt confident they had the person responsible for the tri-state murder spree that had gone on for more than a year. Bundy Escapes Twice Bundy went to trial for attempted kidnapping DaRonch in February 1976 and after waiving his right to a jury trial, he was found guilty and sentenced to 15 years in prison. During this time police were investigating links to Bundy and the Colorado murders. According to his credit card statements he was in the area where several women vanished in early 1975. In October 1976 Bundy was charged with the murder of Caryn Campbell. Bundy was extradited from the Utah prison to Colorado for the trial. Serving as his own lawyer allowed him to appear in court without leg irons plus gave him an opportunity to move freely from the courtroom to the law library inside the courthouse. In an interview, while in the role as his own attorney, Bundy said, More than ever, I am convinced of my own innocence. In June 1977 during a pre-trial hearing, he escaped by jumping out of the law library window. He was captured a week later. On Dec. 30, 1977, Bundy escaped from prison and made his way to Tallahassee, Florida where he rented an apartment near Florida State University under the name Chris Hagen. College life was something Bundy was familiar with and one he enjoyed. He managed to buy food and pay his way at local college bars with stolen credit cards. When bored he would duck into lecture halls and listen to the speakers. It was just a matter of time before the monster inside Bundy would resurface. The Sorority House Murders On Saturday, Jan. 14, 1978, Bundy broke into Florida State Universitys Chi Omega sorority house and bludgeoned and strangled to death two women, raping one of them and brutally biting her on her buttocks and one nipple. He beat two others over the head with a log. They survived which investigators attributed to their roommate Nita Neary, who came home and interrupted Bundy before he was able to kill the other two victims. Nita Neary came home around 3 a.m. and noticed the front door to the house was ajar. As she entered, she heard hurried footsteps above going toward the stairway. She hid in a doorway and watched as a man wearing a blue cap and carrying a log left the house. Upstairs, she found her roommates. Two were dead, two others severely wounded. That same night another woman was attacked, and the police found a mask on her floor identical to one found later in Bundys car. Bundy Gets Arrested Again On February 9, 1978, Bundy killed again. This time it was 12-year-old Kimberly Leach, who he kidnapped and then mutilated. Within a week of the disappearance of Kimberly, Bundy was arrested in Pensacola for driving a stolen vehicle. Investigators had eyewitnesses who identified Bundy at the dorm and Kimberlys school. They also had physical evidence that linked him to the three murders, including a mold of the bite marks found on in the flesh of the sorority house victim. Bundy, still thinking he could beat a guilty verdict, turned down a plea bargain whereby he would plead guilty to killing the two sorority women and Kimberly LaFouche in exchange for three 25-year sentences. The End of Ted Bundy Bundy went on trial in Florida on June 25, 1979, for the murders of the sorority women. The trial was televised, and Bundy played up to the media when on occasion he acted as his attorney. Bundy was found guilty on both murder charges and given two death sentences by means of the electric chair. On January 7, 1980, Bundy went on trial for killing Kimberly Leach. This time he allowed his attorneys to represent him. They decided on an insanity plea, the only defense possible with the amount of evidence the state had against him. Bundys behavior was much different during this trial than the previous one. He displayed fits of anger, slouched in his chair, and his collegiate look was sometimes replaced with a haunting glare. Bundy was found guilty and received a third death sentence. During the sentencing phase, Bundy surprised everyone by calling Carol Boone as a character witness and marrying her while she was on the witness stand. Boone was convinced of Bundys innocence. She later gave birth to Bundys child, a little girl who he adored. In time Boone divorced Bundy after realizing he was guilty of the horrific crimes he had been charged with. After endless appeals, Bundys last stay of execution was on Jan. 17, 1989. Before being put to death, Bundy gave the details of more than fifty women he had murdered to Washington State Attorney Generals chief investigator, Dr. Bob Keppel. He also confessed to keeping the heads of some of his victims at his home plus to engaging in necrophilia with some of his victims. In his final interview, he blamed his exposure to pornography at an impressionable age as being the stimulant behind his murderous obsessions. Many of those directly involved with Bundy believed he murdered at least 100 women. The electrocution of Ted Bundy went as scheduled amid a carnival-like atmosphere outside the prison. It was reported that he spend the night crying and praying and that he when he was led to the death chamber, his face was sullen and gray. Any hint of the old charismatic Bundy was gone. As he was moved into the death chamber, his eyes searched across the 42 witnesses. Once strapped into the electric chair he began mumbling. When asked by Supt. Tom Barton if he had any last words, Bundys voice broke as he said,  Jim and Fred, Id like you to give my love to my family and friends. Jim Coleman, who was one of his lawyers, nodded, as did Fred Lawrence, the Methodist minister who prayed with Bundy throughout the night. Bundys head bowed as he was prepared for electrocution. Once prepared, two thousand volts of electricity surged through his body. His hands and body tightened up and smoke could be seen coming from his right leg. Then the machine turned off and Bundy was checked over by a doctor one last time. On January 24, 1989, Theodore Bundy, one of the most notorious killers of all time, died at 7:16 a.m. as crowds outside cheered,  Burn, Bundy, burn! Sources: Stranger Beside Me by Ann RuleTed Bundy (Conversations With a Killer The Death Row Interviews) by Stephen G. Michaud and Hugh AynesworthAE Biography - Ted Bundy

Select an item of clothing, or an accessory, and contextualise it Essay

Select an item of clothing, or an accessory, and contextualise it historically, culturally and critically - Essay Example dition to the Monroe’s white dress, Travilla designed other Hollywood costumes that attracted attention from a plausible population of lovers of fashion. Was the Monroe’s white dress the most celebrated design throughout Travilla’s professional life as a designer of Hollywood costumes? The main body of the research outlines the biography of William Travilla. An insight of the iconic Monroe’s white dress as one of Travilla’s designs will form the next part of the text. An outline of other designs by Travilla will precede an in-depth analysis of whether Monroe’s white dress tops for attracting the most attention among the other designs. The final analysis outlines the extent to which the design attracted high sales after its auctioning, nearly fifty years after the death of Monroe. Born in March 20 1920, Travilla was brought up in Catalina Island, CA. He served in his career as a costume designer in most part of his lifetime and designed costumes in a number of Hollywood films. The 1953 designed costume used by Monroe in the 1955 film remains one of the best designs he produced during the time he served in his profession. This was the snow-white costume with a cocktail shape, which offered him appreciated fame. Travilla started costume designing in 1941 (FDM 2012, p.1). He served as a designer with the Warner Brothers for three years from 1946 to 1949. He later joined the Twentieth Century. Fox thereafter until 1956. He earned popularity for what was known as the â€Å"California† fashion while designing foe film as well as the small screen. He, however, turned to major on television in the 1970s. Among the most viewed among his works was the 1983 TV mini-series, The Thorn Birds. He featured in several nominations Emmy awards for his plausible work. Tra villa died in 1990, leaving his career to Bill Saris. The most memorable scenes of the Hollywood actress Marilyn Monroes was in the 1955 film directed by Billy Wilder. Monroe’s Hollywood constume

Rhetoric Essay Example | Topics and Well Written Essays - 500 words - 4

Rhetoric - Essay Example Persuasion, which is a key aspect of rhetoric, implores the use of specific types of words and sentence structures in order to appeal to the emotions of the audience thereby influencing them to the ideas of the artists. Writing is an art that just like any other demands professionalism and appropriate use of the artistic features. Aristotle’s explanation of rhetoric provides artists with an objective view of writing as an art thereby underscoring the need for an author to have both and an objective and a purpose for writing. This way, the author identifies a target audience and develops a piece that achieves authenticity. This requires effective use of appropriate words in order to persuade the audience. Aristotle explains that rhetoric helps an article persuade the audience thereby convincing them to accept the ideas presented in the article. In order to achieve this, the author must have knowledge on the concept he or she explains and present them confidently and in a sequential manner thereby providing a progressive approach to the topic. Emotional appeal occurs only if the author uses specific words that will facilitate the persuasion. The author may for example use suspense in developing a problem. This heightens the audience’s interest on the topical issue. Through suspense, the author provides the audience with a platform to develop a mental picture of the situation thereby validating the need for an urgent solution, which the article presents subsequently (Furley and Nehamas 32). This way, the author does not only obtain the attention of the audience thereby sustaining the readership of the article to conclusion but also gains the emotional appeal thereby persuading the vulnerable audience. Vivid description is yet another technique that helps achieve the emotional appeal by aiding the audience ability to develop mental images of the problem. Cognitive theory posits that the audience ability to recognize

Egyptian and Mesopotamian Civilisation Essay Example for Free

Egyptian and Mesopotamian Civilisation Essay In this essay, we shall attempt to examine the earliest examples of human civilisation, using examples from early Mesopotamian civilisations up to c2600BC. The earliest examples of civilisation are generally acknowledged to be found in Mesopotamia, Egypt, the Indus Valley, Chinas Yellow River valley, and quite separately Peru. While some cultural trade and exchange can be expected from the initial 4 candidates, the Peruvian example implies that civilisation can and will occur separately and without influence; not an export, but simply a natural development. All of the earliest civilisations share certain characteristics. Claude Kluckhohn defined civilisation as any societal group which shared 2 of the following 3 characteristics: towns of greater than 5,000 people, a written language, and monumental ceremonial structures. While this works well as a rule of thumb, it fails to address certain important points; namely, how an area can accommodate high population densities, how written language is able to develop, and why monumental structures were built at all. Firstly, we shall tackle population density. For an early civilisation to achieve a population density in excess of 5,000 people to a single city or town, the first problem it must deal with is the most basic: that of food. Hunter-gatherer societies obviously cannot support this level of habitation mankind must be regarded in this matter as a top predator, and typical predator-prey ratios would imply that a hunting group of humans in excess of 5000 people would need a territory of around 75,000 kmà ¯Ã‚ ¿Ã‚ ½. The only possible answer to the question of how to concentrate this many people into a grouping is through the use of agriculture, and the development of farming techniques which allow large quantities of food to be produced using a relatively small area of land. Through the manipulation of the local environment to create food as needed, early civilisation was able to lower its dependency on natural conditions and begin the slow march of progress. However, there are other factors which must also be observed in the concentration of so many people into such a small area. The maintenance of social order is, by its very nature, an exponential equation; for every new member added to the group, he must form a social relationship with every existing member. Hence, high levels of social hierarchy and stratification become necessary very quickly its much more difficult to run a grouping of 100 people than it is to run one of 50, unless you have the correct social tools available to maintain control. Thankfully, increasing agricultural production allows for specialisation or at very least, taxation, which by its nature is a facilitator for specialisation. The surplus food supply means that actor X no longer needs to farm for himself, allowing for him to become a soldier, a lawyer, a priest, or even a god-king. The emergence of social specialisation almost certainly precedes concepts of state and law Hammurabi, author of the Code of Laws, was not the first priest-king to rule in Mesopotamia. In early Egypt, at very least, lestate cest moi certainly applies; it is very likely so in the other cradles of civilisation, with justice being doled out by personal decision of the king or his adjutants, on a case-by-case basis. The Code of Laws of Hammurabi leads us neatly to another of the foundations of early civilisation, that of writing. Possibly developed as a simple form of keeping tax records in Sumer, writing grants the author an external record of thoughts, one that can be read across time. It separates the writer from the concerns of time his words are no longer merely a short-term monodimensional event, but can be held and transcribed indefinitely, and literacy allows for information to be distributed far more effectively. While no mans voice can reach 5.5 million people directly, the Daily Mail is read by that many people every day though it is beyond the scope of this essay as to whether that paper can be regarded as information. Perhaps the most important aspect of writing, however, is that it creates an external bank of knowledge; a repository which may be added to continuously and with much more longevity than the lifetime of a single man. Hence, the sum total of human knowledge can be expanded indefinitely, rather than relying on the frailties of human memory. The eventual result of these major innovations is the rise of the city. Cities are the very essence of civilisation; the engines of progress which drive the advancement of technology and philosophy. Fed by the agricultural surplus, controlled by the new governments, and protected by the newly specialised military elites, the city allowed people to learn new trades and develop new concepts. Pottery can emerge in newer, more impressive forms; masonry can be developed and refined, and ideas such as mathematics, geometry, natural philosophy and any other conceptual discipline can be followed. It is no surprise, then, given the primary importance of the food supply, that the first civilisations emerge without fail on flood plains. Until irrigation and other farming technology is developed, the dark alluvial soil of the Mesopotamian flood plains, or the Nile river valley, is the only medium which can be exploited for the kind of mass-production of food needed for human population to reach the critical mass required for civilisation. Water is, of course, one of the main requirements of life; it would appear that it is also the catalyst for civilisation, not merely in the direct provision of drinking water, but also in the action of laying down fresh soil each year. Mesopotamia is often regarded as the initial starting point of civilisation as a whole, considered to pre-date the other centres, with the early Ubaid period beginning in c6000BC. This was still pre-history, with writing not appearing for another 2500 years or so; however, excavations at Ubaid by C.L. Woolley in the 1920s uncovered evidence of irrigation channels, canal systems, and temples connected to the period, as well as clay and terracotta ware, and, importantly, stone tools. Stone is not native to Iraq, implying a trade network; its also worthy of note that the wheel is considered to have been invented by the people of Ubaid. The Ubaid civilisations northern sites suffered some form of catastrophe in the mid-4th century BC, at around the time of the rise of what is known as the Uruk period; whether this was an outside invasion replacing the people of Ubaid, or a natural progression of the society itself is open to debate. The Uruk period (c4000BC-c3100BC) is notable for the beginnings of monumental architecture the first proto-ziggurats as well as the rise of the first large-scale cities, reaching up to 50,000 inhabitants. It is also, contentiously, where writing first appears to develop, in around 3500BC; though the primitive pictographic tablets of the period are effectively just pictures and incapable of describing concepts beyond the purely visual. There is also a great deal of evidence to imply a definite government structure, and therefore also social stratification, and also mass-production of pottery. It is the period immediately following Uruk, known as Jemdet Nasr or the proto-literate period, where writing really begins to take hold, and that history can definitely be said to have begun. Cuneiform symbols developed, possibly for the purpose of tax records, and while some pictographic elements remained within the written language, their numbers began to drop significantly and their meanings move from strictly descriptive to multi-purpose. The development of the pictographs into cuneiforms may have been spurred by the adoption of the wedge-shaped cuneus as the standard writing implement, which made the pictograph itself more difficult to achieve; however, the concept of syllabic writing was still undeveloped, and given the Sumerian tendency to monosyllabic speech forms it would take a while to appear. Jemdet Nasr is also known as Uruk III, and it shares a majority of the typical cultural markers of the previous period, in more highly-developed forms. Most notable of the periods legacies is the sexagesimal number system, still used in time measurement today. Following the proto-literate phase, history can begin properly, and the Sumerian civilisation truly begins. However, the term civilisation implies a unity which was certainly not present in ancient Mesopotamia at the time; the Sumerians were divided amongst themselves into a series of small, competing city-states, in a manner akin to the classical Greeks. This competition took the form of both war and trade, with the area trading its substantial food surpluses for metals and wood from neighbouring areas. In each city, a Priest-King would rule in the name of the citys God, and each city had a different patron deity. Every so often, one city or another would gain primacy in the area, leading to its king claiming the title king of Kish, possibly due to Kish being the first such state to gain hegemony. The city states themselves became increasingly fortified, and warfare between the various kings became near-constant. In spite of the healthy food surpluses, and the vast storehouses kept for grain, farmland and water were a constant prize for these wars, possibly due to food being the primary trade good. While these wars were often violent and repetitive, the king of Kish would occasionally be brought in for arbitration between feuding states; this king could also seemingly try to call on the military aid of other kings should he need it, although not always successfully. This principal of first amongst equals appears to have been shaky at best, with the other states never far enough behind the leader to be safely considered vassals. In conclusion, the origin of civilisation is firmly connected to the supply of food. It is the surpluses which allow it to arise, it is the fertility of the flood plains which marks the site of early civilisation, and it is even the food wealth of Mesopotamia which created the technological hotbed of organised warfare. The intensive competition for limited agricultural land, with little other natural resources, naturally encouraged startling innovations, such as writing and the wheel, just as in Greece they led to the growth of philosophy and mathematics, and in Europe to the rise of the jet fighter and the ballistic missile.

paper :: essays research papers

Paper has a long history, beginning with the ancient Egyptians and continuing to the present day. For thousands of years, hand-made methods dominated and then, during the 19th century, paper production became industrialised. Originally intended purely for writing and printing purposes, a wide variety of paper grades and uses are now available to the consumer Of all the writing and drawing materials that people have employed down the ages, paper is the most widely used around the world. Its name derives from papyrus the material used by the ancient Egyptians, Greeks and Romans. Papyrus, however, is only one of the predecessors of paper that together are known by the generic term ‘tapa’ and are mostly made from the inner bark of paper mulberry, fig and daphne. Tapa has been found extensively in nearly all cultures along the Equatorial belt and is made by what is possibly the oldest papermaking technique – one still practised in some parts of the Himalayas and South East Asia. Indeed, recent archaeological excavations in China have revealed some of the oldest ‘tapa’ paper ever found which shows that paper was being produced in China before western records began. The tapa technique involves cooked bast, which is flattened with a wooden hammer to form a thin, fibrous layer and then dissolved in a vat with water to make a pulp. A screen consisting of a wooden frame with a fabric base is then laid in a puddle or big basin and floats with the fabric just under the surface of the water. The papermaker then pours the quantity of pulp needed to make one sheet into this ‘floating mould’ and spreads it evenly, by hand, across the surface. The screen is then carefully lifted out of the water, allowed to drain off and a sheet of paper forms on the wire. Once the water has dripped off, the screen is placed in the sun or near a fire to dry. When dry, the sheet easily peels off and, apart from possible smoothing, requires no further treatment. This technique has two basic drawbacks. Firstly, a separate screen is needed for each new sheet, and is only available for use again after the last sheet has dried. And secondly, an increase in productio n can soon lead to a shortage of raw material, since fresh bast is not always available everywhere in the required quantity. The fibres normally used for textiles, like flax and hemp, also served as substitutes for bast.

A Response to “How Teachers Make Children Hate Reading” Essay

Summary: John Holt is a former teacher who shares personal anecdotes in his essay â€Å"How Teachers Make Children Hate Reading.† Holt remembers taking a traditional approach to teaching as a beginning elementary school teacher. He initially thought that quizzing students over assigned readings and requiring them to use a dictionary to look up unfamiliar words was a best practice. However, a conversation with his sister challenges him to think critically about the effectiveness of his style, and he realizes his â€Å"methods were foolish† (359). An avid reader, Holt recalls he never looked up words in a dictionary as a child, but the lack of a dictionary did not make him any less intelligent or appreciative of language. He, like many other literate people he met, developed his vocabulary by encountering the same words â€Å"over and over again, in different contexts† (359). Holt’s understanding of what it takes to nurture a love of reading in children from an early age evolves throughout the essay. He argues that reading would be a more enjoyable experience for children if parents and teachers allowed children to read stories that interest them and not expect them to understand every word or interpret every meaning behind it. Critique: I discovered several strengths and weaknesses in Holt’s argument. I agree with him that it is unrealistic to expect children to look up words in a dictionary to appreciate words. Holt is not against using a dictionary as long as the reader uses it practically to look up words that interest him or her. To look them up in order to fulfill an assignment, however, will not promise vocabulary development. It is possible that forcing words upon a beginning reader will do more harm than good. For most children, learning how to read is similar to learning a new language, and this skill set improves with practice and patience. I also agree when he says we must s careful not to embarrass students if they make mistakes; this method usually causes the student to give up altogether. However, Holt’s argument at times seems biased and over generalized. For example, he asserts â€Å"that for most children school was a place of danger, and their main business in school was staying out of danger as much as possible† (360). His implication that children hate reading because they fear making mistakes is valid, but I disagree that most of them view their teachers as literary predators. Children’s attitudes about reading and education in general are affected by a number of factors such as learning styles, personality, the acquired habits, and intrinsic and extrinsic motivation. To place the blame on â€Å"us† teachers in his inclusive comments about how we humiliate and shame children through our teaching methods is unfair because I can think of several examples where this is not always true or was not necessarily true during the time he wrote the essay. His suggestions about how teachers should assess and evaluate student writing contradicts many of the modern teaching guides I have read, which posit that holistic grading includes teacher and student feedback. Application: Holt’s essay allowed me to think critically about my own teaching methods and reflect on what has worked successfully in the classroom and what has not. Many college students take English because it is a requirement and their attitudes toward writing are much like the freshma n that Holt describes in the conclusion of the article. They are very anxious about their writing even if they are strong writers, and they seldom write for pleasure rather than for necessity. Holt discourages teachers from using reading as a tool for public humiliation and promotes student-centered learning, which I advocate. While I realize there are students who depend on being told exactly what to do for each assignment they are given, I have observed that most students thrive when they have control over what they learn and discover new ideas independently and collectively. This is type of learning is supported by positive reinforcement. Rather than settling on any one way to motivate students, I realize that effective learning comes from an array of different approaches, and sometimes old-school teaching methods still are useful. Works Cited Holt, John. â€Å"How Teachers Make Children Hate Reading.† The Norton Reader. Eds. Peterson, Linda et. al. 13th edition. New York: W.W. Norton & Company, 2012. pg. 358 – 366.

Did the Indian Mutiny of 1857 Create the British Raj?

Did the Indian Mutiny of 1857 create the British Raj? The Indian Rebellion of 1857, which was also called the Indian Mutiny, or the War of Independence was a turning point in the history of Britain in India. However, whether this lead to the formation of the British Raj, will be explicitly explored in this essay. The East India Company traded in cotton, silk, tea and opium. They won over Bengal after gaining victory in the Battle of Plassey in 1757, under Robert Clive.The East India Company functioned as the military authority in growing sections of India, as well. By 1770, heavy taxation and other policies had left millions of Bengalis deprived. While British soldiers and traders made their fortunes, the Indians starved. Between 1770 and 1773, about 1/3 of the population died from famine. At this time, Indians also were barred from high office in their own land, which meant people like Robert Clive had more opportunities and privileges. The British considered them inherently corrupt and untrustworthy.The Company began to vigorously expand its area of control in India, making it easier for young aristocrats from Britain to exploit its potential. The British felt there were two positive economic benefits provided by the India. It was a captive market for British goods and services, and served defence needs by maintaining a large standing army at no cost to the British taxpayer. Amongst these benefits were the large scale capital investments in railways, canals and irrigation works, shipping and mining; the commercialisation of agriculture and the establishment of an education system in English.This emphasised law and order creating suitable conditions for the growth of industry and enterprise; and the integration of India into the world economy. Conversely, the British Raj are criticised for leaving Indians poorer and more prone to devastating famines; exhorting high taxation in cash from penniless people. Also, draining Indian revenues to pay for an army beyond India's own defence needs and servicing a huge debt. This was the result of the economic power left in British hands. In 1784, the Board of Control was established, this gave British Parliament he right to oversee all aspects of the East India Company. The Governor General managed the Board of Control, he was was appointed by the British Government, this meant that the British had control over the east India Company, giving them the power to impose restrictions on certain prospects. There was a great deal of racial distrust between the British and Indians living in India at the time of the British Raj. Moreover, many Indians despised the English, they felt that they were only concerned about their own Industrial Growth this made them uneasy with the new ‘Alien Rule'.Many were unhappy with the rapid cultural changes imposed by the British. They worried that Hindu and Muslim would be ‘Christianized', mainly by the missionaries. There is some truth to these statement, but there were a number of other underlying causes for the rebellion. The Indian soldiers were believed to be under a ‘double rule', both a military and religious rule, which meant the two often came into conflict, causing them vast problems. One of these problem was the cause of The Great Rebellion.The main reason the Indian Sepoys mutinied against their British commanders was because they had heard that the newly issued rifle cartridges were greased with pig and cow fat, making them unacceptable for both Hindu and Muslim soldiers. This led to a monumental outbreak, as the Muslims and Hindus rebelled ceaselessly. What started as a small conflicting group of Indian soldiers from a single regiment, soon expanded to a vast number of Indian Sepoys fighting for their integrity and freedom.Following the Indian Mutiny, the East India Company was abolished by Act of Parliament and the British crown assumed full rule of India. The British used violence and negotiation to put an end to the Uprising, resorting to merciless tactics to restore order. This created resentment, opportunity for revenge and long-term problems. They used fear to breed control, which was very disorderly. The British dispatched more troops to India and eventually succeeded in putting down the mutiny. Many sepoys who had surrendered were executed by British troops.To ensure that British rule could never be threatened in such a way again the Indian Army was reorganised so that it needed its British components to function effectively. Alternatively, the British should have dealt with this issue in a more political and diplomatic way, instead of as an act of vengeance. The conflicts of 1857 and 1858 were brutal and bloody, The bitter legacy of murder and mutilation of atrocities committed by both sides circulated in newspapers and illustrated magazines in Britain, poisoning relationships for decades.The Government of India act 1935 gave Indian provinces more independence. For the first time direct elections were introduced and the right to vote was increased from seven million to thirty-five million. The British government never actually intended to take control of India, but when British interests were threatened the government had to step in. The embodiment of the new British rule in India was the office of the Viceroy. British rule from the time after the mutiny is often called the Raj.During this period small amount of British officials and troops (about 20,000) ruled over 300 million Indians. This was often seen as evidence that most Indians accepted and even approved of British rule. Undoubtedly, Britain could not have controlled India without the co-operation of Indian princes and local leaders, as well as huge numbers of Indian troops and many others. Moreover, British rule of India was maintained by the fact that Indian society was so divided that it could not unite against the British.In fact, the British encouraged these divisions. The British embarked on a furious policy of â€Å"Divide and Rule†, fomenting religious hatred as never before. The better-off classes were educated in English schools. They served in the British army or in the civil service. They effectively joined the British to rule their poorer fellow Indians. For much of the 1800s the average Indian peasant had no more say in the way they were ruled than did the average worker in the United Kingdom.The British view tended to portray British rule as a charitable exercise – they suffered India's environment (climate, diseases) and in return they bought India a good government and economic development (railways, irrigation, medicine). On the other hand, Ruling India brought huge benefits to Britain. India's huge population made it an attractive market for British industry. In the 1880s, about 20% of Britain's total exports went to India. By 1910 these exports were worth ? 137 million.India also exported huge quantities of goods to Britain, especially tea, which was drunk or exported on from Britain to other countries. Then there were the human resources. The Indian army was probably Britain's single greatest resource. Around 40% of India's wealth was spent on the army. This army was used by Britain all over the world, including the First and Second World Wars. It was the backbone of the power of the British empire. In 1901, the British viceroy of India, Lord Curzon, said ‘As long as we rule India, we are the greatest power in the world.If we lose it we shall straight-away drop to a third rate power'. Overall, I have a mixed opinion on whether that Indian Mutiny of 1857 did actually create the British Raj. They used the same tactics the East India Company used, divide and conquer. They broke India up into small kingdoms and put a native Raj in power over that Kingdom. In this way no Raj had enough power to challenge British Rule. Therefore, I have come to the conclusion that the Indian Mutiny did in fact contribute towards strengthening t he British Raj, yet did not ultimately create it.

Smoking Is a Legal Crime Professor Ramos Blog

Smoking Is a Legal Crime Nathan, a Native American and member of the Oglala Sioux tribe, never smoked cigarettes. For 11 years, he worked at a casino that allowed smoking. Secondhand smoke contains dangerous chemicals. The exposure to secondhand smoke caused him to develop allergies and serious infections that triggered asthma attacks, eventually causing permanent lung damage called bronchitis. â€Å"The casino was filled with smoke from so many people smoking,† he said. Breathing in other people’s smoke on a daily basis made his health so bad that he had to leave that job. Nathan used to be active and athletic. He served in the Marines. He loved to participate in tribal dances. After getting sick, dancing just a few steps wore him out. Nathan hoped that sharing his story would help others understand how dangerous exposure to secondhand smoke really is. Nathan’s lung damage led to his death on October 17, 2013. He was 54. How do you feel when you pass by a person whose smoking and you get caught in the smoke? I’m assuming it’s not pleasant. Cigarette, a long cylindrical roll of tobacco has been smoked by men for centuries. However, due to the fact that it has been the cause of several debilitating diseases, there have long been calls for it to be banned. In recent times, the calls for a total ban on cigarette smoking especially in public places have become more strident. Yet, there are many that feel that a ban on cigarette smoking would be out of place. What are the facts? Should cigarette manufacturing and smoking be banned outright? The Health Hazards commonly associated with Cigarette Smoking Did you know, â€Å"Scientific studies show that smoke from a neighboring apartment can travel through ventilation systems, pipes, walls, open windows and doors, and electrical sockets† (TOBACCO FREE CA). Cigarette smoking is known to cause several devastating diseases such as lung cancer, heart disease, oral cancer, high blood pressure, and birth defects among women who smoked during pregnancy. Cigarettes are also known to cause frequent fire outbreaks in homes. Governments all over the world have either proposed or are already implementing a range of measures designed to cause a downward slope in the consumption of cigarettes. Such measures include increased taxation on tobacco products, bans on advertisement, increase in the size of areas where smoking is prohibited, and the promotion of an outright ban on its production and consumption. â€Å"Smoking causes more deaths in the U.S. each year than alcohol use, firearm-related incidents, HIV, illegal drug use, motor vehicle incidents combined† (Seymour, 3). Cigarette smoking is known to kill about half of the smokers, reducing their life spans by about 14 years on the average and killing 6 million people worldwide every year. In the United States, 400,000 smokers die yearly from smoking related diseases and a further 50,000 non-smokers from passive or second hand smoking. In China, about 1.2 million people die yearly from smoking cigarette. Cigarettes contain about 7000 ingredients including nicotine which is very addictive and almost 70 of those ingredients are carcinogenic. Arguments for and against Ban on Cigarette Smoking The case for an outright ban on cigarette smoking seems to be very strong. However, there are those who argue to the contrary. Those who argue against a ban on cigarette smoking propose a range of arguments such as cigarette not being the only consumable that is lethal to human life. They say that junk food is also carcinogenic and that a ban on cigarette smoking should also mean a ban on fast-food restaurants that sell junk food. Equally, they argue that the right of smokers to choose what they consume will be compromised by a ban and that public warnings as to the dangers of smoking should suffice. Some argue that guns, alcohol and exhaust from car engines and industrial pollutants are equally as damaging to human health as cigarettes and should also be banned in the event of a ban on cigarette smoking. Yet others insist that tobacco industry creates jobs and revenue for governments. Some go as far as insisting that cigarette smoking has not been proven beyond any reasonable doubt to be the cause of lung cancer. The tobacco industry generates about 35 billion US dollars in the United States and tobacco industry chieftains are known to wield considerable influence on government thereby blocking many of the moves targeted at either reducing the scale of production and consumption of cigarettes or placing an outright ban. Each smoking ban leads to a decrease in the number of cigarettes. With every banning law more and more smokers make a decision to quit altogether. In accordance with the information provided by the Mayo Clinic Nicotine Dependence Center representatives, the number the brain receptors that are longing for nicotine increase from the inhalation of tobacco. Once the number of receptors begins to decrease the need to have â€Å"just one more cigarette† decreases too, which, in turn, results in no smoking. All the bans also give smokers one more reason to quit smoking for it is really inconvenient to spend hours searching for a place where smoking is allowed. Conclusion Cigarette smoking should be prohibited since it is the primary cause of preventable diseases as well as premature deaths all over the world. The cigarette smokers suffer the impacts of such acts do to their choice. However the cost incurred by the public as well as the non-smokers who suffer due to secondhand smoke should not be the case as these activities can be avoided. No matter how strong the arguments of those that oppose outright ban on cigarette smoking, the hard facts are that cigarette smoking kills an unacceptable number of people yearly and the argument that it is within the rights of smokers to choose to smoke is rather mute considering the fact that cigarette smoking kills thousands of non-smokers as well from second-hand smoking. Therefore, an outright ban on cigarette smoking seems to be logical.

5 Rules About Conjunctive Adverbs

5 Rules About Conjunctive Adverbs 5 Rules About Conjunctive Adverbs 5 Rules About Conjunctive Adverbs By Mark Nichol Many words and phrases are similar in function to the conjunction and, but they’re not exact replacements; they even belong in a different grammatical class adverbs. But because of this similarity, they’re called conjunctive adverbs or adverbial conjunctions. When considering using any of the special adverbs discussed below the simplest and most common among this subclass with or in place of and, keep these rules in mind: 1. â€Å"As Well As† Stands Alone The phrase â€Å"as well as† serves to distance a phrase from a preceding item or list of items: â€Å"Bioethics addresses issues of medical administration, medical economics, industrial medicine, epidemiology, legal medicine, treatment of animals, as well as environmental issues.† Because â€Å"as well as environmental issues† is a separate phrase, the preceding list requires its own conjunction before the final item: â€Å"Bioethics addresses issues of medical administration, medical economics, industrial medicine, epidemiology, legal medicine, and treatment of animals, as well as environmental issues.† 2. Clauses Share Conjunctive Adverbs The presence of a conjunction in a subordinate clause obviates the need for another one in the main clause: â€Å"In addition to managing the application server and the database, the company also tackles Web applications.† When you begin a sentence with a connector, do not introduce another later in the sentence: â€Å"In addition to managing the application server and the database, the company tackles Web applications.† 3. Conjunctions and Conjunctive Adverbs Clash Merriam-Webster’s Collegiate Dictionary, in a sample sentence demonstrating the definition of also, allows the combination â€Å"and also,† as shown in this construction: â€Å"I did check-in procedures when they were first arrested and also checked them for weapons and such before they went into their rooms.† However, I see no point in retaining also and recommend its deletion: â€Å"I did check-in procedures with them when they were first arrested and checked them for weapons and such before they went into their rooms.† 4. Let Etc. Carry Its Own Load A similar redundancy can occurs with etc.; fortunately, few people commit this error in their writing, but in searching for examples online, I found many company names following the â€Å"Widgets and Etc.† model. Etc., an abbreviation of the Latin et cetera (hence the pronunciation), means â€Å"and so on,† and so forth,† â€Å"and the like,† so preceding it with and is redundant. By the way, style guides recommend using one of the English forms in favor of the Latin abbreviation. If you’re going to ignore this sensible advice, at least punctuate the sentence correctly by preceding the abbreviation with a comma: â€Å"Symptoms of alcohol abuse are identical to those of heart failure due to viral infection, high blood pressure, etc.† If etc. occurs mid-sentence, punctuate after it as well: â€Å"Symptoms of alcohol abuse are identical to those of heart failure due to viral infection, high blood pressure, etc., so it is easily misdiagnosed or missed.† 5. Take Care in Placing Too Too can be situated in various places in a sentence, depending on the sentence’s intended meaning: â€Å"Too, I think mediation should be considered.† However, it should not start a sentence: â€Å"I think, too, mediation should be considered first,† in which the placement of too clearly indicates that the writer is expressing an additional thought, is the correct syntactical arrangement. â€Å"I think mediation should be considered, too,† while also correct, is ambiguous: It could mean the same thing, or it could signal agreement with another person’s opinion. â€Å"I, too, think mediation should be considered first† unequivocally communicates the latter meaning. But don’t let the injunction against the adverbial conjunction too at the head of a sentence deter you from beginning one with the pure adverb too: â€Å"Too many cooks spoil the broth.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowProbable vs. PossibleUsing "zeitgeist" Coherently

Tourism in China Research Proposal Example | Topics and Well Written Essays - 4000 words

Tourism in China - Research Proposal Example This attracts them to countries overseas, which provide them with what they see in an ideal holiday destination. Besides, the surveys hence conducted, benefit the companies in knowing on what planes it needs to improve and fortify its image. Also, these surveys helped the companies to know what exactly the Chinese tourists love and expect from their hosts. What the customer likes and dislikes, what he/she needs to feel at home in the destination, etc are some of the questions that have been chosen to be included in the questionnaires. The general perspective of the research can be framed as to find out the reason why the Chinese find it compelling to spend their holidays overseas. The essential objects in this research are the tourism corporations, the Chinese customers and their purchasing power. The relationship between the tourism corporations and the Chinese tourists is of great importance in this context. They have also moved forward and have broken their traditional ties. The f acts and figures given in the paper are also authentic and have relevant sources associated with them. Various book sources and also magazine excerpts have been used to explain further the idea behind Chinese burst towards overseas holidays. Moreover, those who have been more than once to abroad for holidaying, also provide the first time consumers with a review of their chosen holiday destination. Some of the reports were also seen which showed the previous trends regarding Chinese tourism. The report also presented facts and figures regarding different classes of people in China with varied consumption capabilities. Finally, it can be seen that the trend is picking up fast and it has been seen that China's outbound tourism has been back to a double-digit growth since October this year despite the negative impact of the global financial crisis. Also, the number of tourists who have been following the trend has been increasing manifolds. This study ultimately proves that Chinese are no longer behind the herd of those traveling abroad for holidays and recreation. INTRODUCTION Consumers form the pillar for any company's profit. Any company's main motive is consumer satisfaction. Satisfaction will affect the consumer's belief about the brand (Bitta, Loudon, 2002). But how does an organization know which consumer to target, what to produce or what do the consumers like to buy for themselves How does it decide which kind of marketing strategy to follow What cultures do the customers follow Culture is composed of public meaning and practices, and associated mental processes and responses (de Mooji, 2004). And most importantly, how does a company know which consumers it needs to target The study of consumers helps firms and organizations improve their marketing strategies by understanding issues explained above (Perner, 1999). Organizations study the needs and requirements of their customers and then target them to increase its overall profits. The most important thing is to understand the psychology of the customer. How consumer motivation and decision strategies differ between products that differ in their level of importance or interest that they entail for the consumer (Perner, 1999). Companies do this, and much more which makes them understan d the exact marketing strategy they need to follow to bait customers. There are many applications

Thesis paper on the book The Confessions of Nat Turner Essay

Thesis paper on the book The Confessions of Nat Turner - Essay Example This firm belief had condoned his conscience of cruel murders including the entire family of his kind owner, without any apparent reason. His group of followers too believed in his divine inspiration and respected it. They thought that their cruel actions were supported by God's will and mercy, a possible parallel with today's suicide bombers. But Negros of that day had enough provocation and grievances. Hence, the divine inspiration supposed to have received by Nat formed the basis of entire horrific incident and people involved did not worry much about being tortured or going to gallows as part of their divinely designed mission that was meant to happen for a glorious future, ordained by God himself. Nat's confession is full of 'Lord commanded me', in firm belief. It is also the basis of his Christian faith, for which Jesus suffered and died. He, being an already suffering Negro, placed himself in par with Christ, and his sufferings leading to self destruction were borne with satisfaction and fortitude. This justified not only his own cruelty of committing cold blooded killings, but also leading the rest of the gang into destruction. It gave him much needed solace and self righteousness. It enhanced his stature in his own eyes and that of his followers and fellow sufferers. He does not seem to be particularly guilty of his doings. Hence, the divine inspiration is not the mere motive. It also renders support and focus. It removes inhibitions and doubts from the uninformed minds of these unfortunate participants of mayhem. This divinity guided mission delivers them out of all wrong doings, and removes the fear and dread of consequences. So, gallows as the ultimate end does not particularly haunt or terrify them. They have become soldiers of the very own God's work. They were his instruments through whom he had decided to shape his own desires. They were not ordinary Negro slaves any more. Their leader was directly in contact with divinity and God directs the entire episode. This give s them certain superiority over the white men, because God had chosen them to be his army on earth, and not the all powerful white. Being subjected to the worst inhuman treatment through slavery, this belief must have come as a healer, camouflaging the reality. Naturally, these unfortunate men clung to it and the rest of them looked up at Nat with respect and trust, as God had inspired him, for them. This made the most horrendous happening ('came round to the door I saw Will pulling Mrs. Whitehead out of the house, and at the step he nearly severed her head from her body with his broadax,') sounds normal, as part of a design, a necessary sacrifice for a brighter tomorrow. Nat, throughout this hopeless occurrence, believed that God was guiding his destiny (Go through the midst of Jerusalem) and nothing, till his ignoble death, diminished his fervor of belief. Even killing the helpless did not worry or haunt his conscience in any way as God had bidden him to perform (Slay utterly old and young, both maids and little children.). His

Alexander Graham Bell 1847-1922 Essay Example | Topics and Well Written Essays - 2500 words

Alexander Graham Bell 1847-1922 - Essay Example On 3rd March 1847, in the town of Edinburgh, Scotland, Eliza Grace Symonds and Professor Alexander Melville Bell were blessed with a son, Alexander Bell. His father, Professor Alexander Melville Bell, was a famous speech expert or elocutionist and teacher of deaf people. Alexander had two other brothers namely, Edward Charles Bell and Melville James Bell. However, both of them later passed on after ailing from Tuberculosis. Interestingly, the name ‘Graham’ was only added when he was 11 years of age after he made a request to equally have a middle name as the rest of his siblings. Most of his childhood years were spent in Scotland with his father acting as a personal tutor. Evidently, Alexander made his first innovation at the age of 12 by inventing a machine that had the capacity to remove the husks of wheat grains and clean them at the same time. The dehusking machine was composed of revolving paddles and pairs of nailbrushes. The machine was adopted by many mill compan ies since it assisted in speeding up of wheat processing. At age 15, he enrolled at Royal High School but left after only four semesters. At the age of 16, Alexander attained a job at the Weston House Academy in Elgin Scotland. His job description was as a part time teacher and pupil of music and speech. Incidentally, his father was against the idea of him pursuing any career within the department of science. However, Alexander maintained his pursuit of science as he wanted to emulate both his grandfather and father. At the Weston House, Alexander took up some Greek and Latin courses and later became a teacher of the same. His charges for remuneration of services rendered were boarding and accommodation at the institution and 10 pounds per lesson. Alexander later attended the University of Edinburg at the age of 17. Incidentally, his brother Edward was enrolled at the same University before his untimely demise on May, 1870. On April of 1871, Alexander relocated to Boston,

Inequality in Education

Inequality in Education Is Inequality in Education Being Reduced? What Effect Does This Have on Other Aspects of Womens Lives? Throughout history, women have been repressed in many different ways by patriarchal systems within society. In Western society, women have gradually gained more power in many aspects of their lives and some (including many post-feminists) would even go so far as to say that equality has been achieved. However, in certain developing countries feminism is a relatively new idea and women may still have very few or limited rights. A common issue with patriarchal societies is gender discrimination in regards to schooling. In Europe, women have been discriminated against in education as far back as the medieval period. Girls were not formally educated, but rather learned from their mothers. Female role models within their community showed them how to perform household tasks, care for children and enforced the importance of feminine behaviour in order to attract a husband. It was in the mid to late 19th Century that formal education became available to females, in the form of same-sex colleges. Womens education started to be considered more seriously following the Representation of the People Act 1918, which allowed some women to vote in Parliamentary elections. WWII also changed attitudes to girls education, as women had been put to work while their husbands were abroad and realised that they had the potential to be more than ‘just housewives and the Education Act of 1944 ensured â€Å"free education for all from primary to secondary†, including females. In 1975 the Sex Discrimination Act was passed, and women were legally required to be given the same occupational opportunities as men. Legally, education was finally balanced between the genders, which was definite progress towards equality when compared with the uneducated females of previous centuries.However, once legal barriers preventing women from achieving in education were removed, feminists began to focus on issues of socialisation. What a patriarchal society expected and approved of in females was ha rder to combat than legislation. Sue Sharp (1976, pg 132) interviewed girls in Ealing schools, and one said that â€Å"I think men should [have careers]. If they [girls] want to they can, but I think it suits men really. Once men start on something, I suppose they go ahead, but women they always change their minds†. The girls in Sharpes 1976 study showed limited career aspirations, and put more emphasis on their desire to marry and raise a family. This attitude was reflected in the fact that in the 1970s there were twice as many males in higher education than females (Major).However, when Sharpe repeated her study in 1994 the results were different. Although girls were still likely to aspire to â€Å"Womens Work† such as childcare and beauty therapy, some showed interest in fire-fighting or mechanics. They also showed a desire to have a successful career so as not to be financially dependent on a husband in case of breakdown of a marriage, and expected husbands to help with household tasks. Also, as of 2009 Major claimed that â€Å"there are now more women than men in higher education 51% to 49% is the average†. Parents often encourage or even expect their daughters to attend university and find careers for themselves, and Darla Shine goes so far as to argue that women do not have professional careers are sometimes negatively stigmatised as being â€Å"slobs†.The number of qualifications girls get could thoroughly affect many aspects of their adult life. One of the most obvious differences education makes to an individuals life is their possible income. Graduates with the highest level of qualification earn, on average, more than twice the wage of employees with no qualifications and are also half as likely to be unemployed (Careers Scotland, 2009). Poverty can lead to health issues (due to a poor diet or low quality of heating or sleep in cheaper housing) and depression and stress. Crime is also more prevalent in low-income areas, so uneducated females may be either victim of a crime or be arrested for crimes themselves, leading to imprisonment. It is, therefore, clear that refusing women this one right to education, or somehow limiting it, can contribute to gender inequality in almost all aspects of later life. In conclusion, steps have most definitely been made towards a less male-orientated system of education. Recognising that most girls perform better in coursework than the end of term exams, many establishments have altered the assessment style to cater towards both genders. Girls are performing better than boys in school, but â€Å"gendered subjects† are still criticised as they reinforce gender stereotypes. Some organisations, such as CC4G are trying to help girls branch into male-dominated areas such as computer technology. Sharpes study and Majors article show the differences that 20 years can make, so who knows what the result of two more decades of feminist activism will be? Sociological Theories on Gender Inequality in Education Most types of feminism are based on the idea that gender is a social construct which a child is labelled with at birth depending on its sex. Therefore, any ideas of male dominance in cultures are seen to be a consequence of socialisation and not a natural and biological state of being. This leads to the conclusion that men and women can potentially have the same sets of skills, and can learn all subjects equally well in education establishments if patriarchal socialisation does not interfere. Feminists recognise that girls often choose to pursue subjects such as English, social sciences, healthcare and childcare or beauty therapies in colleges and university, whereas males opt for more technical fields of study or manual labour. Although they accept that females make this choice themselves, some feminists are concerned that this choice is subconsciously made due to a â€Å"hidden curriculum† within schools which channels the two sexes into particular roles that are expected of them by society. The subjects picked by girls rely more on emotions and femininity, whereas technical subjects lead to well-paid executive occupations or â€Å"macho† physical labour. Radical feminists argue that men consciously exploit women in society by limiting them to subjects that are seen as feminine in order to prepare young girls for their intended role as wife and mother. Oakley (1974) noted that men might approve of women who are moderately successful in their occupation, as long as they are willing to run the home as well. This is known as a â€Å"triple shift†, where the woman provides financial support by working, emotional support for the family, and keeps the home in order. Liberal Feminists also believe that society is still discriminatory against women, yet trust that progress is being made towards equality and males are generally cooperative to the cause. They believe that males have been socialised to act in certain ways which discriminate against women, but do not necessarily exploit females consciously and that some of the problems lies within womens own attitudes. They refer to the studies of Sue Sharpe, which show that girls opportunities and ambitions are improving, and are optimistic that over time equality will be achieved. Sharpe (1976, pg 66) states that â€Å"It is in the media that the most conventional and exaggerated stereotypes are found, parodying the ways in which people are supposed to live†. It is thought that because education establishments are usually run by males, with women in pastoral positions such as teachers and learning assistants, girls do are not shown that it is men who hold executive positions. New Right theorists believe that gendered subjects can have positive effects, as the traditional gender roles which they prepare young people for can strengthen nuclear families so that they are self-sufficient both economically and emotionally. Functionalists take a ‘march of progress view and say that joint conjugal roles are becoming more common in Western homes. Ferri and Smith (1996) observed that in dual full-time earner households, fathers were more likely to share in child care and domestic work. This is allowing women to pursue professional careers more easily, so young females are expected to do well in education from an early age in preparation for their adult working life. Functionalists say that a school is a positive form of socialisation which teaches females skills that will aid them in the future. Socio-biologists on the other hand, believe that gender is inherent to sex and behaviour is controlled by your DNA. They point out that the male and female hormones cause different behaviour which would explain why males and females choose different paths of education. Oestrogen creates more emotional behaviour, which links to childcare or social sciences, and testosterone creates competitive personalities which cause men to choose professional subjects which will in future help them provide for their mate and offspring. Dawkins (2006) states that â€Å"behaviour is genetically programmed according to sex and genetic differences underlie mens dominant position in society†. This theory thinks that gender roles are a product of evolution, as males and females which followed this pattern of behaviour could reproduce and raise offspring in a stable environment to pass on their genes, making gender roles a product of evolution. They note that other animals have gender roles, and it is, therefore, the natural state.In summary, most theories agree that much progress has been made towards equality for the sexes in education. The theories do however disagree on whether gendered subjects are harmful or beneficial to society. Feminists also draw attention to the fact that even if equality is gained within education, the workplace is still male dominated, and the â€Å"glass ceiling† discriminates and prevents women reaching their full potential. Equality in education is just one stepping stone on the way to completely equal rights, in all aspects of life. Bibliography DAWKINS, Richard (2006) The Selfish Gene, 30th Anniversary Edition. Oxford, OUP. ENSLIN, Penny and TJITTAS, Mary (2004) Liberal feminism, cultural diversity and comparative education, Comparative Education, 40: 4, 503 — 516 FERRI, E and SMITH, K (1996) Parenting in the 1990s. [online] Findings Social Policy Research 106. York, Joseph Rowntree Foundation. Last accessed on 12th December 2009 at www.jrf.org.uk OAKLEY, Ann (1974). The Sociology of Housework. London, Martin Robinson. MAJOR, Lee Elliot (2009) Why boys cant keep up with the girls [online] Last accessed 11th December 2009 http://www.guardian.co.uk MURRAY, Jenni (2009) British History In-depth: 20th Century Britain: The Womans Hour [online]. Last accessed 8th December 2009 at http://www.bbc.co.uk/history SHARPE, Sue (1976) â€Å"Just Like a Girl† How Girls Learn to be Women, Middlesex, Penguin Books. SHINE, Darla. 10 Golden Rules for a Happy Housewife [online]. Last accessed 11th December 2009 at http://www.juniormagazine.co.uk BLACKS ACADEMY. Sue Sharpe: Just Like a Girl. [online] Last accessed 14th December at http://www.blacksacademy.net/content/2984.html BRITISH HISTORY. A History of the County of Middlesex: Volume 1: Physique, Archaeology, Domesday, Ecclesiastical Organization, The Jews, Religious Houses, Education of Working Classes to 1870, Private Education from Sixteenth Century (1969) [online], pp. 311-312. Last accessed 9th December 2009 at http://www.british-history.ac.uk/ CC4G. CC4G [online] Last accessed 10th December 2009 at www.CC4G.net CAL POLY POMONA. The Educational Legacy of Medieval and Renaissance Traditions: the Education of Men and Women [online]. Last accessed 7th December 2009 at http://www.csupomona.edu THE GUARDIAN (2006) Girls get with the (computer) program. [online] Last updated 10th January 2006. Last accessed 14th December 2009 at http://www.guardian.co.uk/educationCAREERS SCOTLAND. Key messages Qualifications and earnings. [online] Last accessed 14th December 2009 at www.careers-scotland.org.uk NATIONAL ARCHIVES. The Struggle for Democracy: Getting the Vote [online] Last Accessed 8th December at www.nationalarchives.gov.uk SPARTACUS. Women and University Education [online] Last accessed 9th December 2009 at www.spartacus.schoolnet.co.uk Domestic Division of Labour. [online] Last accessed 13th December 2009 at http://www.lexden-publishing.co.uk Equal But Different (2009) [online] Last updated 14th December 2009. Last accessed 15th December 2009 at http://equalbutdifferent.blogspot.com/