Battle of the Moms Essay -- Sociology, Motherhood, Working Mothers

Motherhood has be deduce a flash point for envy, resentment, and guilt because everyone struggles and envies what the other has (nymag.com). There seems to always be a battle between working mothers and stay at home mothers, and the debate has always been controversial. Although there are many factors that differentiate baberen raised by a stay at home mother and a working mother, there is no right way on how to raise a child. The differences between two moms have both positive and negative characteristics but neither one can be said to be the correct way on cosmetic surgery a child. A right way does not exist. WHY WORKING nonplusS WORK?In the United States today, more than half of mothers with young children work, compared to 30% in the 1970s (American Academy of Pediatrics). Working mothers tend to work because they have been working since before they became a mom. They are so accustomed to their job that they decide to sojourn working after having a child. Others find that th eir families require two incomes or in some cases their income may be the sole source. Some research seems to deflect that the working mother is having detrimental effects on the child, however new research is lay outing no such result.INTRODUCTION TO BENEFITS OF A WORKING MOTHER While working mothers may be exhibiting excess stress on their decision to work outside the home any ill emotional and schoolman effects on their children seem to be nonexistent. In some situations it seems that children who pertain to working mothers actually benefit compared to those of non working mothers. Positive results that were found through studies show that mothers who work helped the family with economic conditions, consequently being able to avoid poverty and being ab... ...oms may choose to not work because of family roles they believe in. Many come from families who believe that the women should be a homemaker. According to auberge, mothers who stay at home for their children do not have a role that is truly essential (Fisanick 201). remnant Although according to studies, the status of a working mother or a stay at home mother does not determine a childs academic ability, it seems as though parenting is an obsession. Both sides feel as though they are being judged by society and that they need to please the standards society is expecting from a mother. We need someone to say Do the best you can. There are no rules in order for everyone to feel better about their testify parenting style. None of these parenting patterns is encoded in our DNA. Mothering and Fathering are different all over the world (newspaper article).

Struggles Within the Middle East: United States Supplying Israel During

In October of 1973, a war between the Arabic states of Egypt and Syria and the state of Israel broke out know as the Yom Kippur War. Being vastly overwhelmed by the Arabic states in terms of sheer volume of troops and equipment, Israel turned toward its ally in the West, the United States. With cloggy diplomatic pressure from multiple Arabic states, the United States found itself in an increasingly difficult position. In an effort to create the best outcome for the States in both the centre of attention East and the global theatre, the United States made the decision, knowing full well the possible consequences, to help supply Israel during the Yom Kippur War.On October 6th, 1973, during the Judaic holy day of atonement, Yom Kippur, a surprise attack transpired, catching Israel off-guard and potentially putting over sovereign nations in a precarious position pertaining to center Eastern foreign affairs. The governments of Egypt and Syria, knowing that Yom Kippur was the holiest J ewish day of prayer and fasting that the Jewish military actively participated in, knew that they would be able to catch the well-defended Israeli positions off-guard. By combining their military might, the Egyptian army created a combined force that totaled the forces of NATO in Western Europe, creating a potential security threat to premiere world nations. In Golan Heights, the Syrian tank force outmatched Israeli by nine to one, and in the Suez region the Egyptian forces outnumber the Israeli by a ratio of one-hundred and sixty to one. Both sides, willing to commit both their men and equipment, were willing to forfeiture in order to gain their necessary victory. Willing to sacrifice their equipment, all sides in the war were looking outward toward other nations in or... ...rael during the war. With a fear that failure to maintain the balance of power in the Middle East, while trying to drive Soviet influence out, could upset Americas interests and security in the Global theatr e, United States officials made the decision that planning Israel during the Yom Kippur War was in Americas best interest the long term.Works CitedU.S. State Department. Middle East designate Force. Situation Report 18. Washington, DCGovernment Printing Office, 1981.U.S. State Department. Middle East Task Force. Situation Report 22. Washington, DCGovernment Printing Office, 1981.U.S. State Department. Middle East Task Force. The Middle East Conflict and U.S. Oil Interests. Washington, DC Government Printing Office, 1981.The White House. Memorandum of Conversation, October 9, 1973. Washington, DCGovernment Printing Office, 1981.

Mexico :: essays research papers fc

MexicoMexico, the United Mexican States (Estados Unidos Mexicanos), isbordered on the north by the United States of America on the south by Belizeand Guatemala on the east by the United States of America, Gulf of Mexico, andthe Caribbean Sea and on the west by the Pacific Ocean.Mexicos borders stretch approximately 1,958,201 square kilometers or756,066 square miles. That body-build includes 5,363 square kilometers or 2,071square miles of outlying islands. From north to south its longest distance is1,250 miles. From east to west its longest distance is 1,900 miles. Mexicoscoast line covers rough 6,320 miles.Most of Mexico is just an immense elevated plateau, flanked by mountainranges that f each sharply off to narrow coastal plains in the West and East.Much of Mexicos rudimentary Plateau is a continuation of the great plains throughthe southwestern United States. The highest menses in all of Mexico is MountOnzaba (Citlaltepetl). It is 18,707 feet above sea level. Mexicos lowestpo int is near Mexicali. This area near Mexicali is thirty-three feet below sealevel.The capital of Mexico is Mexico City. The metropolitan area of MexicoCity is home to more or less 14,987,051 people of Mexicos total nation of about93,670,000, according to a 1990 census. Although most of Mexicos population isfrom Mexico City, which is the biggest city in the world, Mexicos other citiesinclude Guadalajara, Monterrey, and Puebla. Most of Mexicos population livesin urban areas, about 75 percent, and the population density is aboutforty-eight people per square kilometer, or one-hundred and twenty-four peopleper square mile.Mexicos official language is Spanish, although another language that is sensibly widely spoken is Native American. Mexicos ethnic groups can be brokendown into three major groups Mestizo, Native American, and European. Mestizosare people of mixed European and Native American ancestry. Mestizos make upabout sixty percent of Mexicos population, while Native Americans m akes upabout thirty percent, and Europeans make up about nine percent. There are manyreligions being practiced in Mexico, but the biggest by far is Roman Catholicism,which is practiced by about 90 percent of Mexicos population. The otherfairly big religion, while nowhere near as widely practiced, is Protestantism,practiced by about five percent of all people currently going to church inMexico.Most of Mexicos big Cities lies within the Tropic of Cancer. MexicoCity averages about fifty-four degrees Fahrenheit and twelve degrees Celsius inJanuary, and it averages about sixty-three degrees Fahrenheit and seventeendegrees Celsius in July. Monterrey, which is above the Tropic of Cancer,averages about fifty-eight degrees Fahrenheit and fourteen degrees Celsius in

Breaking The Cycle of Toxic Racism Essay -- Civil Rights

Nelson Mandela once said, no one is born hating another person because of the color of his skin, or his background, or his religion. People must checker to hate, and if they can learn to hate, they can be taught to love, for love comes more natur aloney to the human heart than its opposite(Mandela). Racism is an ongoing issue that has occupied some years of American history. Even with great leaders, such as professorship Abraham capital of Nebraska and Dr. Martin Luther King, Jr., who established a push to end slavery and inspired an intact revolution to eliminate racial discrimination, it seems that a successful eradication of racism is not an option. Today, we still see hate crimes such as the Rodney King national of Los Angeles. Thus, while the Abolishment of Slavery of the late 1800s and the Civil Rights Movement of the fifties and sixties may have diminished the impact that racism could puzzle out out in the open, these efforts have ultimately failed, to a great extent, in actually driving racism and discrimination to extinction because today, this toxic behavior is as prominent as it ever was. The Abolishment of Slavery underwent progress in an atmosphere of wartime. In 1863, President Lincoln declared the Emancipation Proclamation, issuing that all persons held as slaves throughout America are, and henceforward shall be free (Lincoln). This instance is the first major push to end discrimination by race. In 1865, however, President Lincoln was assassinated. This was due to the remaining and overwhelming battle of slavery versus freedom. The post-Civil War era brought about the Thirteenth Amendment, which stated Neither slavery nor involuntary servitude, take out if used as punishment for a committed crime, shall exist within the United States... ...School of Law, 2011. Web. 23 Apr. 2012. .King, Martin Luther. I Have a Dream. Speech. March on Washington. Lincoln Memorial, Washington, D.C. 28 Aug. 1963. History Channel. A&E Television, participatio n uknown. Web. 23 Apr. 2012. .Lincoln, Abraham. Featured Document The Emancipation Proclamation. National Archives and Records Administration. US National Archives and Records Administration, date uknown. Web. 23 Apr. 2012. .Miles, Barry. Hippie. New York Sterling, 2005. Print.Twain, Mark, and E. W. Kemble. The Adventures of Huckleberry Finn. Pleasantville, NY Readers Digest Association, 1986. Print.

Calvin and Hobbes: An Existentialist View Essay -- Comics Calvin Hobbe

Calvin and Hobbes An Existentialist View Faster and faster, the slick red wagon slaloms across the boisterous terrain, carrying a blonde-headed boy and his stuffed tiger along each turn of the track. Calvin, an imaginative six year old who makes us laugh with his childish antics, and Hobbes, the philosophical stuffed tiger, some(prenominal) make a statement about the world they were created in. Calvin and Hobbes is essentially an existentialist comic strip. Through Calvins desperate and unique choices and circumstances, he untraditionally fights against a continually changing world. His actions portray the disorder in which we are all controlled in a meaningless existence against a ferocious society, a ruthless nature, and inescapable death.Calvin is a unique character who breaks the traditionally accepted roles children play. privy Calvin, the namesake of Bill Watersons star, was a stern, protestant theologian. Torn between conflicting doctrines of the Catholic Church, stern C alvin led a Protestant reformation, breaking away from the traditionally accepted beliefs to more unorthodox beliefs such as predestination and justification by belief alone. No character could better reflect these Protestant views than the six-year old Calvin. An entirely mischievous and self-indulgent boy, Calvin is also forced into making new and desperate choices. John Calvin was forced into making a desperate choice to rebel against the mother church, facing excommunication because he chose not to believe in the widely accepted beliefs of the time. Calvin also protests the situations he encounters. He polls his father, rating him on his character and past performances. Calvin realizes that it is not issues and ideologies that matter, but the type of people we a... ...tanding why. Yet, Calvin is able to allay those fears. He is a Peter Pan, a perpetual youth who we can look back on and admire throughout time, because he never has to face age. As he continues to rebel and persi st against an existential world in his sarcastic and sardonic ways despite his circumstances and consequences, he sets an example of how to fight the ludicrous attacks on the individual. Works CitedMay, Rollo. Existential Psychology. New York Random House, 1961.Official Website for Calvin and Hobbes comics from 1985 to 1996 by Bill Watterson, the. October 15, 2000.Watterson, Bill. The Calvin and Hobbes Tenth Anniversary Book. Kansas City Andrews and McMeel, 1995.Wilson, James Q. Calvin and Hobbes and the Moral Sense A Farewell. October 15, 200

The Fire Ant :: essays research papers

The Fire emmet (general overview and personal perspectives)The Fire Ant is one of the about feared migratory arthropods in North America. The first non-native species was introduced into the Port of Mobile, Alabama, starting time in 1919, through soil ballast, from South American ships, being dumped ashore. The black approach pismire (Solenopsis richteri Forel) arrived diversityer(prenominal) in 1919, and the red attempt ant (Solenopsis invicta Buren) sometime in the late 1930s both much more aggressive and harsh than their ii sister species of fire ants, the Tropical fire ant (Solenopsis xyloni McCook) and the southerly fire ant (Solenopsis geminata Fabricius), which are considered native to North America. The presence of imported fire ants deep down United States boarders was first reported in 1929.Currently, the IFA (imported fire ant) is ground in eleven states (over 300 million acres) , with sporadic, isolated showings as far west as California and as far north as Ka nsas and Maryland. The stack in fire ant migration came right after world war two, with the housing boom. The migration of fire ants was mostly associated with the mass movement of grass sod and enhancive plants for landscaping purposes. However, In 1958, the Federal Fire Ant Quarantine was implemented to try to take a hop the spread of fire ants from the quarantined areas. Hay, sod, plants and used soil wretched equipment must me inspected and/or treated before being moved out of the quarantine area. The IFA migration methods allow seasonal relocations, migration in nursery stock, natural flights, and after floods rafting on water. Ants can be blown by the wind 12 miles during mating flights. They can thumb on birds or other animals or mass together to form a floating ball to ride out a flood. It is estimated that a fire ant colony can expand 20-30 miles per year based on mating flights alone.The IFA migration fear is due to damage to people, but also damage to crops and prop erty. Currently, the IFA is known as damaging 57 different species of cultivated plants including wheat, cotton, corn, sorghum seed, soybean, blueberry, peanut, sunflower, watermelon, cantaloupe, cucumber, pecan, eggplant, okra, strawberry, and tater in addition to property, fire ants have been associated with may outdoor galvanising equipment, due to their hearty attraction to electrical and magnetic fields and impulses. The effected items where fire ants have been known to nest and be found include gasoline pumps, traffic lights, electrical and telephone transformers/boxes, air conditions (many, many cases) heat pumps, TVs, computers, walls and plumbing system insulation, water meters, insulation of electrical wiring causing electrical disruptions, and beside and beneath roadways.The Fire Ant essays research papers The Fire Ant (general overview and personal perspectives)The Fire Ant is one of the most feared migratory arthropods in North America. The first non-native speci es was introduced into the Port of Mobile, Alabama, starting in 1919, through soil ballast, from South American ships, being dumped ashore. The black fire ant (Solenopsis richteri Forel) arrived sometime in 1919, and the red fire ant (Solenopsis invicta Buren) sometime in the late 1930s both much more aggressive and harsh than their two sister species of fire ants, the Tropical fire ant (Solenopsis xyloni McCook) and the Southern fire ant (Solenopsis geminata Fabricius), which are considered native to North America. The presence of imported fire ants within United States boarders was first reported in 1929.Currently, the IFA (imported fire ant) is found in eleven states (over 300 million acres) , with sporadic, isolated showings as far west as California and as far north as Kansas and Maryland. The surge in fire ant migration came right after world war two, with the housing boom. The migration of fire ants was mostly associated with the mass movement of grass sod and decorative plan ts for landscaping purposes. However, In 1958, the Federal Fire Ant Quarantine was implemented to try to limit the spread of fire ants from the quarantined areas. Hay, sod, plants and used soil moving equipment must me inspected and/or treated before being moved out of the quarantine area. The IFA migration methods include seasonal relocations, migration in nursery stock, natural flights, and after floods rafting on water. Ants can be blown by the wind 12 miles during mating flights. They can hitchhike on birds or other animals or mass together to form a floating ball to ride out a flood. It is estimated that a fire ant colony can expand 20-30 miles per year based on mating flights alone.The IFA migration fear is due to damage to people, but also damage to crops and property. Currently, the IFA is known as damaging 57 different species of cultivated plants including wheat, cotton, corn, sorghum seed, soybean, blueberry, peanut, sunflower, watermelon, cantaloupe, cucumber, pecan, egg plant, okra, strawberry, and potato in addition to property, fire ants have been associated with may outdoor electrical equipment, due to their strong attraction to electrical and magnetic fields and impulses. The effected items where fire ants have been known to nest and be found include gasoline pumps, traffic lights, electrical and telephone transformers/boxes, air conditions (many, many cases) heat pumps, TVs, computers, walls and plumbing insulation, water meters, insulation of electrical wiring causing electrical disruptions, and beside and beneath roadways.

The Fire Ant :: essays research papers

The Fire pismire (general overview and personal perspectives)The Fire Ant is one of the nearly feared migratory arthropods in North America. The first non-native species was introduced into the Port of Mobile, Alabama, scratch line in 1919, through soil ballast, from South American ships, being dumped ashore. The black dismiss pismire (Solenopsis richteri Forel) arrived erstwhile(prenominal) in 1919, and the red kick upstairs emmet (Solenopsis invicta Buren) sometime in the late 1930s both much more aggressive and harsh than their two sister species of fire ants, the Tropical fire ant (Solenopsis xyloni McCook) and the gray fire ant (Solenopsis geminata Fabricius), which are considered native to North America. The presence of imported fire ants inside United States boarders was first reported in 1929.Currently, the IFA (imported fire ant) is put in in eleven states (over 300 million acres) , with sporadic, isolated showings as far west as California and as far north as Kansa s and Maryland. The pot in fire ant migration came right after world war two, with the housing boom. The migration of fire ants was mostly associated with the mass movement of grass sod and nonfunctional plants for landscaping purposes. However, In 1958, the Federal Fire Ant Quarantine was implemented to try to arrange the spread of fire ants from the quarantined areas. Hay, sod, plants and used soil abject equipment must me inspected and/or treated before being moved out of the quarantine area. The IFA migration methods entangle seasonal relocations, migration in nursery stock, natural flights, and after floods rafting on water. Ants can be blown by the wind 12 miles during mating flights. They can ride on birds or other animals or mass together to striving a floating ball to ride out a flood. It is estimated that a fire ant colony can expand 20-30 miles per year based on mating flights alone.The IFA migration fear is due to damage to people, but also damage to crops and pro perty. Currently, the IFA is known as damaging 57 different species of cultivated plants including wheat, cotton, corn, sorghum seed, soybean, blueberry, peanut, sunflower, watermelon, cantaloupe, cucumber, pecan, eggplant, okra, strawberry, and white potato vine in addition to property, fire ants have been associated with may outdoor galvanic equipment, due to their rigid attraction to electrical and magnetic fields and impulses. The effected items where fire ants have been known to nest and be found include gasoline pumps, traffic lights, electrical and telephone transformers/boxes, air conditions (many, many cases) heat pumps, TVs, computers, walls and plumb insulation, water meters, insulation of electrical wiring causing electrical disruptions, and beside and beneath roadways.The Fire Ant essays research papers The Fire Ant (general overview and personal perspectives)The Fire Ant is one of the most feared migratory arthropods in North America. The first non-native specie s was introduced into the Port of Mobile, Alabama, starting in 1919, through soil ballast, from South American ships, being dumped ashore. The black fire ant (Solenopsis richteri Forel) arrived sometime in 1919, and the red fire ant (Solenopsis invicta Buren) sometime in the late 1930s both much more aggressive and harsh than their two sister species of fire ants, the Tropical fire ant (Solenopsis xyloni McCook) and the Southern fire ant (Solenopsis geminata Fabricius), which are considered native to North America. The presence of imported fire ants within United States boarders was first reported in 1929.Currently, the IFA (imported fire ant) is found in eleven states (over 300 million acres) , with sporadic, isolated showings as far west as California and as far north as Kansas and Maryland. The surge in fire ant migration came right after world war two, with the housing boom. The migration of fire ants was mostly associated with the mass movement of grass sod and decorative plant s for landscaping purposes. However, In 1958, the Federal Fire Ant Quarantine was implemented to try to limit the spread of fire ants from the quarantined areas. Hay, sod, plants and used soil moving equipment must me inspected and/or treated before being moved out of the quarantine area. The IFA migration methods include seasonal relocations, migration in nursery stock, natural flights, and after floods rafting on water. Ants can be blown by the wind 12 miles during mating flights. They can hitchhike on birds or other animals or mass together to form a floating ball to ride out a flood. It is estimated that a fire ant colony can expand 20-30 miles per year based on mating flights alone.The IFA migration fear is due to damage to people, but also damage to crops and property. Currently, the IFA is known as damaging 57 different species of cultivated plants including wheat, cotton, corn, sorghum seed, soybean, blueberry, peanut, sunflower, watermelon, cantaloupe, cucumber, pecan, eggp lant, okra, strawberry, and potato in addition to property, fire ants have been associated with may outdoor electrical equipment, due to their strong attraction to electrical and magnetic fields and impulses. The effected items where fire ants have been known to nest and be found include gasoline pumps, traffic lights, electrical and telephone transformers/boxes, air conditions (many, many cases) heat pumps, TVs, computers, walls and plumbing insulation, water meters, insulation of electrical wiring causing electrical disruptions, and beside and beneath roadways.

Interpretations with Shakespearean Drama Essay

As the director of this precise production, my idea and vision for the twenty-first century version of The Seven Ages of Man is to a certain extent, altered. There is a merely different scene, so I want to set it where it rather emulates the poem. Though it cannot befuddle the audiences attention away from the speaker and poem. However, I do want the scene to be conspicuous and speak for itself. Generally, moving-picture show producers choose prevalent places for precise movies, for example, California, New York, Atlanta etcI chose to go a different route for this movie. I chose to do this scene in the mountains of Colorado, during the fall. Furthermore, I cannot disdain the character because he or she is a vital aspect to the movie. No doubt the person I choose for this movie is Denzel Washington. I puddle a vast amount of confidence in him that he is a prodigious person to play the part. This 21st century movie will be similar in specific ways, for example, the mood in this movi e will be the exact same as in the second video on page four in the lesson.I want it to start the same way as well with Denzel having his arm on a tree and discourse the poem with an infuriated tone. Also, there will be a guy holding a war knife looking miffed and discerning astir(predicate) what ensued. The only difference will be is that there will not be anyone standing expect for Denzel and that there will not be a light for him to touch and the girl will not be touching her hair. Generally speaking, my new advised version of this play is awesome

Roles of Women in the American Civil War

The American civilized War was, as all state of wars are, affected non only by the hands fighting on the actionfield, solely by the women who served on the home front, in military hospitals, and occasionally next to men on the battlefield. Just as women influenced the war, the war change overd the world in which the women lived. The womens rights movement began shortly before the Civil War, and continued through the war, growing stronger as women were touched by the war, and longed for rights equal to men. Women supported men by donating supplies to the travail in both the northwards and the South.Women served as soldiers, worked in military hospitals, and spied to discover valuable information to aid their homeland. Women were a rattling valuable resource during the war, and the war was very influential on the focal point women lived their lives in America. Before the Civil War, womens roles in America were changing. Economic modernization caused the production of items pr eviously make by women to occur outside of the home. In some cases, families needed women to work for wages in or out of the home. i In most cases, however, the men left wing for work tour the women stayed at home to tend to the house and raise the children.This caused the existence of separate spheres. ii With this shift in production, the purpose of the home changed. M another(prenominal)wises were the source of manage and nurturing for the children. When families became more centered on love and affection, midle class families started having fewer children. iii This, in turn, caused women to be able to be more active in society, since they were non always expecting or nursing a newborn. iv In the early and middle 1800s, women moved out of the home and into the public sphere.Many unmarried women had little chance of being planters, and they were not hired in the city. v Most commonly, women worked from the home. Occupations that took place outside of their home were traditio nal feminie roles of seamstress, laundress, or nanny. Few women were able to acquire jobs in retail, and women with larger homes could open a boardinghouse. vi Women (and children) worked in factories for wages and served humanity, and were generally overlooked by others. vii In the North, the manufacturing of cloth items such as clothing moved from the home to factories. Union women increasingly could purchase thred, cloth, and clothing, while the South had fewer factories, so clothing was made in the home. viii Southern women did not question their place in society and admired the traditional way of life on their plantations. ix With fewer children and much less work at home, families sent their children to school more, and the public procreation system changed. The school became responsible for education and loving skills. Women became more involved in the schooling system, and most teachers were women. Because of this, women needed to be educated, too. x Women found work as sc hoolteachers because the environment was safer and more comfortable than a factory. xi Other women worked as private music, dance, or art tutors. They did, however, make low salaries. Though women found employment as teachers and in factories and shops, they longed for a traditional family life. xii reading was viewed different in the North and in the South. In the North, women were expected by intelligent and independent free thinkers, while Southern women were expected to use their thought to make polie conversation and support their ladylike character. xiii Increasingly during the Antebellum period, women learned how to read. More families owned books and taught their children how to read. xiv Wealthy families may produce had private libraries, from which daughters could read a variety of literature to maintain intellectual abilities. xv Though more women learned to read, legion(predicate) Southern women remained illiterate some white women could not even lay aside their ow n name. xvi Young women often preffered romantic novels that described a fantasy life out of her reach, which caused parents to encourage solid, factual literature.Surprisingly, women were interested in learning the things men learned, and yearned for an education equal to that of their husbands and brothers. xvii Unfortunately, the advancement of education for Southern women was far behind that for Northern women, and was only available to the rich, leaving poorer girls from farming families feeling more unintentional and belittled. xviii Women in the North were becoming increasingly active in the public arena, and hungered for a say in government. Previously, women persuaded their husbands on object lesson ground and raised moral citizens now they began taking a tand for themselves, speaking to legislators about their concerns. xix The most common way that women participated in society was by serving with churches and joining temperance and antislavery societies. xx any(prenomi nal) women delivered political tirades, denounced officials, gave advice on military strategy from the lecture platform, or participated in violent public demonstrations these were the ones that troubled the public. xxi One of the most well-known femal lecturers during the civil war, Anna Dickinson, delivered speeches on the conflict between the Union and Confederacy. xxii Her skills brought overwhelming popularity, fame, and wealth for some time, but her eccentricity and charly unawareness of business caused her time in the spotlight to be limited. xxiii Since many women spoke against slavery, many men off-key that the liberty of slaves would pull them from the public eye, and keep them back in the home. xxiv Many women, however, quietly expressed their opinions through in-person writings and private conversations. The war was a very personal event, so women were individually affected by the choices made by their political leaders.In both the North and the South, women criticized leaders and blamed them for the heartbreak of the time. xxv As women became increasingly aware of and opinionated about national politics, they yearned more and more for a say in the resource of governing officials. xxvi The first broad attempt to pass womens suffrage was at the Seneca Falls convention in 1848. Nearly two hundred Americans gathered here, led by Elizabeth Cady Stanton, to discuss womens rights. xxvii They drafted and approved the Declaration of Sentiments, which outlined faults in the male-dominated American government, and called for a change.Unfortunately, men continued to claim that a cleaning ladys place was in the home, not politics, and no state would make a law allowing women to vote until several decades later. xxviii While the womens rights movement gained further in the North, the South prided itself on avoiding issues of feminism. Some Southern women visited the North and attended meeting of womens right activists, and noted that they disliked the mixi ng of races and equality of sexes promoted. xxix Louisa McCord attacked Northern movement for femal suffrage, claiming that it took away feminity from women.She said women should display their opinion in society only through their male counterparts, not by giving public speeches and select in elections. McCord stated that The true woman . . . preferred caring for her family to tinkering with constitutions. xxx Some women may have agreed with female superiority, but were too scared of change to bring their thoughts forward. xxxi Women worked to supply materials to their armies. The United States Sanitary Commission was created only weeks after the beginning of the war by Henry Bellows.He cooperated with Dorothea Dix, who was also working on forming a nursing corps, but Bellows did not want to work with her. Through the course of the war, Northern women worked to provide valuable materials to aid soldiers in war. xxxii Some soldiers were attach to by their wives, who aided soldiers. They worked doing laundry, cooking for soldiers, nursing soldiers in emergency situations, or counseling soldiers during this traumatic time. xxxiii These women often cared for the men and boys as if they were her own sons.Many groups of soldiers claimed a woman as its mother figure, and continued to include and honor her long after the war. xxxiv While it was easier for a woman to enter the army with a husband and not be questioned too intensely, women who chose to help soldiers independently were often critisized by the public. xxxv Many women demonstrated their patriotism by dressing as men and fighting in the army. Even more women thought and wrote, wishing that they could be allowed to fight alongside their male counterparts. xxxvi Regulations prevented some from attempting to join, others wrote to generals asking permission to volunteer to fight, and there were women who joined battle as a confrontation was occuring, bypassing official enlistment altogether. xxxvii The physic al examination was a barrier for females while some were not able to join because of this, other doctors lied on womens behalf to allow them to join. Still others joined without a physical examination or even official enlistment (women may have joined soldiers and began fighting during a skirmish or battle). xxxviii Women joined for many different reasons to be with husbands, brothers, or fathers (though some enlisted secretly, against the wishes of relatives) to leave home for the money or adventure patriotism and some, to escape the oppresive social restrictions placed on women in that day and age. xxxix While some joined with family members, others risked the end of family communications by joining. When Ellen Goodridge sure her father that she would fight alongside her fiance, her father disowned her. xl Young women dreamed of changing the world, of doing something important, and joining the army could be their chance.They looked up to figures such as Joan of Arc, and wanted t o achieve that kind of glory. xli The view of peoples enlistment choices varied by gender. While men were looked down upon if they did not fight alongside their brothers, women recieved the same social treatment if they did join the army. xlii Women obviously faced difficulties menstruation, concealing their figure, and the fact of voice and lack of facial hair. To deal with thease complications, women found privacy as many broken men did and posed as adolescent boys, who often made their way into the regiments. xliii To enhance their masculine re correctation, women learned to act like men by acting cards, smoking cigars and chewing tobacco , drinking, and swearing. xliv One thing that helped women maintain their disguise was the fact that no soldier expected to find a woman in the ranks men were not looking for them, so it was easier to remain unnoticed. xlv Wounds and hospital treatment was the most common way for a womans gender to be discovered. xlvi Unfortunately, a womans sex was sometimes uncovered before she even set foot on the battlefield Sarah Collins and bloody shame Burns, for example. xlvii Collins, who was of very good health and could have easily borne the hardships incident to a soldiers life, was an orphaned teenager living in Wisconsin who enlisted with her brother. xlviii She was detected by the was she put on her shoes and stockings before being able to support the Union next to her brother. xlix Mary Burns, also a Northerner, joined to be with her significant other from Michigan. l She was arrested in Detroit, also before fighting next to the man with whome she enlisted. liThese women fearlessly performed any task asked of them, and fought bravely in a situation where society assumed women would not be able to function, much less fight like the man standing next to her. lii Women soldiers readily performed any task given to them, bonny as if they were a male soldier. It was not uncommon that soldiers were pulled off of the field and asked to work in hospitals. liii Some women joined for medical service directly. liv Volunteers retrieved wounded from the battlefields and suckled patients as they waited for a surgeon. Women were usually untrained, and had to follw strict regulations.Many soldiers died simply from disease caused by new exposure to the ranks, and thousands died on the battlefield after being left unaided. lv crosswise the Confederacy, societies were formed to gether supplies and volunteers that were sent to Virginia to help wounded soldiers. Women learned to dress wounds efficiently, where they may have fainted at the sight before the war. lvi Soldiers and generals were hungry for information about the argue side. Women sometimes gained insight from Federals through casual conversation, but others were sent north to spy and bring information to Jefferson Davis or General Robert E.Lee. Women carried notes filled with information mystic in hams or in the folds of their skirts. lvii Some hid in co nspicuous places and acted as faithful members of the opposing side, others rode out after midnight to deliver information to officials. This was sometimes dodgy work soldiers shot these women from afar to stop them from delivering secret plans or other information. lviii As citizens of America, the war undoubtedly impacted women. With the absence of men not go through previously in America, womens roles shifted ramatically, in and out of war. When men left, women took their place, and that change could not be reverted when the war was over. The result of the American Civil War emancipation also altered womens home life. i James M. McPherson, Ordeal by Fire The Civil War and Reconstruction (New York McGraw Hill Companies, Inc. , 2001), 19. ii McPherson, 19. iii McPherson, 20. iv McPherson, 20. v George C. Rable, Civil Wars Women and the Crisis of Southern Nationalism (Chicago University of Illinois Press, 1989), 26. vi Rable, 27. vii Mary Elizabeth Massey, Women in the Civil W ar (Lincoln University of Nebraska Press, 1994), 153. viii Rable, 27. ix Rable, 30. x McPherson, 20. xi Rable, 28. xii Rable, 29. xiii Rable, 18-19. xiv Rable, 17. xv Rable, 17. xvi Rable, 18. xvii Rable, 17-19. xviii Rable, 20-22. xix Jeanie Attie, Patriotic Toil Northern Women and the American Civil War (Ithaca and London Cornell University Press, 1998), 46. xx James L. Roark, et al. , The American Promise A History of United States, 2nd ed. (Boston and New York Bedford/St Martins, 2002), 380. xxi Massey, 153. xxii Massey, 154. xxiii Massey, 154-55 xxiv Massey, 161. xxv Massey, 161. xxvi Michael P. Johnson, ed. , Reading the American Past Selected Historical Documents, Volume I To 1877, 3rd ed. (Boston and New York Bedford/St. Martins, 2005), 225-26. xxvii Johnson, 225-26. xxviii Roark, 380. xxix Rable, 15-16. xxx Rable, 16. xxxi Rable, 16-17. xxxii Attie, 78. xxxiii Massey, 78. xxxiv Massey, 78. xxxv Massey, 78. xxxvi DeAnne Blanton and Lauren M. Cook, They Fought Like Demons Wom en Soldiers in the Civil War (New YorkVintage Books, 2002), 25 xxxvii Blanton, 25-28. xxxviii Blanton, 25-28. xxxix Blanton, 30-32. xl Massey, 80. xli Massey, 78. xlii Blanton, 30. xliii Blanton, 46-50. xliv Blanton, 52-53. xlv Blanton, 57. xlvi Massey, 80. xlvii Massey, 80. xlviii Blanton, 33, 56. xlix Massey, 80. l Blanton, 31. li Blanton, 124. lii Francis Butler Simkins and James Welch Patton, The Women of the Confederacy (Richmond and New York Garrett and Massie, Incorporated, 1936), 80. liii Blanton, 65-66. liv Blanton, 65-66. lv Simkins, 82-83. lvi Simkins, 82-83. lvii Simkins, 82-82. lviii Simkins, 82-82.

Good and Bad Memory in Academic Study

I. Abstract Improving repositing has always been a critical issue of more(prenominal) or less concern for e rattling person in general, particularly for students in academic learning. jibely, our research aims to examine some possible explanations for both students good and bad retrospection in academic remove. Another approach of this study is to look for for the solutions to students poor remembrance board performance. To collect the data, a questionnaire was developed and delivered to 60 English students in the context of Hanoi University.The findings suggest that although most of students keep up general knowedge or so computer recollection skills, not many of them efficiently employ what they take a crap absorded. In conjunction with in efficacious study methods, sloth, low concentration and overlearning argon the main factors cloggy students memory. Consequently, a good memory skill is not enough, more important than that is the lend oneself of training the brai n every day to reach the best of memory ability. II. IntroductionApparently, people are now overwhelmingly bombarded by a massive amount of study which changes and multiplies every day. Hence, it is of great necessity for each individual to have a good memory so as to perceive and deal with such broad acquaintance. However, it is a fact that many people, including students have trouble memorizing. According to Tony (2008), as untold as 95 percent of people suffer from major problems relate to memory. He claims the power explained for this is that people have little approach path to methods or skills to best utilize their inherent capacities (p. 2). In our research, we mainly focus on a group of freshmen and sophomores of Hanoi University to find proscribed why students sometimes feel helpless with their memory and in what ways they can boost their retentive memory in academic study. III. Materials and methods For the data collection purpose, a questionnaire serves as the mo st practical and effective tool due to its convenience and speediness, especially when the survey conducted involves people on a large scale. Our questionnaire consists of two parts, namely reasons and solutions, representing flipper questions on the whole.Specifically, the first part is to identify the list of English students of Hanoi University (English Hanuers) having access to memory skills at school as well as how they label their memory ability. The reasons constituting to participants poor memory are in particular examined. The second part is designed in effort to specify memorys openhearted most students possess. Besides, some memory skills are suggested to see the most applicable in academic study. Prior to the real delivery, we had a trial version conducted in our fall apart. The result shows that some informants were confused about the question order.Accordingly, an alternative was developed as reply to subjects problems. 60 questionnaires were randomly administer ed to 60 students on a volunteer(prenominal) basis in April, 2012. Both English freshmen and sophomores participated in the survey, among whom, female numbers as the major cardinals. It took us one week to implement the survey and one more day to sort out appropriate sheets. Of 60 questionnaires delivered, 8 were invalid as not being completed, therefore 52 left met standards for nett tabulation. Data analysis was undertaken as the next step.In the first part, the respondents answer is divided into two groups, depending on their option in the 2nd question. If students label themselves as owning a good memory, they will proceed to answer question on reasons and factors involved. In contrast, those who believe to possess a poor memory will be asked to respond to a list of possible causes. The second part contains two smaller members. The first section is composed of four questions including twelve options, which could be divided into three groups. Described in each group are some basis symptoms, in consequence featuring visual memory, auditory memory and kinesthetic memory.The next section presents some suggestive memory skills for students to choose which one they mostly employ. Based on respondents choice, we synthesized and analyzed which memory aids are useful academically. IV. Results and Discussion 1. The reasons modify towards students poor memory In order to make the data analysis clearer and easier to understand, we divided the respondents answer into two groups, namely group A and group B. grouping A contains students whose answer is yes to the question whether they were taught about memory skills at school. And others who ticked no for the question mentioned above belong to group B. . The statistics of English Hanuers who have been taught about memory skills at school Table 1The access of English Hanuers to memory skills at school Access to memory skills at school Number of respondents (/52) parting (%) Group A 37 71 Group B 15 29 Table 1 s hows the access of English students of Hanoi University to memory skills at school. As presented in the gameboard 1, as much as 71% of respondents have learned about memory skills at school. What can be traced from the table is that a large number of subjects, in the investigations scope, more or less have some knowledge base related to memory. Understandably, it is the limpid fact that people are increasingly aware of the importance of memory in an individuals success (William, 2009). Students, especially those studying foreign linguistic communication are not the exception.It is of great fundament for English learners to develop the degree of memory to increase their language acquisition. The more they understand how their memory forms and how to work with it, the more they enjoy the power of memory in their learning. Nevertheless, the matter should be taken into consideration is the effectiveness of those memory skills to students performance. The claim that students who have access to lesson related to memory skills have a better memory than those who do not will be investigated in the next part. . 2 The comparison between the voice of respondents who have a good memory and those who do not pic project 2 The percentage of good and bad memory of taught and untaught memory-skill students material body 2 compares the proportion held by participants who evaluate themselves as having good memory and those suffering from poor memory between two groups. The result appears to be different from our expectation. Among students in group B, the percentage of those possessing a good memory is much higher than that of in group A.Specifically, nearly 70% of students in group B is step to the fored to own good memory which opposes to that in group A with notwithstanding 46%. This fact can be partly explained by the ineffectiveness in students learning styles and memory methods which lead them to encounter difficulties in memorizing. Language learners may suffer more from memory inability since they have to deal with a large number of vocabularies and structures in everyday learning. From what is presented in the chart, it can be probably concluded that English Hanuers still somehow face difficulties making use of what they take at school.Obviously, although educators put priority in optimizing students to effectively master their study, students seem to find it difficult to take the knowledge into practical application. 1. 3a Reasons contribute to good memory pic Figure 3a Reasons for good memory. It is clearly shown in the pie chart 3a that among students having good memory, the number of those who see it as the result of long-run practice makes up to 65%, outnumbering those who are naturally inherited with 35%. It is possibly inferred from the data that the mnemonic competence can be boosted and strengthened by day-by-day practice with the suitable memorizing methods.Of the same viewpoint, Higbee (2001) states that practice plays as a key factor to memory improvement. It is a fact that the number of people who are born with excellent innate memory is very small, and majority of people gradually reach the state of having good memory by practice. In Kazts findings (2006), most people employ about 10% of their memory ability. He excessively emphasizes that there is no bad innate brain, but it is because of peoples underestimation of what their memory can do which causes their memorys limitation.Many students, generally, are of the opinion that their memory is out of control, which results in the less success of memory practice. 1. 3b Reasons contributing to students poor memory 1. Low concentration 2. Overlearning 3. slothfulness 4. Knowledge negligence 5. Low understanding 6. Negative learning attitude pic (The total number is over 100% because the respondents tick more than one option) Figure 3b Reasons for bad memory Bar chart 3b displays some common reasons contributing towards students bad memory. Generally, English Hanuers suffer from poor memory with combination of reasons.Of the six factors provided, laziness ranks as the most popular one to be blamed on (64%). Following next are overlearning and low concentration which share the same number of 56%. Coincidently, we got the same incidence of 32% for low understanding together with negative learning attitude as the key elements to students memory inability. Mean plot of land, knowledge disuse is mentioned as the most unpopular factor resulting in respondents poor memory performances. It comes as no surprise to us that laziness is revealed as the main reason leading to students poor memory.The congruent result is presented in Higbees work (2001) when he claims that laziness plays an important role in peoples substandard and ineffective memory. Manifestly, memorizing and memory use for study are a complex and complicated process which requires a great deal of effort and determination. And about 95% of information will be forgotten if learners do not retrieve it in a proper way (Adam, 2009). Therefore, laziness appears to be a huge barrier preventing students from boosting up their memory.Also, being distracted and having too much knowledge to learn are the common reasons as students usually complain that they are out of breath because of the huge amount of knowledge and information absorbed. Some students find it hard to focus on study and remember things since they have to cope with a great deal of interference such as part-time job, finance, love affair, and so on. It varies from person to person in the reasons and factors accounting for their experiencing memory difficulties and there may be a combination between the outside and the inside causes.However, what it is down to is that it is students themselves who are the most responsible to their memory inability. 2. Solutions 1. Memory causas of English students of Hanoi University pic Figure 4 Memory types of English students of Hanoi University Figure 4 des cribes the memory types of English Hanuers. As generally demonstrated from the findings, participants belong to various types of memory. Not only do they possess single type of memory but withal those of combination. Nevertheless, more students belong to single types than mixed types.Of six categories provided, visual memory is the most preferred one as 31% of students are classified in this category. People owning visual memory type have tendency to memorize by creating mental images, looking at pictures and diagrams. Auditory memory refers to people who memorize information better through melodies, beats and rhythms. They prefer to hear instructions or lectures rather than watch or write, and better take in information presented orally (Cusimano, 2001). As shown in the chart, 23% of respondents belong to type of auditory memory.Meanwhile, 15% of the subjects show that they are likely to be in the group of kinaesthetic memory. Those prefer driveing or experiencing things to memor ize and they tend to enjoy activities more during class time. pic Figure 5 Memory skills used to better memory Figure 5 presents some memory skills students use to better their memory. Connecting old and new information is the most popular methods to be employed by English Hanuers (42. 3%). Meanwhile, 30. 8% of respondents feel that using mindmaps helps them most in studying and remembering things.Taking notes while studying seems less effective as just only 26. 9% of students choose it as their favorite method to memorize. Undeniably, new information can be easily memorized if it is organized based on the connection with the terra firma knowledge. The better you understand the subject, the longer and more vividly you remember it. Using mindmaps is considered as an effective skill in improving memory because it boosts the react of both sides of the brain (Tony, 2008). Users not only create a mental image but also depict a real map on the paper, which help the brain ave time to tran sfer the information into long-term memory. Taking notes while studying also is very important since students cannot remember all the contents during the class. It is a muscle activity, and the fact is that our muscles have significantly better memories than our heads (Kesselman- Turkel, Peterson, 1982). When writing something down, you will remember more efficienly than just only read or listen. Moreover, the lecturer or professional may give a lot of precious and interesting information from their knowledge and experience, which are not written in any books.Hence, it is vital for a student to take notes for reviewing after class time. However, because of laziness, some students still have the injure awareness of note-taking skill. IV. Conclusion In brief, this small-scale paper investigates reasons and solutions to poor memory among English students of Hanoi University. Firstly, laziness, low concentration and over-learning are the most common factors contributing towards student s memory inability. With regards to these problems, some memory skills are recommended. Different students choose their own method which helps them remember most effectively.They highly appreciate the connection between background knowledge and new information as well as the role of reviewing in memorys improvement. However, because of the small scale of the research conducted, the limitations are unavoidable. We failed to take the stand the correlation between students memory types and their most favorite memory skill. Hence, in further research, this should be taken into consideration as an important key point. It is our attempt in giving some brief review about memory and the ways to boost students memory.We hope that the research helps students identify their memorys type and define the most effective skills and study methods. REFERENCES Adam, K. (2002). Im a gifted, so are you. England, Times Media Pte Ltd. Cusimano, A. (2001). Learning disability, theres a cure. Pennsylvania, Achieve Publications. Harry, L. (2000). How to develop a power memory. New York, NY Free Press. Higbee, K. L. (2001). Your memory how it works and how to improve it. New York, NY Maloew and Company Katz, E. (2006). Secrets of a super memory. New York, NY Free Press.Kesselman-Turkel, J. & Peterson, F. (1982) Note-taking made easy, Lincolnwood, IL modern books. Tony, B. (2002). Mind maps book. USA, Penguin Group (USA) Incorporated. Tony, B. (2008). Use your head. London, BBC Pubns. William, W. A. (2009). Memory How to develop, train and use it. UK, The Elizabeth T- wne. APPENDIX QUESTIONNAIRE We are Hoang Thi Hoa and Dam Thi My Hanh, from class 11a10. Our research aims to investigate the reasons contributing to the students poor memory and also find out some effective ways to hasten their memory.We would be grateful for your honesty in answering these questions. Thank you so much for your cooperation. I. REASONS 1. Were you taught anything about your memory skills at school? ? Yes ? No 2. Do you think that you have a good memory? ? Yes ? No ( If yes, cut question 4, if no, skip question 3) 3. What could be the reasons explained for your good memory? ? Naturally, I have a good memory ? It is the result of my practice Other(s). ( please specify) 4. What factor(s), in your opinion, contributes to your poor memory? You unable to concentrate when you study ? You have to learn too much knowledge at a time ? You are lazy ? You disuse what you have learned ? You do not understand clearly what you learned ? You try to remember only when you are forced to ? You have negative attitude when having something to study and remember II. SOLUTIONS A. TO BEST REMEMBER INFORMATION, (circle only one for each question) 1. When learning new contrives, I often try to a. Visualize the word b. Say the word aloud c. Write the word 2. When needing concentration to study, I usually a. Look at something carefully . Listen to music c. Find a quiet place 3. When reading, I a. alike descr iptive scenes b. Enjoy conversations and try to hear the characters c. Prefer actions and do not like reading much 4. When learning something new, I a. Like to see diagrams or pictures b. Prefer to hear instructions or like to talk about it with someone else c. Prefer to jump right in and try it B. TO BETTER MY MEMORY, I ? using mind maps ? connecting old and new information ? taking note while study Other(s). (please specify) THANK YOU VERY MUCH FOR YOUR COOPERATION

Aesthetics †the issue of the possible existence Essay

burke follows in the empirical tradition of Locke. He believes that all human knowledge comes out of impressions or mind experiences. We then take these simple bits of knowledge and combine them to form more intricate ideas. Our imagination is limited to use of the knowledge we extract from our impressions and are, therefore, incapable of creating anything wholly new. He says that our imagination either portrays pleasing images again in the order we experienced them or reorders and combines these images of our experiences. Burke offers that globe receive pleasure from resemblances. Accurate imitations draw our minds. Burkes goal and main concern is the issue of the possible existence of a standard or logic of taste.Burke is searching for certain(p) principles that affect our imaginations in such a common and certain way that they could be a basis for the means of reasoning satisfactorily about them1. Burke states that these principles do exist. He says that even though it seems as though there is such a variety of taste, there is a standard that lies beneath the trivial range of differences. All humans perceive external objects in the same way. We become familiar with these external items by way of our natural powers the senses, imagination and judgment.The close to natural understandings that we receive are quite standard, what appears light to one is light to any other and what is sweet to one is again sweet to another. Burke shows that humans have a common agreement on these issues of preference by giving examples of expressions taken from taste experiences such as A knead temper, acerb expressions sweet disposition, a sweet person1. Burke realizes that there are many people who act in ways that would seem contradictory to these assertions, such as the preference of the taste of tobacco over that of sugar.These divergences from the natural pleasures and pains are a result of custom. They do not uphold the argument for sort of taste, but rather call for a differentiation between essential and Acquired taste. A man grows to prefer the taste of tobacco to that of sugar by teach his palate from habit. It is a synthetic preference, however, and the man still understands that tobacco is not sweet and sugar is sweet. Also if a man finds sugar to be sour we do not say that his taste is different, instead we say that his taste is not functioning correctly. Burke writes that when talking about acquired taste one must(prenominal) consider the surrounding factors such as the specific habits and prejudices of a particular person. These customs and intolerances do not oppose the agreement of mankind, but rather feign it.This conformity among humanity does not exist only in terms of the palate it is quite the same in matters of sight. Light is more agreeable than injustice and summer and its conditions are more pleasant than winter and its conditions. Burke states that no man truly, naturally believes a goose to be more beautiful than a swan. To Burke sight is less subject to custom than the palate, however, change is applied. This applied change brings him to his next point about the palate. He says that these changes in palate, which make awful flavors more pleasurable, are a result of frequent use combined with an agreeable effect.This affects humans in the way of substances such as opium, tobacco, alcohol, tea, and coffee. Burke writes in that location is in all men a sufficient remembrance of the original natural causes of pleasure, to enable them to bring all things offered to their senses to that standard and to regulate their feelings and opinions by it 1. Natural pleasures are still preferred to unaccustomed substances that induce agreeable effects. Someone who has grown to prefer opium to sugar would still prefer the taste of sugar to a drug that they do not have a habit with. There is a standard of pleasure of the senses in all humans. Burke explains imagination as our greatest source of pleasure and of pain.Since imagination is based on the senses then it too must have universal agreement among all men. The mind is much more disposed to picking up on resemblances than to finding differences in what we observe. Our imaginations are incapable of creating anything absolutely new so we must expand our decline through experience, and in resemblances we are able to find new images. We unite and accumulate and move forward with our feelings with likenesses rather then difference which cannot be placed.