Abigail Adams, Phillis Wheatly and Mary essays

Abigail Adams, Phillis Wheatly and Mary essays In the 18th Century, women were not expected to be educated, nor did their opinion have any weight in society. Many women were against those unspoken rules but only a few would dare attempts to make the necessary changes. The following women not only were educated but also had the courage to write and publish their work about freedom. Abigail Adams, John Adams wife wrote to him at many occasions, during the revolutionary war, about current politics in America. She insisted for him to change the code of laws and to allow more freedom to women. John Adams was not as open minded as his wife and refused to make any changes that would liberate women. Abigail Adams was so insisting that she promised a rebellion if nothing was done to emancipate women. History tells us that women were declined the right to vote until 1920, more that 144 years after the declaration of independence. In her letter to General Washington, Phillis Wheatley supports George Washington through the revolution. Her fight for freedom had been a long journey: Born in Africa, sold to an American family; she never had a taste of freedom. Her family taught her how to write and read, but many were not so lucky. In her letter to General Washington, she portrays freedom as a goddess; a goddess that is guiding Washingtons actions towards independence. Mary Wollstonecraft was more aggressive in her writings. After writing Vindication of the Rights of Woman, she became a classic of feminist history. She argued the fact that women had the right to be educated. She had very good arguments to support her theory. Women were responsible for the education of their children; therefore, it would make sense for them to be educated. She also argued that it would make marriages relationship stronger if women were equal partner with their husbands. She wanted women to be considered creature of reason. These women may not have made a tremendous impact ...

English Research Paper Example | Topics and Well Written Essays - 2250 words

English - Research Paper Example The world is full of personalities who have been made stars just because of their involvement in soccer. Their every aspect of life has been defined by this game loved by many. The scope of beneficiaries of the game is wide and range from the footballers themselves to coaches who teach the youth how to play soccer. Like in Europe, soccer has a considerable share of the European economy and for this it forms an important part of the economy. It supports other industries and hence treated with a lot of seriousness it accords. To other parts of the world, soccer is used for similar reasons among others. This research is explores how soccer can be used in shaping the live of youth. It digs deep into the possibilities of using soccer game to help youth dream big, be disciplined and have a clear focus about their future. In addition, it evaluates how soccer can be used to instill teamwork and self-reliance besides assessing how popular soccer is among the youth, the age commonly attracted to soccer and finally the risks associated with the act of playing soccer. This is done in a very systematic way in which several resources are used to get the fine details. All time professionals’ life in the game, like David Beckham, has been studied so that a fine grip of the reality at the ground is realized. The of talks of renowned football coaches is also studied so as to unearth the truths which help these coaches instill discipline in these young players. Adolescent is quite challenging among many youth and hence means and ways to curb the effects of troubled adolescents through soccer are studied closely to yield reliable information for governments and other concerned bodies to take action. Soccer and Life skills In life, failure to have discipline in any life undertaking is failure already. David Beckham acknowledges that for one to succeed in football, he has to be disciplined. Football does not request for discipline, but instead it demands for it. You have to m ake a choice; either to be disciplined and learn football or to forget about soccer. Discipline in soccer is a wide aspect. Plainly, it can be stated that discipline is doing what is right all the time for the right purpose and place. When it is time to eat, go and eat. When it is time to play, you just have to go and play. Nevertheless, in soccer, discipline calls for more than just this. A player’s rise to stardom has to establish a very strong foundation of discipline. Respect is of great importance when it comes to adding to discipline. Soccer is a game which entails a lot of stakeholders. There are the players who are teammates, the coach, the team doctors, management team fans, etc. A good relationship between you and all these members of a team depends mostly with the respect which exists in between. Everybody yearns to relate well with the people around them and for this is easily achievable through the discipline of respecting others. It begins with acknowledgement a nd dip conviction that everybody in the team is important. This conviction yields respect which in turn stabilizes discipline. When practiced over and over, it becomes habitual. Respect being a 2-way traffic, you will be respected back by those whom you respect. When playing the game, you are not alone in the field. Youth react very quickly to any happening; either good or bad. With proper respect induction which comes with football training, it is

Weekly journal Assignment Example | Topics and Well Written Essays - 500 words

Weekly journal - Assignment Example In an interview with Edna, she stated that she reasonably expected both the baby and herself to be healthy throughout the journey of pregnancy and childbirth. She stated that by the time she was pregnant and subsequently gave birth, she was confident that the process was going to be safe. However, Mary indicated that she faced the whole pregnancy period and subsequent childbirth with fear since she was aware of a mother or a baby who was reported dead during childbirth. The whole process was uncomfortably since she was never sure of her fate (Shields, 2010). Nevertheless, she managed to go through the process safely with only minor medical issues that were later managed in the hospital. Currently, there is a great expectation that the changes in technology in regard to childbirth minimizes that the woman feared when giving birth 30 years ago. Edna stated during the interview that she was able to plan her pregnancy since this was the second child. Therefore, she was able to accord the pregnancy increased attention unlike Mary to a third child who stated that she never planned for the pregnancies and dealt with them as they came with intense fear. Consequently, Mary explained that her childbirth took place at home where the management of pain was mainly dependent on the midlife or the family’s skills of assisting her through the process. She reiterated that she experienced so much pain that she cried more than the new born baby. Later she was moved from home to the hospital due to some minor complications she developed. On the other hand, Edna said that she gave birth in the hospital with minimal pain since there was pain reducing childbirth anesthesia that was used on her and she has never developed any complication. Edna indicates that when she gave birth, she had known the gender of the baby and the doctors during clinics were continuously

The Essential Characteristics of Effective Teaching Essay Example for Free

The Essential Characteristics of Effective Teaching Essay Essential Characteristics of teaching include having the skills and ability to plan a lesson, to manage a classroom, to give the children the time to learn collaboratively and for the teacher to have knowledge of the topic and be able to provide the knowledge in a way the children will learn and gain the desired knowledge. In the video of ‘Knowledge and Understanding of the World’ (Davies and Gooding, 2008), Karen Whitehouse, the teacher, shows all these characteristics of teaching in her classroom for pre-primary children in planning, class management, collaborative learning and knowledge through Mini-Beasts, which is a lesson plan. The Mini-Beasts lesson from â€Å"Knowledge and Understanding of the World† (Davies and Gooding, 2008) provides the idea of the ‘lesson plan’ (Appendix A). It focuses on the children learning about â€Å"Ants† and includes a science experiment of ‘How ants get food, water and shelter’, and also ‘How an ant would get these essentials to live’. These essential characteristics of teaching show that you need to be organised and ready for the lesson for it to work and achieve the desired results. This can be seen in the video. Davies and Gooding, 2008). â€Å"Karen†, the teacher in â€Å"the video† and the implementer of the ‘lesson plan’ (Appendix A) about â€Å"ants† shows these characteristics. To be an effective teaching one must apply these characteristics of collaborative learning, knowledge of the Australian curriculum, an organised lesson plan and class management. For teachers, a lesson plan is the planning and preparation for a lesson and they display the teacher’s knowledge and understanding of the curriculum in all subjects. (Whitton et al. , 2010, p 144). In the video (Davies and Gooding, 2008) Karen had a clear class plan for the students to learn about the mini-beasts ie. Insects. In using the interactive whiteboard she was able to engage the students to learn and use their prior knowledge to answer questions from the teacher i. e. ‘What does a butterfly do, does it fly, crawl or is it a slug’? This allows the children to use prior knowledge of what a butterfly is and also getting the children ready for the main activity of the â€Å"Mini-beast† and utilising their new knowledge. For example, when the teacher (Karen) places the children in small groups and has organised different activities for all the different mini-beasts, which the children can learn on the blue mat. One activity was ‘What is the lifecycle of a butterfly? ’ This is featured in â€Å"the video† (Davies and Gooding, 2008), â€Å"Whitehouse†, which has a clear class plan of what was expected of the children to achieve from the lesson. In â€Å"the video† (Davies and Gooding, 2008), â€Å"Whitehouse† had work sample portfolio mini-beasts called ladybeetle, found in the Australian curriculum. This lesson plan enabled the children to learn and be able to describe objects and events that they encounter in their everyday lives. Students will also be able to make predictions and investigate everyday phenomena. (Australian Curriculum, Assessment and Report Authority, 2010) The ‘lesson plan’ (Appendix A) ant science; experiment of food, water and shelter allowed the children to predict ‘what the ant would eat’. The children after fifthteen minutes-in relation to ‘ant ‘colony’- saw if they were able to correctly predict the right food, which the ‘ant’ would eat. This demonstrates that the children were taught the knowledge of the two characteristics i. e. Investigate and predict, as recommended in the Australian curriculum portfolio (ACARA, 2010) Planning a lesson is a guide to follow but needs to have a purpose of knowledge and understanding, which complies with the Australian curriculum. To be successful in teaching, a teacher needs sound and in depth knowledge of the Australian curriculum’s areas of teaching (Whitton et al, 2010, p144). In the Australian curriculum teachers need to focus on children’s needs, and the knowledge they require? They will need knowledge of the local world and be taught the aspects of science in everyday life. They can achieve these requirements through the lesson plan Mini-beasts (Australian Curriculum, Assessment and Report Authority, 2010). In â€Å"The video’ (Davies and Gooding, 2008), â€Å"Whitehouse†, it has a clear idea of testing the children’s prior knowledge though the Australian curriculum by asking them to answer multiple questions. For example, asking questions similar to what the lifecycle of a caterpillar is, or what is the scientific language of a caterpillar’s body. This is displayed â€Å"in the video† (Davies and Gooding, 2008), when the teacher, Whitehouse, when the children are asked questions from their prior knowledge (previous lessons) on the blue mat at the start of the lesson. ‘Whitehouse’ is asking them to think harder, to previous lessons and allowing the children time to gather the information and review their own knowledge. This encouraged each individual student to achieve to his or her best ability I have gathered this information from â€Å"the video†, (Davies and Gooding, 2008) where the lesson plan is also evident. Appendix A) by also getting the children to think from previous lesson on the prior knowledge they have learnt, i. e. the ‘lesson plan’ (Appendix A) Another effective aspect of the ‘lesson plan’, (Appendix A) is clear when the children are ask to talk among themselves in small groups and discuss ‘What an ant does’. Placing children into small groups al so provides the children time to learn off each other and understand the other children’s perspective (Briggs et al. 1999). Having the knowledge in teaching means having sound knowledge and being able to show your knowledge of the topic as a teacher. This will help and benefit the children’s learning experience and help them to learn and developing cooperation with each other in a collaborative learning environment. Collaborative learning is a tool for students to study together as a group. In â€Å"the video† (Davies and Gooding, 2008) this method of learning is displayed multiple times, showing students who were allowed the time to work together to discuss the topic or question. This creates a comfortable and fun learning environment. While the children are working together ‘Whitehouse’ is seen â€Å"the video† (Davies and Gooding, 2008) walking around to each group to see if they are understanding the question and what they have come up with together while discussing the question’s topic. This gives the teacher the opportunity to offer any suggestions and steer the student’s in the correct direction. As stated by Briggs, ‘placing two heads together is better than one’. This is an effective method of learning, as it allows the children to learn from one another. By talking to each other in a group, the children learn and develop leadership skills and group/social skills and have a better understanding of each other’s opinion. This promotes a friendly environment and to ability of the children to converse with one another, allowing them to agree or disagree with one another. Similarly encouraging children to discuss and collaborate together gives the children time to work, develop skills and let everybody take a turn to voice their opinion in regards with a question or experiment. Bennett et al, 1991). The ‘lesson plan’ (Appendix A) shows collaborative learning in placing the children in groups of 4 and predicting and discussing ‘What the ‘ant’ would eat in either the form of a cake, honey, ham, cheese or bread’. The children were able to talk through the method of the experiment and were encouraged all to have a say to see what their opinion was on the food the ant would eat. They were also allow ed to explain to the class why they believed the ant would eat that particular food. This gives the children the time to learn more and encourage each other to be comfortable and speak in the group and in front of class. They were also in safe environment where they would and could not potentially be judged by anyone in the class. Seen in ‘the video’ (Davies and Gooding, 2008), ‘Whitehouse’ offers all the children a chance to talk and answer a question or ask a question without being ignored. Collaborative learning is a tool for students to learn and have an understanding of. By understanding what they are learning, the teacher is allowed time to discuss with each group, while managing the class effectively. Class management is the second learning area for teachers in getting children to focus. (Whitton et al. 2010, p144) The teacher’s role is not only to plan the lesson but also to have quality organisational skills and management of the class. In ‘the video’, (Davies and Gooding, 2008) â€Å"Whitehouse† manages the class in multiply ways. Counting to five is one example, and it attains the children’s attention. This gives Whitehouse the ability to quieten the class, gain control, the knowledge the children are listening and most importantly allows the teacher the full attention of the student’s to begin teaching. In knowing the children are ready to learn, ‘Whitehouse† does not have to raise her voice, or call out names to be quietened. ‘Whitehouse’ also signal to be quite by placing her index finger to her mouth, which displays to the children that you have to be quite before moving on and learning further. This displays to me that ‘Whitehouse’ has the control of the class and patience By displaying patience, its clear Whitehouse prefers not to discipline any children is a negative way. This provides a secure, happy environment, where good manners are praised. The ‘lesson plan’ (Appendix A) I have developed, utilises and incorporates the techniques displayed by Whitehouse’ in ‘the video’. I have included the use to control and management the class technique by including the counting to five exercises. This can be used in a large or small learning environment to achieve a collaborative learning environment. I also used techniques from ‘the video’ (Davies and Gooding, 2008) in which ‘Whitehouse’ worked around the children so everyone was permitted the opportunity to talk in front of the class and give an answer. This allowed all children the chance to show what they had learnt from the ‘ant experiment’. In the video, class management is exhibited (Davies and Gooding, 2008) as not being primarily all about getting the children to concentrate but about sharing caring for the children. Making sure all understand the experiment and the activities required of them. Class management is about the children, focussing on them and providing a comfortable learning environment, where they can learn from another, while providing support and care to all the children in the class. Planning, knowledge, collaborative learning and class management are all essential characteristics of a effective teaching. Planning shows that ‘Whitehouse’ had a clear organised class plan and stayed with the class plan throughout the lesson. Whitehouse also showed that using resources got the children more involved in the lesson. Knowledge is shown in ‘the video’ (Davies and Gooding, 2008) as the children where able to follow instructions of the mini-beasts exercise, understanding the topic of ‘ants’ and using their prior knowledge learn more about the topic. (Appendix A). Collaborative learning is displayed in ‘the video’ (Davies and Gooding, 2008) when ‘Whitehouse’ made sure that every group was open in learning as a group. This provides the children the ability to work in small groups and develop their skills of learning off each other in a social situation. Class management from ‘the video’ (Davies and Gooding, 2008) demonstrates that ‘Whitehouse’ has clear ways of managing her class in a graceful manner, while still being interesting to the children, in using the interactive whiteboard and the activities. Theses characteristics of Whitehouse show me an organised teacher who gives one hundred per cent of her time to the children through planning. Giving the children the time to co-operate with each other and the teacher allows them to learn and succeed in a comfortable, happy, fun, learning environment.

Counterculture Essay -- Culture Cultural Movements Sixties 60s Papers

Counterculture For the first time in American history, a large population of people of all ages, classes, and races came together to challenge the traditional institutions, traditional values in society, and "the establishment" in general. Youth, women, ethnic minorities, environmentalists, migrant workers and others caused the emergence of the counter culture. This cultural movement from 1960 to 1973 was caused by many factors. This era was one that was filled with many important events that shaped the way that Americans viewed life. Those who were unhappy with what was going on around them and took part in this social phenomenon reflected and demonstrated their attitudes, values, and ideals in many ways. Various things from protests to songs expressed their views and made their point get across to America. This cultural movement had a profound impact on society. It had both beneficial and detrimental effects on the society. As we look back on the sixties, it was one of the most important decades because it accomplished so many important things. The sixties was an era that was filled with so many important events that caused people to become actively involved in challenging the structure of American society and taking a stand. Civil rights was one of the most important issues. African Americans were still treated unequally although the 13th, 14th, and 15th amendments were supposed to grant them equality. Separate but equal wasn't enough for most people. Incidents where African Americans were denied rights caused much rebellion. When Rosa Parks was ordered to give up her seat on the bus to a white person, Montgomery's black community boycotted the buses. These incidents became more frequent and more people took... ...ew the society and take action. The actions of women, youth, African Americans, environmentalists and other caused the emergence of the counter culture that had such a profound impact on society. Although there were many different factors causing the surfacing of the counter culture and many different methods to challenge the traditional society, the goals of all of the groups were the same. They all wanted some form of change and change was what they got in return for their actions. Although women are still paid less than men, and there are still many more whites than blacks in government positions, the sixties was an era of progress. The counter culture has paved the way for American society today and created a country that allows and accepts free expression and doesn't frown down upon those who challenge the long-established society values and institutions. Counterculture Essay -- Culture Cultural Movements Sixties 60s Papers Counterculture For the first time in American history, a large population of people of all ages, classes, and races came together to challenge the traditional institutions, traditional values in society, and "the establishment" in general. Youth, women, ethnic minorities, environmentalists, migrant workers and others caused the emergence of the counter culture. This cultural movement from 1960 to 1973 was caused by many factors. This era was one that was filled with many important events that shaped the way that Americans viewed life. Those who were unhappy with what was going on around them and took part in this social phenomenon reflected and demonstrated their attitudes, values, and ideals in many ways. Various things from protests to songs expressed their views and made their point get across to America. This cultural movement had a profound impact on society. It had both beneficial and detrimental effects on the society. As we look back on the sixties, it was one of the most important decades because it accomplished so many important things. The sixties was an era that was filled with so many important events that caused people to become actively involved in challenging the structure of American society and taking a stand. Civil rights was one of the most important issues. African Americans were still treated unequally although the 13th, 14th, and 15th amendments were supposed to grant them equality. Separate but equal wasn't enough for most people. Incidents where African Americans were denied rights caused much rebellion. When Rosa Parks was ordered to give up her seat on the bus to a white person, Montgomery's black community boycotted the buses. These incidents became more frequent and more people took... ...ew the society and take action. The actions of women, youth, African Americans, environmentalists and other caused the emergence of the counter culture that had such a profound impact on society. Although there were many different factors causing the surfacing of the counter culture and many different methods to challenge the traditional society, the goals of all of the groups were the same. They all wanted some form of change and change was what they got in return for their actions. Although women are still paid less than men, and there are still many more whites than blacks in government positions, the sixties was an era of progress. The counter culture has paved the way for American society today and created a country that allows and accepts free expression and doesn't frown down upon those who challenge the long-established society values and institutions.

Mental Disorder and Mental Health Problems Essay

This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being. Credit Level 3 3 Assessment criteria The learner can: 1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders 1.2 Explain the key strengths and limitations of the psychiatric classification system see more:psychiatric (dsm/icd) classification system 1.3 Explain two alternative frameworks for understanding mental distress 1.4 Explain how mental ill health may be indicated through an individual’s emotions, thinking and behaviour 2. Know the impact of mental ill health on individuals and others in their social network 2.1 Explain how individuals experience discrimination due to misinformation, assumptions and stereotypes about mental ill health 2.2 Explain how mental ill health may have an impact on the individual including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts Learning outcomes The learner will: 1. Know the main forms of mental ill health 2.3 Explain how mental ill health may have an impact on those in the individual’s familial, social or work network including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts 2.4 Explain the benefits of early intervention in promoting an individual’s mental health and well-being Notes for Guidance In learning outcome 1, assessment criterion 1, learners are asked to describe ‘the main types of mental ill health according to the psychiatric (DSM/ICD) classification system’. Learners should demonstrate knowledge of how types of mental health are categorised by their main signs and symptoms and how the system attempts to draw a line between mental health and mental disorder. Learners do not need to demonstrate detailed knowledge of each form of disorder within each category.

Essay on Marriage in Pamela and Fanny Hill - 1742 Words

‘Marriage is the only available—and acceptable—option for the eighteenth century heroine’. Is this true? Class and gender chiefly governed British society in the eighteenth century and the opportunities for a woman to achieve social and financial security were scarce. In this society men of the upper class governed the female identity. This patriarchal climate stipulated that, â€Å"a respectable woman was nothing but the potential mother of children† (Blease 7). In the context of eighteenth century British society, this prescribed duty implied marriage first and was shortly followed by procreation and duties relating to family life. Although marriage and maternity provided the only socially acceptable path for women during this time, some†¦show more content†¦Pamela equates being kept mistress to slavery and confides in her parents claiming that she â€Å"would rather be obliged to wear rags, and live upon rye-bread and water, as I used to do, than to be a harlot to the greatest man in the world† (Richardson). As a lower class servant-girl, becoming a mistress to a powerful aristocratic gentleman had the potential to â€Å"invite [Pamela’s] ruin† (Richardson). Thus, the only options available to Pamela that would not guarantee her ruin were to cling to her virtue or solidify her position through marriage. While Pamela’s upstanding virtue provides the model behaviour for young ladies of the time, Cleland’s heroine sustains herself through the socially unacceptable act of prostitution. Although Fanny Hill is a pornographic novel intended to arouse its male readership, Cleland’s text is essentially anti-Pamelist in its account of Fanny’s life. Richardson offers his heroine multiple opportunities to flee the unwelcome advances of Mr B from Mr William’s proposal of marriage to Mr B’s offer to take Pamela as his mistress, both of which she refuses. Fanny, on the other hand, is forced out of poverty into the line of sex work. She relinquishes her hold on virtue, telling the reader thatShow MoreRelatedCause and Impact Analysis on the Main Character’s Suffering in Elizabeth Gilbert’s Novel Eat, Pray, Love7348 Words   |  30 PagesAndrew and Tom Jones (Fielding). 2. The epistolary novel, the novel written in the form of series of letters between the characters. For example: Pamela, Clarissa Harolow, (Richarson). 3. The sentimental novel, the novel that contains an exaggerated expression of sentiment, aimed at producing a calculated response from the reader. For example: Pamela (Richardson) and A sentimental journey (Stern). 4. The Gothic novel, the novel that covers such elements as horror, death, violence, mystery