The Issue Of Authority And Res Essay Example For Students

The Issue Of Authority And Res Essay The issue of authority and respect has been and will be an ongoing issue between youngsters and their elderly. In the story Red Dress by Alice Munro and the movie Rebel without a Cause by Nicholas Ray the issue of authority and respect comes up many times through the character actions. Authority and respect is directly linked to one another. It is very hard to obey supremacy if you have no respect for authority. In both the works we have studied, all the characters have trouble dealing with the issues of authority and respect for themselves and for others, they do not show respect to their parents and therefore does not look upon them as authority figures. We will write a custom essay on The Issue Of Authority And Res specifically for you for only $16.38 $13.9/page Order now In Alice Munros the Red Dress, the narrator and her best friend Lonnie have two totally different relationships with their respective guardians. The narrator, without the mention of her father, is in care of her mother, whom she thinks butts in too much into her business. She sort of resents her mother for being so too close and nosy about her private life. Her mothers stories, which at one point seemed interesting to her, is now become melodramatic, irrelevant, and tiresome. She knows that her mother only means well but sometimes she wishes she could be like Lonnie. Lonnie is in care of her father; her mother had passed away some time before. Her father never notices her and does not show his affection for her, she is pretty much on her own. The narrator considers her as a Blue-Baby and privileged. The narrator also sees her mother as shameless and obscene; she tries to direct her friends attention away from her mother as much as possible. In the story, we are told by the narrator t hat she was never comfortable for a minute in high school and was close to despair at all times. She hated being called upon to do anything in front of an audience, whether it is the class or just the teacher. She reveals that she hasnt accepted herself as who she is, always wishing to be like someone else, she hasnt learned to respect herself as a growing teenager which makes it hard for her to understand the relationship between her mother and herself. Since she lacks the proper understanding and respect for her mother and herself, the narrator has trouble seeing her mother as an authoritative figure, which makes her less tolerant to the other authoritative figures in her surroundings. In the case of Rebel without a Cause, the main characters want to respect their parents. They want to have normal relationships with them but cannot seize it. They go out to look for it elsewhere instead. Which makes the audience feel sympathizing towards them. They are identity-seeking teenagers al ienated from the world by their parents. Jim, Judy and John a.k.a. Plato is searching for understanding, companionship, and a sense of belonging. Jim is confused about his family as to who should be the man of the household. He sees his father as a chicken and he does not in anyway want to become like him. He wishes he could see his father as a man, someone he can respect and someone with authority. Judy has communication problems with her parents throughout the movie. She wishes for her father to show more affection for her. She seeks attention with her friends who are seen as trouble making teens. Plato has been deserted by his parents long ago and struggles to maintain any kind of relationship with anybody. His actions, the shooting of the puppies, the constant lying to establish any interest of his companions, show how emotionally-disturbed and desperate he is for any kind of relationship with anyone. He searches for connection, someone to become his family. Close to the end of the movie, Jim, Judy and Plato meet up in an abandoned mansion and pretend to be a family. They learn to respect and accept each other for who they are they dont pretend to be anyone else. They find comfort within themselves and in a way, becomes each others family. .u3171b6e6c8d0e066d13a86a703af0035 , .u3171b6e6c8d0e066d13a86a703af0035 .postImageUrl , .u3171b6e6c8d0e066d13a86a703af0035 .centered-text-area { min-height: 80px; position: relative; } .u3171b6e6c8d0e066d13a86a703af0035 , .u3171b6e6c8d0e066d13a86a703af0035:hover , .u3171b6e6c8d0e066d13a86a703af0035:visited , .u3171b6e6c8d0e066d13a86a703af0035:active { border:0!important; } .u3171b6e6c8d0e066d13a86a703af0035 .clearfix:after { content: ""; display: table; clear: both; } .u3171b6e6c8d0e066d13a86a703af0035 { 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; } .u3171b6e6c8d0e066d13a86a703af0035:active , .u3171b6e6c8d0e066d13a86a703af0035:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3171b6e6c8d0e066d13a86a703af0035 .centered-text-area { width: 100%; position: relative ; } .u3171b6e6c8d0e066d13a86a703af0035 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3171b6e6c8d0e066d13a86a703af0035 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3171b6e6c8d0e066d13a86a703af0035 .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; } .u3171b6e6c8d0e066d13a86a703af0035:hover .ctaButton { background-color: #34495E!important; } .u3171b6e6c8d0e066d13a86a703af0035 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3171b6e6c8d0e066d13a86a703af0035 .u3171b6e6c8d0e066d13a86a703af0035-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3171b6e6c8d0e066d13a86a703af0035:after { content: ""; display: block; clear: both; } READ: Study On Children With Abdominal Pain And Its Relationship To Mental I EssayAuthority and respect is indeed linked to each other. Before finding respect

Word Choice Compliment vs. Complement

Word Choice Compliment vs. Complement Word Choice: Compliment vs. Complement Tom Selleck has beautiful eyes. We know that’s a little weird for an opening sentence in a proofreading blogpost, but we needed to illustrate what a â€Å"compliment† is. And partly we’re hoping Tom Selleck googles himself and reads this. We love Tom Selleck. Just look at that gorgeous specimen. Anyway, back to work. Today we’re discussing the difference between â€Å"compliment† and â€Å"complement.† Given their similarity in spelling and pronunciation, it’s understandable that these terms are confused sometimes. Yet each word has a distinct meaning, so it’s important to use them properly in your written work. Compliment/Complimentary As indicated above, a â€Å"compliment† is an expression of praise or approval: When I met Tom Selleck, I complimented him on his bushy mustache. He shampoos it every day. [Photo: Alan Light]This sense of â€Å"compliment† can be used either as a noun when referring to the praise itself, or as a verb when referring to the act of expressing praise. Meanwhile, the adjective â€Å"complimentary† has two meanings. One is to describe something or someone as having expressed admiration: After we were done talking, Tom Selleck thanked me for being complimentary. The other is to describe something as having been provided without charge or as a courtesy: I offered Tom Selleck the complimentary chocolate from my hotel room, but he declined. Complement/Complementary The verb â€Å"complement† means to â€Å"add to† or â€Å"enhance† something by making it more complete or effective: Tom Selleck’s sunglasses perfectly complement his Hawaiian shirt. Something which â€Å"complements† something else in this way can be described as a â€Å"complement.† Sometimes â€Å"complement† is also used as a noun meaning â€Å"the number of something required for a full set†: I wanted to go to Tom Selleck’s party, but he said they had a full complement of guests. The adjective â€Å"complementary† has the sense of â€Å"adding to† or â€Å"enhancing† something, and is used when describing two things that are useful or attractive together: The complementary combination of good looks and charisma made Tom Selleck one of the most popular TV actors of the 1980s. Also, he was in Three Men and a Baby. [Photo: Georges Biard] Compliment or Complement? Whether or not you’re intending to praise Tom Selleck, it’s essential to know the difference between â€Å"compliment† and â€Å"complement.† Remember: Compliment = Praise Complement = Add to/make complete The exception here is when â€Å"complimentary† means â€Å"free† or â€Å"as a courtesy,† as this isn’t directly related to praise. But as long as you can remember this general rule, you should be able to avoid confusions in your written work.

Groundhog Facts (Marmota monax)

Groundhog Facts (Marmota monax) The groundhog (Marmota monax) is a type of marmot, which is a ground squirrel or rodent. It is familiar to Americans for its weather prognostication on Groundhog Day. The animal goes by many names, including woodchuck, groundpig, and monax. The name woodchuck refers neither to wood nor to chucking. Instead, it is an adaptation of the Algonquian name for the animal, wuchak. Fast Facts: Groundhog Scientific Name: Marmota monaxCommon Names: Groundhog, woodchuck, whistlepig, monax, siffleux, thickwood badgerBasic Animal Group: MammalSize: 16-20 inchesWeight: 5-12 poundsLifespan: 2-3 yearsDiet: HerbivoreHabitat: North AmericaPopulation: Abundant and stableConservation Status: Least Concern Description Within its range, the groundhog is the largest ground squirrel. Adults average between 16 and 20 inches long, including their 6-inch tail. The relatively short tail distinguishes this species from other ground squirrels. Groundhog weight varies dramatically throughout the year, but averages between 5 and 12 pounds. The animals tend to be brownish in color with four ivory incisor teeth. Groundhogs have short limbs that end in thick, curved claws suited to digging and climbing. Habitat and Distribution The groundhog gets its common name from its preference of open, low-elevation land, especially well-drained soil in fields and pastures. Groundhogs are found throughout Canada and in the eastern United States. Other types of marmots are common worldwide, but they tend to prefer rocky and mountainous habitats. Groundhog distribution. Andreyostr, Wikimedia Commons Diet and Behavior Technically, marmots are omnivorous, but groundhogs are more herbivorous than most species. They eat grass, berries, dandelion, coltsfoot, sorrel, and agricultural crops. However, they will supplement their diet with fallen baby birds, insects, snails, and grubs. Groundhogs do not need to drink water if they can obtain it from dew or plant juice. The rodents store fat and hibernate to survive winter rather than caching food. Groundhogs are preyed upon by humans, foxes, coyotes, and dogs. Young may be taken by hawks and owls. Reproduction and Offspring Groundhogs are never found far from their burrows, which they dig in the soil and use for sleeping, escaping predators, raising young, and hibernating. Groundhogs mate after they rouse from hibernation in March or April. The pair remains in the den for the 31 or 32 days of gestation. The male leaves the den before the female gives birth. The usual litter consists of two to six blind pups that emerge from the den after their eyes have opened and their fur has grown. Near the end of summer, the young move off to build their own burrows. Groundhogs may breed the following spring, but most become mature at two years of age. In the wild, most groundhogs live two to three years and up to six years. Captive groundhogs may live 14 years. Baby groundhogs look like miniature versions of the adults. Manfred Kuster / Getty Images Conservation Status The IUCN classifies groundhog conservation status as least concern. The rodents are abundant across their range and have a stable population in most places. They are not a protected species. Groundhogs and Humans Groundhogs are hunted as pests, for fur, for food, and as trophies. Although the rodents eat crops, groundhog burrows improve the soil and house foxes, rabbits, and skunks. So, maintaining a controlled population of groundhogs is beneficial to farmers. February 2nd is celebrated as Groundhog Day in the United States and Canada. The premise of the holiday is that groundhog behavior following hibernation may indicate the approach of spring. Groundhog Day in Punxsutawney, Pennsylvania. Jeff Swensen / Getty Images Research on groundhogs given hepatitis-B may further understanding of liver cancer. The only other suitable animal model for the disease is the chimpanzee, which is endangered. The groundhog is also a model organism for studies on obesity and other metabolic disorders and heart disease. While groundhogs may be kept as pets, they may display aggression toward their handlers. Usually sick or injured groundhogs may be rehabilitated for release back into the wild, but some do form bonds with their caregivers. Sources Bezuidenhout, A. J. and Evans, Howard E. Anatomy of the woodchuck (Marmota monax). Lawrence, KS: American Society of Mammalogists, 2005. ISBN 9781891276439.Grizzell, Roy A. A Study of the Southern Woodchuck, Marmota monax monax. American Midland Naturalist. 53 (2): 257, April, 1955. doi:10.2307/2422068Linzey, A. V.; Hammerson, G. (NatureServe) Cannings, S. (NatureServe). Marmota monax. IUCN Red List of Threatened Species. Version 2014.3. International Union for Conservation of Nature, 2008. doi:10.2305/IUCN.UK.2016-3.RLTS.T42458A22257685.enSchoonmaker, W.J. The World of the Woodchuck. J.B. Lippincott, 1966. ISBN 978-1135544836.OCLC 62265494Thorington, R.W., Jr. and R. S. Hoffman. Family Sciuridae. In Wilson, D.E.; Reeder, D.M. Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. p. 802, 2005. ISBN 978-0-8018-8221-0.

Introduction to Criminal Law Essay Example | Topics and Well Written Essays - 500 words

Introduction to Criminal Law - Essay Example In addition, Title 18, Chapter 31 of the U.S code is inclusive of sections dealing with different types of embezzlement and how to deal with them. Criminal offences can be based on different kinds of conduct and therefore, causes complexity in defining what crime is and what it entails. The different types of crimes include, theft, rape, murder among others. From ideological and scientific points of view, there are different conceptions of crime that may include any activity due for penalty. This according to the criminal law is written as a crime regarding the formal legal. A social harm definition of crime is an offence which involves civil offences, as well as criminal offences. A labeling approach, however, states that crime is only viable when there is a label of a criminal activity, and there is a social response to that activity. Otherwise, where there is no label there is no crime (Cockcroft, 1899). According to Neumann, human rights, whenever a human right is violated, there is an occurrence of crime. All these however, do not limit the definitions of crime as crime definition depends on a person’s perspective (2002). This is an action that is against the law, although considering the common law; there was no crime as embezzlement of funds, (Cockcroft et. al., 1899). Larceny as a crime has with time evolved to embezzlement, although it is a modification to cover up some of the acts, which are not within its area of coverage. Neumann states that embezzlement is one form of financial fraud. It is a dishonest act, concealing assets in an organization or a company by one or more individuals. For example a person’s financial advisor can embezzle his or her investors’ funds; and a lawyer could embezzle a client’s accounts of trust. Embezzlement of funds ranges from minor to immense, involving small amount of money to large sums respectively (2002). Davis explains that embezzlement in America has

What Makes a Good Father Essay Example | Topics and Well Written Essays - 750 words

What Makes a Good Father - Essay Example According to Marcus (2014), what makes all the differences in the life of a child is having a good father - one who stands for support, strength, and discipline. In as much as he loves his children, he does not approve of wrongdoings. He disciplines with tough love, not with the fist but with the power in his words. He does not reward for things expected of the childlike house chores. Time is a key factor in fatherhood, and a good father knows the value of spending it with his children, he plays with them, takes them out on games, moves and attends their events. He also takes time to listen to them. The old adage â€Å"do as I say, not as I do† is out of place, a good father leads by example. He does not expect his children not to smoke if he does, does not say one thing and does the other. He knows he is the protector of the family, and this he is willing to do at all cost. He will put up his life at risk to protect his family from harm, instilling the importance of sacrifice in the children. Time and seasons do change, and a good father is aware of that and does not insist on doing things in an old way that will not work, but he is open-minded. The greatest quality of a good father is that his love is unconditional. Though he does not approve of his children’s wrongdoings, he still loves them. Other qualities include allowing the kids to make mistakes as a way of learning, teaches them not to take things for granted but to be grateful, he is aware that his kids are not exactly like him, but have differences and desires of their own. A good father also challenges his kids and teaches the lessons of life. Children tend to follow what they see adults do, this way, their character is shaped and behavior molded. My love for football started when I used to see my dad watching football, a passion that I end up perfecting to even playing for different teams.  Ã‚  

Leadership and Power with Teenagers Essay Example for Free

Leadership and Power with Teenagers Essay Communication between patients and health care providers has always been an important topic. Specifically communication between teenagers and health care professionals, a study conducted by Jacobson and others (2001), shows that there has not been much research that specifically show how teenagers relate to the health services. Using the communication aspects of that study, the description of group dynamics shown in the textbook and the assigned readings, we will try to show a more effective way to communicate with teenagers as a health care professional. Power in a Group With few exceptions, most teenagers feel the need to belong to a group. For a teenager group dynamics help to define his or her identity. If we can understand how group dynamics work, we can then use that information to develop a strategy to help us as health care professionals communicate effectively with teenagers. Adler (2010) defines power as â€Å"the ability to influence others† (p. 308). There are many ways to influence other people using the different types of power. We will review a few of them in order to get a better understanding of what level of power we can have in a group. We will not be discussing if the â€Å"power† or level of influence in the group is used for good or bad, only that it is present. Legitimate Power Legitimate power is defined as power received because of title or position. A parent, a teacher or, in our case, a nurse or paramedic, has this kind of power when first approaching a patient. This kind of power is usually acquired through an authority that is recognized by society. We accept this authority because they have a position above us in the chain of command. The end result is the person with the power has the major influence. As a nurse or a paramedic, the uniform, the tools we use and even the environment we are in, are common ways that people recognize our title, is also highlights power and influence that comes with our title. This allows us to approach a patient and get their attention so we can begin their assessment and treatment. Expert Power Expert power comes from what lies behind the title; perceived knowledge â€Å"what we believe that they know or can do†(Adler, 2010, pg. 385). Nurses and paramedics are excellent examples of expert power. We respect their authority not because we know his or her personal background, what university they graduated from or how much experience that they have, but because the person has a professional title that we know has to be earned. This earned title means that the professional has certain level of knowledge in health field and we are more likely to follow their instructions because of it. After we present ourselves as a nurse or paramedic, it is our job to confirm the first impression caused by our uniform and shows the patient that we know how to do our jobs. Once we are assessing the patient it is important to demonstrate our medical knowledge and the experience we have while performing procedures. We do this in order to make the patient feel more comfortable with us and give them more confidence in communicating with us about their current condition. Referent Power Referent power comes from the interactions with the members of a group. It is not bestowed upon a person like the legitimate power and it is not related to the power a person gets because of their knowledge in a particular subject like expert power. The referent power is earned because of the respect that person has earned from the group. There are many important factors that we need to be considering when earning this kind of power; earning trust and admiration of the group member’s and likability, all take part in gaining this kind of power. Leadership is the word that best describes referent power. When a person becomes a leader, they support and push the group toward a common goal that is the best for everyone. Leadership is a skill, not a quality; nurses or paramedics need to develop this skill to have a better have a way to communicate with our colleagues and patients, especially our teenaged ones. Losing referent power. When a leader fails to be an effective, the ineffective leaser will lose the referent power they had gained. In one study a teenager was asked how they felt while talking to a doctor, they described there interpretation of a doctor as â€Å"an authority figure who communicated briskly† (Jacobson, October 2001, p. 813). This statement show the failure in meeting a teenagers need to. The results of the study show that most teenagers don’t trust their trust and respect their health care professional. The results of the study show that most teenagers don’t trust there health care professionals and this can lead to them failing to disclose important medical information. Communicating with a Teenager Patient Legitimate, expert and referent power demonstrate a persons ability to gain power and influence within a group. Returning to our main topic, we know that teenagers have a group mentality. This means that one way to get and maintain their respect is to use referent power. By using the skills of a leader, we are much better to able to connect and to build relationship with out teenaged patients. When we first have contact with a patient we inherently have both legitimate and expert power with us; then begin to develop the referent power and earn the trust and respect of that patient. If we are successful the patient will cooperate with us and we will have a good and open communication. This works for almost every patient, but if the patient is a teenager, we also have one extra challenge, time. Teenagers usually make quick decisions; they don’t usually take the time to consider all ramifications or consequences of their choices. We have to make sure they know we are there to help them and that they are important to us as a person. To earn their trust, they have to feel like they are being treated as an adult, not like another bratty teen and this must be accomplished in a short period of time due to the teenager’s tendency towards quick decisions To summarize, we have described a few of the different types of power a person can have in a group, legitimate, expert and referent. Then we further explained how you go from legitimate and expert power to the referent in your dealing with teenaged patient and how using referent power and being a leader is always your best option. This is so not only can we work better with them but we can do a better job as a health care providers overall. References Adler, R. Rodman, G. (2006). Understanding Human Communication. Oxford, NY: Oxford University Press. Jacobson, L. Richardson, G. Parry-Langdon, N. Donovan, C. (October 2001). How do teenagers and primary healthcare providers view each other? An overview of key themes. The British Journal of General Practice, 51(471): 811–816. PMCID: PMC1314126 Sieh, A. Bretin, L. (1997). The Nurse Communicates†¦ (pp. 85-102). Philadelphia, PA. WB Saunders Company.

Graduation Speech: Its All About the Lives We Touch :: Graduation Speech, Commencement Address

To be honest, I felt daunted by the task of attempting to sum up "the future"; and, what few key points could I focus on that everyone could relate to and take interest in? After a few weeks of thinking about it, the answer struck me—absolutely nothing. With that in mind, the task became easier, for I no longer aimed to impress but to advise, no longer to appease but to guide. The final result was much more personal and thoughtful than I had ever intended. I asked around to my friends, "When you think of the future, what one word pops into your mind first?" One practical senior replied "technology." He is, of course, quite right. It is impossible to tell what specific advancements await the world in the near future, but it is important to realize that with the power to change the planet through a microchip or one single stem cell, comes the burden of great responsibility. Because of this, America's youth, us, needs to be more ethically attuned than ever before. We must weigh the outcome, the possibility for acclaim and money, always with the ethics of the means. It is only with a balance of technological advancement and morality that this country will move forward and prosper. Marian Wright Edelman succinctly explained, "If we believe in it, if we have faith in it, if we dream it, if we struggle for it, and if we refuse to give up, we can make America a place where truly no child is left behind. What good does it matter for us to be the richest, most powerful nation on earth and lose our soul?" An honest friend of mine replied "fear" when asked about the future. Truthfully, most of us here today are just a little bit afraid. Graduates: you're moving on to new and different things. Families: you're watching them do it. At this leaping-off point, a hand to hold is both a comfort and a guide. Should that hand grip too tightly, however, the spirit becomes shackled. It is impossible to learn, to explore, discover, and to grow under the constant protection of another ¹s wing. Going it alone inspires imagination and resourcefulness. A mind accustomed to the direction of others, one that is used to being told what and when to feel, cannot learn the art of free will. Lastly, over sheltering infringes upon the development of the soul, an incarceration that leads to inner turmoil.

Gender Discrimination Essay

Good Morning class. So, today I am going to enlighten you on the topic Gender Discrimination and how it has affected our society in general. But, before I elaborate further I would like to give you a brief and separate understanding of â€Å"Gender† and â€Å"Discrimination† as independent words. There is a lot of misconception when it comes to understanding the word Gender. As it sometimes hard to understand exactly what is meant by the term â€Å"Gender† and how it differs from the closely related term â€Å"Sex†. â€Å"Gender† refers to the socially constructed roles, behaviors, activities and attributes that a given society considers appropriate for men and women. Meanwhile, â€Å"Sex† refers to a biological and physiological characteristics that define men and women. On the other hand, â€Å"Discrimination† is the unfair treatment of different categories of people or things, especially on the basis of race, age, or sex. As said early ive given a breakdown of what gender is and what discrimination are. Gender discrimination is a global issue which is present everywhere, in every culture, in every country and even in religions. For many years people have suffered being discriminated by their sex. Gender discrimination also known as sex discrimination basically involves unfair treatment or decision making based on a person’s sex. In my own opinion gd or rather discrimination based on gender is a belief or mindset we as human beings have let ourselves to judge people not as human beings only, but as males and females. This has been passed on and on for several generations on the basis of traditionally stereotypical roles people have in the society. Such as, Woman’s role is to marry have children, caring, nurturing. The male stereotypical role is to be the financial provider (breadwinner). He is also courageous and career-focused. It is a fact from ancient times women are considered an inferior gender to men. i have to say for everywoman here in this class lets start by admitting were lucky we dnt live in the world our mothers or grandmothers lived in, where career choices for women were limited. And also for most of us in this class we are privileged we grew up and we are still growing up in a world were we have basic civil rights and amazingly we still live in a world were some women don’t have them. I saw this documentary in the pass on feminisim and sexism. Documentary on afghan. India. Its a lot to take in. we live in the same geberation but totally diff worlds So, Gender discrimination is a very serious issue and it has contributed in major setback in various societies. Although gender it is traditionally viewed as a problem normally encountered by females, we also have to accept the fact that, It has as well significantly affected males as well. Because jobs historically held by women are often shunned by men because of social humiliation. And boys are being pushed more to succeed than girls, and why is that? Nevertheless, women are still the number one and the major victims of gender discrimination. Because men happen to be more sexist than women. Sexism has always had negative consequences for women. . it is the cause that has prevented women from pursuing successful careers. In Saudi. And it is a problem and a real problem. That women are not making it to the top of any profession anywhere in this world. Out of a 190 head of states only 9 are women, when you look at the world parliament over 70per are men. The argument has often been motherhood. that Women are opting out of work they wanna care for their chidren. But what is found in reality is that women are way hard working than men and I dnt see how motherhood comes in the way pursuing a career and actually being successful innit, I agree it is quiet challenging and demanding especially during the first 2years. When we look at it There a lot of women out there who are doing it, even working 2,3 jobs and still go back to their kids at home and still are able to raise a decent family. What do we say about the single mothers out there, there out there and they are still making, only if women were given as equal opportunity as men, they certainly will excel more. that is where the problem comes women we systematically underestimate our abilities, and what women need to learn is how to own their own success. as I also said earlier discrimination comes in diif forms now we talk about Discrimination against women which comes in different forms as well; women are discriminated against in work place, regarding employment, wages, work promotions even victims of sexual harassment. Women are often discriminated against their physical ability in athletics and sports world. In several cultures or even religions around the world. Years ago, When a child is born female, they are automatically at lower advantage than if born male. For example in some cultures years ago, if a woman gives birth to a female child it is seen as a curse upon that family and the female baby is buried alive. The mindset that men are stronger and more superior to women really comes down to moral issues that has been passed from several generations and even in our present governance, where men are given an upper hand. And the truth of what was found in reality is women entering the work force make 20per less than men, who are equally qualified , with higher gpa’s and college degrees. All this problems we face as young women like myself is due to lack of knowledge. We of this generation we tot these problems have been solved. In many ways we didn’t learn about feminism in sch and we dnt knw our history based on this issue. However, I think weve come immensely far we have certainly come a long way were women are entering the work force in equal numbers as men than in the last century. And also Due to improvements in the quality of and access to education for women and the forces of globalization, gender equality has been improving in most countries. Today women are fairly given equal rights such as voting and taking part in government of most countries. But, we haven’t come far enough. Because there is still a huge gender gap in the world of politics. We still have a long way to go before reaching equality with men in the world of politics. Gender discrimination still exists in our society. Until we are able to accept each other as human beings not defined by gender. And only when our biased methods of judging genders are changed; only then the society will be able to live together in peace.

Blood and Vengeance Essay

In Sudetics book, Blood and Vengeance, the author portrays a multicultural country whose people were living together more or less peacefully until their dormant ethnic hostilities were awakened and manipulated in a war of aggression. It was a war that was brought on by a few people with a thirst for power and a score to settle which is indicative of the title. It is the tradition of Serbs to demand blood vengeance for past crimes against them and, while there may be readers who consider magnanimity as the noble thing, the Serbs and their culture, in sharp contrast, appear unsympathetic at times. In brief, Sudetic successfully illustrates the macro policy issues with an in-depth view of the Celik family’s experience in Srebrenica. This book is a devastating indictment of the international community for allowing atrocities like this to occur again, after similar incidents which occurred in WWII, Rwanda, Cambodia and Guatemala. It is a firm and definitive account of a tragic chapter in Bosnia’s history. The first section of the book helps explain the root causes of the war in Bosnia and contains a brief yet momentous introduction of the history of Bosnia. Sudetic then introduces the reader to the Celiks (A Bosnian Family). The reader becomes completely enveloped by the tragedy and ordeals that the family endures and it becomes hard not to empathize with them, sharing their deepest emotions and concerns. Central to the theme of this book is Sudetic’s comprehensive account of the atrocities that took place in Srebrenica after the town was overrun by the Bosnian Serb army. Muslim men were taken to different locations to be shot. Those who survived have been able to testify about these heinous atrocities. The Celik family fled from their village of Kusupovici to Srebrenica when the war began. Approximately forty thousand people from neighboring towns sought shelter in Srebrenica which was later taken under siege and was constantly shelled by the Bosnian Serb army. Very few U. N. convoys were allowed to enter Srebrenica in order to deliver food and medical supplies to its refugees. Srebrenica’s people were isolated from the rest of the world for three long years with severe food rations, the lack of electricity, clean water and medical supplies. Hundreds of refugees died from starvation and disease. Blood and Vengeance is virtually a gripping account of unlucky people who were trapped in an ironic â€Å"safe† zone of Srebrenica. The city fell on July 12, 1995 after three years of Serb occupation. The author describes the events as vividly as it was illustrated on television. Bosnian Serb forces summarily executed approximately eight thousand Muslims, an event not witnessed since WWII. The details of the massacre were gruesome including the days leading up to it. It was even more disturbing that the U. N. was completely indifferent to the plight of these people with numerous documents corroborating this. The U. N. maintained that, though they were given the authority for air strikes, they did not because they felt it would exacerbate the conflict. Those Muslims who tried to escape were frequently ambushed by the Bosnian Serb army. The impression a reader gets from this book is probably the most accurate one concerning the war in Bosnia. This war was not the mandate of the people but instead, the cruelty imposed by General Milosevic. It appears that, in this book, it’s the United Nations and Western diplomats that take the blame. In addition to blame put on the U. N. , Sudetic writes of the convenient fallacy that all sides in the Bosnian war were equally guilty of the evils perpetrated there. That was never the case. He also dispenses with the international community’s implication that the corrosive three years was inevitable. In reality, it was deliberately manipulated by nationalist Serb leaders. Sudetic also exposes the moral cowardice & incompetence of the international community. Even though it can be argued that the Serbs were manipulated by the anti-Muslim propaganda monopolizing the media in the former Yugoslavia, it is fair to state that the Muslims had nothing comparable to cloud their judgment. In summary, Blood and Vengeance, is a true account of a family in the Serbian conflict engaged in a political and social context of violence and aggression. There is a balance in the author’s criticism of Muslim and Serb atrocities, and his anger at the failures of politicians and peacekeepers is extremely pronounced. It is a riveting tale of the experiences of the Celik family and to the welfare of each family member as they try to escape the violence. Bibliography: 1. Blood and Vengeance: One Family’s Story of the War in Bosnia, Chuck Sudetic, 1999

Free Essays on Legend Of The Prancing Horase Ferrari

The Legend of the Prancing Horse "The story of the prancing horse is simple and fascinating. The horse was painted on the fuselage of the fighter plane flown by Francesco Baracca, a heroic Italian pilot who died on Mount Montello: the Italian ace of aces of the First World War. In 1923, when I won the first Savio circuit, which was run in Ravenna, I met Count Enrico Baracca, the pilot's father, and subsequently his mother, Countess Paolina. One day she said to me, "Ferrari, why don't you put my son's prancing horse on your cars; it would bring you luck." I still have Baracca's photograph with the dedication by his parents, in which they entrusted the emblem to me. The horse was black and has remained so; I added the canary yellow background because it is the colour of Modena." ...Enzo Ferrari The Ferrari Stables emblem appeared for the first time in 1929 on all company publications, signage and official papers, but not on the cars, which belonged to Alfa Romeo and wore the Alfa colours, a green cloverleaf in a white triangle. The shield made its debut on the cars on July 9 and 10, 1932, at the Spa 24 Hours. There could not have been a more auspicious occasion: the race was won by the car driven by Taruffi and D'Ippolito, ahead of Siena and Brivio. After that victory, the shield adorned all the official Ferrari Stables cars in the Thirties, right up to the moment the stables became the official Alfa Corse department, directed by Enzo Ferrari, but run by the company. The first Ferrari to sport the trademark on its bonnet was a 125 driven by Franco Cortese on May 11, 1947, the Maranello company's racing debut, on the Piacenza circuit. Designed by the Ferrari Technical department and produced by the Castelli e Gerosa company of Milan and Cristiglio of Bologna, it remained unchanged until 1950. Since then the symbol has been scrupulously applied, with occasional exceptions, in its conventional form which has never changed, on... Free Essays on Legend Of The Prancing Horase Ferrari Free Essays on Legend Of The Prancing Horase Ferrari The Legend of the Prancing Horse "The story of the prancing horse is simple and fascinating. The horse was painted on the fuselage of the fighter plane flown by Francesco Baracca, a heroic Italian pilot who died on Mount Montello: the Italian ace of aces of the First World War. In 1923, when I won the first Savio circuit, which was run in Ravenna, I met Count Enrico Baracca, the pilot's father, and subsequently his mother, Countess Paolina. One day she said to me, "Ferrari, why don't you put my son's prancing horse on your cars; it would bring you luck." I still have Baracca's photograph with the dedication by his parents, in which they entrusted the emblem to me. The horse was black and has remained so; I added the canary yellow background because it is the colour of Modena." ...Enzo Ferrari The Ferrari Stables emblem appeared for the first time in 1929 on all company publications, signage and official papers, but not on the cars, which belonged to Alfa Romeo and wore the Alfa colours, a green cloverleaf in a white triangle. The shield made its debut on the cars on July 9 and 10, 1932, at the Spa 24 Hours. There could not have been a more auspicious occasion: the race was won by the car driven by Taruffi and D'Ippolito, ahead of Siena and Brivio. After that victory, the shield adorned all the official Ferrari Stables cars in the Thirties, right up to the moment the stables became the official Alfa Corse department, directed by Enzo Ferrari, but run by the company. The first Ferrari to sport the trademark on its bonnet was a 125 driven by Franco Cortese on May 11, 1947, the Maranello company's racing debut, on the Piacenza circuit. Designed by the Ferrari Technical department and produced by the Castelli e Gerosa company of Milan and Cristiglio of Bologna, it remained unchanged until 1950. Since then the symbol has been scrupulously applied, with occasional exceptions, in its conventional form which has never changed, on...

American Temperance Society

* Formation of the American Temperance Society marked the beginning of the first formal national temperance movement in the US. * The Temperance Movement was an organized effort during the nineteenth and early twentieth centuries to limit or outlaw the consumption and production of alcoholic beverages in the United States. By the mid 1830s, more than 200,000 people belonged to this organization. The American Temperance Society published tracts and hired speakers to depict the negative effects of alcohol upon people. Lyman Beecher was a prominent theologian, educator and reformer in the years before the American Civil War. * Lyman Beecher was a prominent theologian, educator and reformer in the years before the American Civil War. Beecher was born in 1775, in New Haven, Connecticut. He graduated from Yale College in 1797 and was ordained in the Presbyterian Church in 1799. He became a minister in Long Island, New York. In 1810, he accepted a position as minister in Litchfield, Connecticut. He became well known for his fiery sermons against intemperance and slavery. In 1826, he resigned his position in Litchfield and accepted a new one in Boston, Massachusetts. By this point, his reputation had spread across the United States. The church in Boston had more money to pay a minister of his standing. It also had a much larger congregation. In 1830, Beecher’s church caught fire. A merchant who rented some rooms in the church stored whiskey in the basement. The whiskey somehow ignited. Beecher took this as a personal affront considering the sermons he delivered in the church’s sanctuary against the evils of liquor. Neal Dow, temperance reformer, born in Portland, Maine, 20 March 1804. He is of Quaker parentage, attended the Friends’ academy in New Bedford, Massachusetts, and was trained in mercantile and manufacturing pursuits. He was chief engineer of the Portland fire department in 1839, and in 1851 and again in 1854 was elected mayor of the City. He became the champion of the project for the prohibition of the liquor traffic, which was first advocated y James Appleton in his report to the Maine legislature in 1837, and in various speeches while a member of that body. * Through Mr. Dow’s efforts, while he was mayor, the Maine liquor law, prohibiting under severe penalties the sale of intoxicating beverages, was passed in 1851. After drafting the bill, which he called â€Å"A bill for the suppression of drinking houses and tippling shops,† he submitted it to the principal friends of temperance in the City, but they all objected to its radical character, as certain to insure its defeat. It provided for the search of places where it was suspected that liquors intended for sale were kept, for the seizure, condemnation, and confiscation of such liquors, if found; and for the punishment of the persons keeping them by fine and imprisonment. Maine Law of 1851, The law was forced into existence by the mayor of Portland, Neal S. Dow. Its passage prohibited the sale of alcohol except for medical or manufacturing purposes. By 1855, there were 12 states in the U. S who joined Maine in what became known as the â€Å"dry† states. And the states which allowed alcohol were dubbed â€Å"wet† states. – The act was very unpopular among many working class people and many immigrants. That is when opposition to the law turned deadly by June 2, 1855 in Portland, Maine. It was rumored that Neal S. Dow was keeping a vast supply of alcohol within the city while denying it to the citizens of Portland. He was then called the â€Å"Napoleon of Temperance,† and to others, an unadulterated hypocrite. The alcohol which was allowed into Portland was supposed to be used for medicinal and mechanical reasons were valued at about $1,600. It was distributed to doctors and pharmacists as authorized by the Maine law. – The Irish immigrant population of Portland, Maine was vocal critics of the Maine Law. They saw it as a thinly disguised attack on their culture based on stereotypes. The Irish community already distrusted Neal S. Dow. The Maine law that Dow sponsored had a mechanism whereby any three voters could apply for a search warrant based on suspicion of someone illegally selling liquor. † The Father of American Education†,† Horace Mann, was born in Franklin, Massachusetts, in 1796. Mann’s schooling consisted only of brief and erratic periods of eight to ten weeks a year. Mann educated himself by reading ponderous volumes from the Franklin Town Library. This self education, combined with the fruits of a brief period of study with an intinerant school master, was sufficient to gain him admission to the sophomore class of Brown University in 1816†³ (4, Cremin). He went on to study law at Litchfield Law School and finally received admission to the bar in 1823 (15, Filler). In the year 1827 Mann won a seat in the state legislature and in 1833 ran for State Senate and won. Horace Mann felt that a common school would be the â€Å"great equalizer. † Poverty would most assuredly disappear as a broadened popular intelligence tapped new treasures of natural and material wealth. He felt that through education crime would decline sharply as would a host of moral vices like violence and fraud. In sum, there was no end to the social good which might be derived from a common school -In 1848 Mann resigned as Secretary of Education and went on to the U. S. House of Representatives and then took the post of President of Antioch College in 1852. He stayed at the college until his death in August 27, 1859. Two months before that he had given his own valedictory in a final address to the graduating class; † I beseech you to treasure up in your hearts these my parting words: Be ashamed to die until you have won some victory for Humanity† (27, Cremin). – Mann had won his victory as the public school soon stood as one of the characteristic features of American life – A â€Å"wellspring† of freedom and a â€Å"ladder of opportunity† for millions. William McGuffey, U. S. educator remembered chiefly for his series of elementary readers. McGuffey taught in the Ohio frontier schools and then at Miami University (1826 – 36). His elementary school series, starting with The Eclectic First Reader, was published between 1836 and 1857. Collections of didactic tales, aphorisms, and excerpts from great books, the readers reflect McGuffey’s view that the proper education of young people required their introduction to a wide variety of topics and practical matters. They became standard texts in nearly all states for the next 50 years and sold more than 125 million copies. In these years McGuffey also served as president of Cincinnati College (1836 – 39) and of Ohio University, Athens (1839 – 43). He was a founder of the common school system of Ohio. In 1845 he was elected to the chair of mental and moral philosophy at the University of Virginia, Charlottesville, a position he held until his death. Noah Webster published his first dictionary of the English language in 1806, and in 1828 published the first edition of his An American Dictionary of the English Language. The work came out in 1828 in two volumes. It contained 12,000 words and from 30,000 to 40,000 definitions that had not appeared in any earlier dictionary. In 1840 the second edition, corrected and enlarged, came out, in two volumes. He completed the revision of an appendix a few days before his death, which occurred in New Haven on the 28th of May 1843. * Webster changed the spelling of many words in his dictionaries in an attempt to make them more phonetic. Many of the differences between American English and other English variants evident today originated this way. The modern convention of having only one acceptable and correct spelling for a word is due mostly to the efforts of Webster, in standardizing spelling. Prior to this, the popular sentiment toward spelling might have best been summed up by Benjamin Franklin who said that he â€Å"had no use for a man with but one spelling for a word. † * produced his own modern English translation of the Bible in 1833. Though an excellent and highly accurate translation, Webster’s Bible was not widely accepted, due to the continued popularity of the ancient King James version. It was, however, was the most significant English language translation of the scriptures to be done since the King James version of more than 200 years earlier. Mary Lyon, American educator, founder of Mt. Holyoke College, b. Buckland, Mass. She attended three academies in Massachusetts; later she taught at Ashfield, Mass. , Londonderry, N. H. , and Ipswich, Mass. Interested in promoting the higher education of women, she won the aid of several influential men and succeeded (1837) in establishing Mt.  Holyoke Female Seminary (later Mt. Holyoke College) at South Hadley, Mass. She served as principal for 12 years, directing the development of a well-rounded college program and emphasizing the principle of service to others. Emma Willard, Educator. Born Emma Hart on February 23, 1787, in Berlin, Connecticut. Emma Willard is remembered for her trailblazing efforts on behalf of women’s education. Raised by a father who, while a farmer, encouraged her to read and think for herself, she attended a local academy rom 1802 to 1804 and then began teaching. – In 1807 Emma Willard went to Middlebury, Vermont to head a female academy there. Two years later she married a local doctor named John Willard. She opened her own school, the Middlebury Female Seminary, in 1814 to provide advanced education that young women were denied by colleges. Her Address†¦ Proposing a Plan for Improving Female Education (1819) was a much admired and influential proposal to get public support for advanced education for young women. Emma Willard moved to Troy, New York, in 1821, where she opened the Troy Female Seminary. (It was renamed the Emma Willard School in 1895. ) With both boarding and day students, in some respects it was the first U. S. institution of serious learning for young women, though even it recognized that most of its graduates would be housewives, not professionals, and most of its students came from families of means. The school actually made a profit, and she also earned money from the textbooks she wrote. American Temperance Society * Formation of the American Temperance Society marked the beginning of the first formal national temperance movement in the US. * The Temperance Movement was an organized effort during the nineteenth and early twentieth centuries to limit or outlaw the consumption and production of alcoholic beverages in the United States. By the mid 1830s, more than 200,000 people belonged to this organization. The American Temperance Society published tracts and hired speakers to depict the negative effects of alcohol upon people. Lyman Beecher was a prominent theologian, educator and reformer in the years before the American Civil War. * Lyman Beecher was a prominent theologian, educator and reformer in the years before the American Civil War. Beecher was born in 1775, in New Haven, Connecticut. He graduated from Yale College in 1797 and was ordained in the Presbyterian Church in 1799. He became a minister in Long Island, New York. In 1810, he accepted a position as minister in Litchfield, Connecticut. He became well known for his fiery sermons against intemperance and slavery. In 1826, he resigned his position in Litchfield and accepted a new one in Boston, Massachusetts. By this point, his reputation had spread across the United States. The church in Boston had more money to pay a minister of his standing. It also had a much larger congregation. In 1830, Beecher’s church caught fire. A merchant who rented some rooms in the church stored whiskey in the basement. The whiskey somehow ignited. Beecher took this as a personal affront considering the sermons he delivered in the church’s sanctuary against the evils of liquor. Neal Dow, temperance reformer, born in Portland, Maine, 20 March 1804. He is of Quaker parentage, attended the Friends’ academy in New Bedford, Massachusetts, and was trained in mercantile and manufacturing pursuits. He was chief engineer of the Portland fire department in 1839, and in 1851 and again in 1854 was elected mayor of the City. He became the champion of the project for the prohibition of the liquor traffic, which was first advocated y James Appleton in his report to the Maine legislature in 1837, and in various speeches while a member of that body. * Through Mr. Dow’s efforts, while he was mayor, the Maine liquor law, prohibiting under severe penalties the sale of intoxicating beverages, was passed in 1851. After drafting the bill, which he called â€Å"A bill for the suppression of drinking houses and tippling shops,† he submitted it to the principal friends of temperance in the City, but they all objected to its radical character, as certain to insure its defeat. It provided for the search of places where it was suspected that liquors intended for sale were kept, for the seizure, condemnation, and confiscation of such liquors, if found; and for the punishment of the persons keeping them by fine and imprisonment. Maine Law of 1851, The law was forced into existence by the mayor of Portland, Neal S. Dow. Its passage prohibited the sale of alcohol except for medical or manufacturing purposes. By 1855, there were 12 states in the U. S who joined Maine in what became known as the â€Å"dry† states. And the states which allowed alcohol were dubbed â€Å"wet† states. – The act was very unpopular among many working class people and many immigrants. That is when opposition to the law turned deadly by June 2, 1855 in Portland, Maine. It was rumored that Neal S. Dow was keeping a vast supply of alcohol within the city while denying it to the citizens of Portland. He was then called the â€Å"Napoleon of Temperance,† and to others, an unadulterated hypocrite. The alcohol which was allowed into Portland was supposed to be used for medicinal and mechanical reasons were valued at about $1,600. It was distributed to doctors and pharmacists as authorized by the Maine law. – The Irish immigrant population of Portland, Maine was vocal critics of the Maine Law. They saw it as a thinly disguised attack on their culture based on stereotypes. The Irish community already distrusted Neal S. Dow. The Maine law that Dow sponsored had a mechanism whereby any three voters could apply for a search warrant based on suspicion of someone illegally selling liquor. † The Father of American Education†,† Horace Mann, was born in Franklin, Massachusetts, in 1796. Mann’s schooling consisted only of brief and erratic periods of eight to ten weeks a year. Mann educated himself by reading ponderous volumes from the Franklin Town Library. This self education, combined with the fruits of a brief period of study with an intinerant school master, was sufficient to gain him admission to the sophomore class of Brown University in 1816†³ (4, Cremin). He went on to study law at Litchfield Law School and finally received admission to the bar in 1823 (15, Filler). In the year 1827 Mann won a seat in the state legislature and in 1833 ran for State Senate and won. Horace Mann felt that a common school would be the â€Å"great equalizer. † Poverty would most assuredly disappear as a broadened popular intelligence tapped new treasures of natural and material wealth. He felt that through education crime would decline sharply as would a host of moral vices like violence and fraud. In sum, there was no end to the social good which might be derived from a common school -In 1848 Mann resigned as Secretary of Education and went on to the U. S. House of Representatives and then took the post of President of Antioch College in 1852. He stayed at the college until his death in August 27, 1859. Two months before that he had given his own valedictory in a final address to the graduating class; † I beseech you to treasure up in your hearts these my parting words: Be ashamed to die until you have won some victory for Humanity† (27, Cremin). – Mann had won his victory as the public school soon stood as one of the characteristic features of American life – A â€Å"wellspring† of freedom and a â€Å"ladder of opportunity† for millions. William McGuffey, U. S. educator remembered chiefly for his series of elementary readers. McGuffey taught in the Ohio frontier schools and then at Miami University (1826 – 36). His elementary school series, starting with The Eclectic First Reader, was published between 1836 and 1857. Collections of didactic tales, aphorisms, and excerpts from great books, the readers reflect McGuffey’s view that the proper education of young people required their introduction to a wide variety of topics and practical matters. They became standard texts in nearly all states for the next 50 years and sold more than 125 million copies. In these years McGuffey also served as president of Cincinnati College (1836 – 39) and of Ohio University, Athens (1839 – 43). He was a founder of the common school system of Ohio. In 1845 he was elected to the chair of mental and moral philosophy at the University of Virginia, Charlottesville, a position he held until his death. Noah Webster published his first dictionary of the English language in 1806, and in 1828 published the first edition of his An American Dictionary of the English Language. The work came out in 1828 in two volumes. It contained 12,000 words and from 30,000 to 40,000 definitions that had not appeared in any earlier dictionary. In 1840 the second edition, corrected and enlarged, came out, in two volumes. He completed the revision of an appendix a few days before his death, which occurred in New Haven on the 28th of May 1843. * Webster changed the spelling of many words in his dictionaries in an attempt to make them more phonetic. Many of the differences between American English and other English variants evident today originated this way. The modern convention of having only one acceptable and correct spelling for a word is due mostly to the efforts of Webster, in standardizing spelling. Prior to this, the popular sentiment toward spelling might have best been summed up by Benjamin Franklin who said that he â€Å"had no use for a man with but one spelling for a word. † * produced his own modern English translation of the Bible in 1833. Though an excellent and highly accurate translation, Webster’s Bible was not widely accepted, due to the continued popularity of the ancient King James version. It was, however, was the most significant English language translation of the scriptures to be done since the King James version of more than 200 years earlier. Mary Lyon, American educator, founder of Mt. Holyoke College, b. Buckland, Mass. She attended three academies in Massachusetts; later she taught at Ashfield, Mass. , Londonderry, N. H. , and Ipswich, Mass. Interested in promoting the higher education of women, she won the aid of several influential men and succeeded (1837) in establishing Mt.  Holyoke Female Seminary (later Mt. Holyoke College) at South Hadley, Mass. She served as principal for 12 years, directing the development of a well-rounded college program and emphasizing the principle of service to others. Emma Willard, Educator. Born Emma Hart on February 23, 1787, in Berlin, Connecticut. Emma Willard is remembered for her trailblazing efforts on behalf of women’s education. Raised by a father who, while a farmer, encouraged her to read and think for herself, she attended a local academy rom 1802 to 1804 and then began teaching. – In 1807 Emma Willard went to Middlebury, Vermont to head a female academy there. Two years later she married a local doctor named John Willard. She opened her own school, the Middlebury Female Seminary, in 1814 to provide advanced education that young women were denied by colleges. Her Address†¦ Proposing a Plan for Improving Female Education (1819) was a much admired and influential proposal to get public support for advanced education for young women. Emma Willard moved to Troy, New York, in 1821, where she opened the Troy Female Seminary. (It was renamed the Emma Willard School in 1895. ) With both boarding and day students, in some respects it was the first U. S. institution of serious learning for young women, though even it recognized that most of its graduates would be housewives, not professionals, and most of its students came from families of means. The school actually made a profit, and she also earned money from the textbooks she wrote.

Management Accounts Essay Example | Topics and Well Written Essays - 2500 words

Management Accounts - Essay Example For example, the cost of labour engaged in a service department can be charged wholly and directly but the canteen expenses of the factory cannot be charged directly and wholly. Its proportionate share will have to be found out. Charging of costs in the former case will be termed as "allocation of costs" whereas in the latter, it will be termed as "apportionment of costs." Management Accounting is an indispensable tool for any business unit to set budgets. It sets standard costs and actual costs of processes, departments or products and through variance analysis measure the profitability and social use of funds. This assists the management to attract more investors and tap potential funding sources. The main aim of costing is the providing crucial management information to ascertain costs, proper allocation of costs to a centre of responsibility, cost planning and control. Further, it provides the necessary information to plan the cost of operation and ability to monitor and control those cost against the plan. Costing can provide all the information required for the effective management decisions. The effective costing is therefore essential for survival of any business. 3.2 Methods of costing Costing can be defined as the procedure and technique of ascertaining costs. The principles in every method of costing are same but the methods of analyzing and presenting the costs differ with the nature of business. The methods of costing are as follows: Absorption Costing Marginal Costing Job Costing Activity Based Costing Batch Costing 3.2.1 Absorption Costing Absorption costing means that all of the manufacturing costs are absorbed by the units produced. In other words, the cost of a finished unit in inventory will include direct materials, direct labour, and both variable and fixed manufacturing overhead. As a result, absorption costing is also termed as full costing or the full absorption method. 3.2.2 Marginal costing Marginal cost means the cost of the marginal or last unit produced. It is also defined as the cost of one more or one less unit produced besides existing level of production. Marginal costing may be defined as the technique of presenting cost data wherein variable costs and fixed costs are shown separately for managerial decision-making. Marginal costing technique has given birth to a very useful concept of contribution