The Utopian Worldview of Afrocentricity: Critical Comments on a Reactionary Philosophy

Cameron Gilmore Professor Stephen Ferguson Liberal Studies 202 14 September 2012 The Utopian Worldview of Afrocentricity: Critical Comments on a Reactionary Philosophy In this paper, I will analyze Stephen Ferguson’s article â€Å"The Utopian Worldview of Afrocentricity: Critical Comments on a Reactionary Philosophy†. Throughout Ferguson’s article he discusses the limitations of Afrocentrism and the negative effects it may cause because of the beliefs and ideas expressed from the philosophical view.Following the summary of the article’s main points and themes, I shall expound upon the article’s erudite theme, while illuminating the author’s generalization of this â€Å"worldview†. Ferguson introduces the reader to the article with a poem entitled Heritage by Countee Cullen. While Ferguson only includes the first stanza of that poem, the entirety of the poem somewhat relates to the view of Afrocentrism in how Cullen articulates the beau ty of Africa, but by the end of the poem the mood has changed to Cullen’s current life and how it has changed.Like the poem the main point of the article is that Afrocentrism may be something of a good thing, but it cannot be any good to history if it is only based of off of â€Å"fantasy or fairy tale† as Ferguson states. There are many examples on the claims that are made on Afrocentrism and how it clouds the rich African-American or African heritage.One line from the passage says, â€Å"†¦[the Afrocentric quest for an authentic past] ignores the fact that the Pharaohs in conjunction with the priests were an oppressive and exploitative aristocracy. Dreaming of what Kwame Nkrumah termed an idyllic African classless society is a wrong-headed approach for Black Studies† (Ferguson). I found that this strongly demonstrates how farfetched ideas may become, mostly, when Afrocentrism becomes just a ploy to console the African-American race from times of struggle or disparity.Along with the negative side of the Afrocentric view, Ferguson greatly details on how it is even more important to read, research, learn and teach all parts of history; in which, he includes a cited passage, The Mis-Education of the Negro, written by Carter G. Woodson which basically says that it is important to read about great historic heroes such as George Washington and Thomas Jefferson, but it is just as important to read about the slaves that provided all the labor that contributed and made this country what it is today.One final theme that I received from the article is that like today’s Eurocentric view, which is also full of fallacy, Afrocentrism would not be too far from it with all the misleading and misguided illustrations, as opposed to simply researching and collecting facts, like this quote from Carter G. Woodson used in the article, â€Å" ‘race prejudice was based on wide-spread ignorance’ and that ‘carefully gathered scientif ic proof’ would eliminate it† (Ferguson).Throughout this review of Ferguson’s â€Å"The Utopian Worldview of Afrocentricity: Critical Comments on a Reactionary Philosophy†, I have discussed the author’s main points which I believe are that Afrocentrism is frequently filled with ideal views and utopian ideas, that African-Americans used these ideas at times of hardship to uplift the race, that it is just as important to research and learn about European history as well as every other history and that just as Eurocentrism can be cloudy in terms of actuality, so can Afrocentrism.I would have to honestly agree with all of these points, especially after the given details and examples, however I do fear that the author has made a generalization of this Afrocentric view. I believe that many people nowadays know of the oppression faced during the era of Ancient Egypt and Africa, and those phrases and terms given by early generation African-Americans which f ed to the false ideas to Afrocentrism have been proven to be exaggeration.In conclusion, I have reasoned that while Ferguson has given great details and is right on his claims, this does not mean that they are widely believed as much as his says, which in turn gives of a since of generalization.

Elementary Examination Type Examples

David, Alyssa Marie L. EDUC05A BEEd/A34(Miss Oharrah Mae Bernardez) SCIENCE III Test I: Multiple Choice: DIRECTION: Encircle the letter of the correct answer. 1. ) These foods are the energy-giving foods. a. ) Go Foodsc. ) Grow Foods b. ) Glow Foodsd. ) Junk Foods 2. ) These foods are the body-building foods. a. ) Go Foodsc. ) Grow Foods b. ) Glow Foodsd. ) Junk Foods 3. ) These foods are the regulating foods. a. ) Go Foodsc. ) Grow Foods b. ) Glow Foodsd. ) Junk Foods 4. ) Unhealthy foods belongs to ____________.a. Go Foodsc. ) Grow Foods b. ) Glow Foodsd. ) Junk Foods 5. ) Chicken, egg, fish and meat are ___________. a. ) Go Foodsc. ) Grow Foods b. ) Glow Foodsd. ) Junk Foods 6. ) Fruits and vegetables group belongs to ___________. a. ) Go Foodsc. ) Grow Foods b. ) Glow Foodsd. ) Junk Foods 7. ) Which of the following foods does NOT belong to the group? a. ) Cheese Curlsc. ) Apple b. ) Bananad. ) Eggplant 8. ) Which of the following statements is TRUE?a. ) Man can live without food c. ) Food is not important to man b. Man cannot live without foodd. ) Food doesn’t give energy to man 9. ) Glow Foods makes our bones ___________. a. ) grow tallerc. ) be attentive b. ) be strongd. ) be active 10. ) Grow Foods helps young children __________. a. ) grow tallerc. ) be attentive b. ) be strongd. ) be active 11. ) Go Foods keeps us ___________. a. ) alert and activec. ) sleepy and tired b. ) grow tallerd. ) strong 12. ) Man takes food to have the needed __________ to be able to do activities. a. ) boredomc. ) attention b. ) energyd. ) friends 1

Sources of Revenues and Expenses for Sport Organizations Essay

Sources of Revenues and Expenses for Sport Organizations - Essay Example Other source of revenue that they have in common includes contributions from individuals, associations, corporations, foundations, or clubs. Being national organizations, the National Collegiate Athletic Association and the National Collegiate Table Tennis Association have grants from schools in the form of support from the university. Such school funds include both indirect and direct support from the university, for instance state funds and federal Work Study amounts for the athletes. In addition, it includes university-provided support, for instance, facility and grounds maintenance, administrative costs, security, utilities and risk management. The National Collegiate Athletic Association raises revenue from Game guarantees and game programs, National Collegiate Table Tennis Association from royalties while USA Triathlon Collegiate National Association from local media. Not-for-profit organizations like the National Collegiate Athletic Association and the National Collegiate Table Tennis Association also sells items for profit and ploughs it back into the organization. They also generated revenue in the form of sales of assets and inventory. In terms of expenses, all the three organizations pay salaries to their coaches and staffs, they have sponsorship programs, team expenses, purchase equipment and uniforms and general and administrative expenses. Sponsorship programs are sport-related aids. All of them contribute towards maintaining buildings, grounds and facilities (Masteralexis, 2014). In addition, they have medical expense/insurance in common for all of their stakeholders, coaching, staff and players. both the National Collegiate Athletic Association and the National Collegiate Table Tennis Association pays guarantees to other schools, pays game day and camp expenses and renders severance payments to their past staff and coaches. However, USA Triathlon Collegiate National Association has expenses such as incentive awards, essay

You choose Assignment Example | Topics and Well Written Essays - 500 words - 2

You choose - Assignment Example Correlation analysis, regression analysis, and student t-test for difference in means across factors are possible tools for analyzing effect of the factors on sales price. Correlation analysis results suggest a moderate negative relationship between price and floor, a moderate positive relationship between price and distance, and strong positive relationship between price and view. End and furnish have weak and negative relationships with price. Appendix 2 shows the results. Regression analysis for the relationship between price and the other variables, as independent variables, identifies a significant relationship (p=2.42*10-23, F= 39.69) and the model is reliable. Appendix 3 shows the results. View of the beach is significant (p= 4.3*10-20, t= 1.92) and apartments with view of the sea have higher prices (mean= 22021.3) than those without view (mean= 18105). Appendix 4 shows the results. Apartments with their views partially blocked have lower prices (mean=18714.3) than those that are not blocked (mean= 20177.7) but the difference is not significant (p= 0.26, t= 1.97). Appendix 5 shows the results. Price difference between apartments with furniture and those without is however minimal (means= 20104.2, 20141.6 respectively) and the difference is not significant (p= 0.99, t= 1.97). Appendix 6 shows the results. Appendix 7 shows table of coefficients for regression analysis results for the relationship between price and the independent variables. The results shows that only furniture is not significant to price (p= 0.24, t= 1.19) and the following is the model. The model omits furniture because it is not significant. It is important to note that while end is not significant when considered separately, it is significant when investigated with other variables and interaction effects could explain this. Coefficients of the regression analysis

Criminal profiling Term Paper Example | Topics and Well Written Essays - 3000 words

Criminal profiling - Term Paper Example hat the â€Å"religious† aspect brings to the equation of profiling of terrorists prompted me to investigate further on how criminal profiling practices and theories, learnt in the class are applicable to such multi-dimensional problems. These complexities include deconstructing political motives from extreme religious beliefs, interpreting historical feuds with a neutral outlook, understanding whether profiling should be conducted for a person (the terrorist), a sect (terrorist group), a religion or a process (training camps). United Nations Conventions targeting Terrorism have been occurring since the 60s, and national anti-terrorism laws have been conceptualized since 1970s-80s. UN and other international conventions have focused their responsiveness to protection of civil aviation and embassies’ staff, protection against abuse of nuclear weapons or weapons of mass destructions, rigid monitoring and control on trans-national terrorist acts, restrictions and control of money directed towards financing terrorism. Following the terrorist attacks in numerous parts of the globe, each country (and collectively as International bodies) has developed anti-terrorism laws, policies and practices to combat terrorism. However, it is interesting to note that UN and nation-states are still struggling to gain consensus on â€Å"defining† terrorism (or justification of violence), especially religious in nature. The geopolitical nature of â€Å"religious† terrorism acts as a double-edged sword that on one hand provokes the risk that such behavior is criminalized, while on the other hand falls under the protection of fundamental rights (or freedom of expression). This paper would look into the sociological, neurobiological, and psychological theories of crime and build parallels, hypothesis and conclusions in context to acts of religious terrorism. Understanding such parallels would highlight the similarities (relevance) and deviations between criminal profiling and terrorism

HSA 535 WK2 App of Epidemiology and Childhood Obesity and Smoking Assignment

HSA 535 WK2 App of Epidemiology and Childhood Obesity and Smoking - Assignment Example In the fight of obesity and smoking, there are various plans that have developed by various state to mitigate the effects and their preferences. To optimise the effects of the measures put in place, there is need to utilise the following five steps. First there is need to put in place stringent laws on people smoking in public areas, the laws should be explicit and all inclusive to ensure that there is no loophole whatsoever in its implementation. At the same time there is need to ensure that, healthy foods are available at much cheaper prices and accessibility more than the unhealthy foods. There is need also to ensure that, there are guidelines put in places where the affected people interact. These areas include schools and at home for parents use. Furthermore, there is need to ensure that there is a conducive environment that provide social amenities that ensure healthy physical practices. Lastly, there is need to incorporate the study of health lifestyle in the education system which is important in nurturing the habits of the young ones. I agree that in determining epidemiology of a disease, there is need to be specific and through while tracking the history and lifestyle of the patients. The following interventions will be very important, they include, isolating, and classifying affected people, then get the demographics of the affected people, study similarities of the cohort in terms of the disease effect, then study the genetic predisposition after that there is need to put in place preventive measures and disease control measures. (Haidar & Cosman, 2011). Georgia being the tenth state in the United States in terms of obesity is heart breaking and needs a swift action to deal with the problem. It is true that, funding the schools to check on nutrition programs and physical actives alone, will not be able to meet the need. The

The value of Life Essay Example | Topics and Well Written Essays - 750 words

The value of Life - Essay Example There is a challenge in addressing issues such as killing for the societal good. The case of the drug peddler avoiding police arrest and continues creating havoc creates a serious challenge especially when eliminated in non-legal manner. The difference between the non-legal manner and the legal approach is handling the matter creates a minimal difference in the society. In the case of the drug peddler, the taking of the law into their hands by the headmaster presents a challenge for the case when ethics and law is compared. Personal ethics is governed by a personal code of conduct which stipulates how a person will relate to each other. Personal code of ethics contains ten main aspects that must always be looked into so as to have a perfect relationship with the society. Honesty is a value with utmost importance because it will encourage the development trust of the society on the individual. It will also help in the creation of identifiable character of a person. The creation of int egrity will be associated with the image created on issues such addressed by the person. Responsibility is a virtue that must be present in every individual, because it creates harmony on the activities undertaken by individual by associating him with the activities and activities undertaken. ... As seen in the action of the police, the society developed distrust in the police. Trust is a value that is built over time but indispensable in the harmony of the society because it gives freedom to the individuals within the organization. It is vital that one does not change who he is, because others want him to, but create a personal image that will be appreciated by others. However, it times of crisis such a drug problem in the society, individuals in the society can view the solution taken by the Head teacher is the best. The support given to the Head teacher and the admission to the teacher on the matter makes the situation complex. In fact, even after accepting the responsibility, the lawyer has adamantly stated that the clients not guilty of the murder. Legal environment offers a challenge to the ethical belief of the society. The society teaches of honest and truthful as the virtues essential in maintaining harmony. However, telling the truth in such a case will lead to seri ous imprisonment for the Head teacher. Telling the truth is a value in the personal ethics that help in understanding of the prevailing conditions of every situation due to the truth shared in the context. The action of the Head teacher is justified through the action of the society. The society appreciates the involvement of the teacher in solving the perennial problem of drugs within the society. Initially, the society had experienced peace and tranquility until the arrival of the bad apples in the society. The appreciation of the harmony and tranquility witnessed in the past indicated the level of personal ethics and social responsibility of the society. Appreciation is a value in personal ethics paramount, in relationship building, because it will influence

Women and Flexibility in the Workplace (week 2 assignment) Assignment

Women and Flexibility in the Workplace (week 2 ) - Assignment Example However, as time passes by, women’s role have changed and therefore, their needs have changed also. With the changing society, women need more flexibility. Women face structural and social issues that affects their flexibility in the workplace. However, there will come a time wherein the workplace will adapt to the changing workforce to be more productive. In the video, Open Mind: Women as Agents of Change Part I (2005), Kathleen Christensen raised the issue of the flexibility of women in the workplace. She argued that women need more flexibility in the workplace and the flexibility they needed is based on structural and social issue. Christensen believed that the private individual issues women are facing are not individual issues. She believes that these issues are structural problems. She believed that the structure of workplace is not suitable for the women especially to the mothers (Open Mind, 2005). For the past years, women are expected to take care of the children, sta y and organize home. However, as poverty spreads throughout the country, American women changed roles and entered the workplace which before, is exclusively for men. In 1889, Jane Addams and Ellen Gates opened an opportunity for middle class women to work, thus ignited the evolution of women in the workplace (Giraffe, 2011). This opportunity gave women the chance to go beyond what they are expected to do. This lifted the spirits of many women in the history and inspired them to pursue more participation in the society. Based on the history of America, women served as important instruments of change. Women fought for their rights that resulted to many changes in America. They participated in wars and leadership. Women proved that they are not only for housekeeping but they are also for the works that men usually do (Smith, 2009). The works women do in the society is indeed helpful for the progress of the country, however, their first role as mothers still outweighs their roles as wor kers in the society. The role of women as mothers and household keeper is in conflict with the demands of the present structure of workplace. The present workplace structure of the society is in conflict with the lifestyle of women. It affects their flexibility in work especially in time. The workplace of the society is designed for male workers. From the beginning, men are the ones working for the family. Most of the employers in workplace demands full time job (Giraffe, 2011). This means that the desired employees should have a lot of time and focus for the work. The jobs that requires full time employees are not suited for women workers who have family. After working, women are expected to organize home and look after their children. The required 40-hour a week for an employee is heavy for a woman who has children to take care of (Open Mind, 2005). This is the reason why some women are not flexible enough to do requirement of their jobs. Aside from the demanding schedule, the str ucture of workplace is designed for men’s activity. Before, farming is the dominating available work for people. During industrialization, different companies opened and created more jobs. Also the prominent available jobs during that time are on steel, coal, mining and cars industries (Giraffe, 2011). It can be analyzed that throughout the history, the workplace is designed for male workers. Although the war made an opportunity for women to participate in labor work because most men were in the battlefield, the work give to women are just temporary and inappropriate. Today, the available jobs can now be categorized as blue collar and white collar. However, most companies still view women as less competitive compared to men that’s why women cannot sometimes be in the job they wanted to be.

Should Students Be Required to Take a Second Language Course Essay Example for Free

Should Students Be Required to Take a Second Language Course Essay A spectacle is happening in today’s society that the world, one hundred years ago, could have never thought possible. Cultural barriers between countries are blurring and are eventually predicted to disappear entirely, forming one, global nation. This process of globalization is due mainly to the rise of modern technologies through the internet and computers. Just a few decades ago, people would have never thought that an international business meeting would be as simple as few clicks of a mouse and a video-call. Now, international trading, as well as many other tasks, is becoming a reality. However, the only thing that might restrain a deal between a start-up American business and a possible Chinese investor is an acute language barrier. To keep the machine that is the global market well-oiled and functioning at maximum efficiency, it only makes sense for a common language to be spoken. The sooner the United States schools realize this, the sooner they can stay competitive on a global scale. The culture-blending effects of globalization necessitate high school and college students to achieve proficiency in a second, useful language. To fully understand why a second language is so important for United States citizens, one must understand the causes of constantly rising globalization. The first and most obvious cause is the internet and the lines of communication that it opens. If used appropriately, the internet can connect people from a variety of nationalities for almost endless purposes. Perhaps the most appealing purpose would be the potential for international business endeavors. Businessmen have, since the dawn of the internet, seized the opportunity to use it for global business growth. They recognize that the internet is an information highway that can be used to help business contact clients from around the globe as well as promote their business on the web. These business opportunities have given once developmentally backwards nations such as China or India, the ability to contact other well-developed countries for trade. This causes and influx in these countries economies as well as giving the developed counties new trading partners that may have higher potential manufacturing power than they do (Globalization and Localization Association Predicts Jump in Demand for Language Industry Services). With all of these benefits for the global economy, it is not hard to see why these countries have welcomed globalization. Money is not the only thing that is being transferred in today’s global economy. Like a pilot fish on a shark, the sharing of cultures comes along with globalization. Since the world is so connected now through technology and trade, many cultures are being mixed together in a global melting pot. This exposes a need for a common language to be spoken between nations. Since language can be crucial to understanding a country’s culture as well as communicating with the citizens of the country, businesses often look for potential employees who are bilingual because they have that advantage over people who are not (Akay). Therefore, if a person learns a second language they can gain an edge in the job market. A second language is key for the modern businessman due to the rise of globalization. Schools around the world realize that language is a necessity for modern workers to be competitive and are adjusting their curriculum to meet these modern needs. For instance, in foreign countries, it is a common practice to first learn their native language and then after that, to take English classes since it is currently recognized as an international language. This puts them at a distinct advantage over people who do not speak multiple languages since they can participate in national as well as international affairs (Akay). The United States is a different story. There is an acute lack of emphasis on language in American schools, and the languages that they do teach (typically French, German, and Spanish) are rarely used after the student graduates. These languages, however, are not as important as they were at one time. Other languages should be taught as another option for students. Since China is the United States’ primary trading partner, it makes sense for students to have the option to learn Mandarin (Lapowsky). Languages spoken in other major trading countries such as India should be taught as well. These courses should be required for students to take so that America can share a common language with these countries as well as stay competitive on a global scale. Globalization is creating a world where learning a second language is a modern must. Language can open new doors for people, and now that cultural barriers are eroding, new languages have become more important and useful than ever before. To ensure that their students can grasp every opportunity that comes their way, schools need to require students to achieve proficiency in a second language. Since globalization is showing no signs of slowing, American Students need to buckle up and embrace the ride.

An aging population Essay Example for Free

An aging population Essay Factors such as an aging population, technological advances, and the advent of managed care have indeed changed the way health care is being offered and is being perceived in the United States; for one, having an aging population means that the demand for nurses has increased.   Another impact is that of certain technological advances which make it easier to give healthcare at a more affordable rate.   In light of managed care and these other factors, much more is also required of a nurse aside from the standard of health care that was previously provided. Given the level of competition in this field and the increasing demands for highly specialized and trained nurses, I feel that the only way to continue my career in nursing is by being able to earn a bachelors degree in nursing.   More and more job opportunities these days require a minimum of a bachelor’s degree in nursing. While all of these technological advancements in health care have indeed raised the standard of health care being provided in the United States, there are a few intangible factors that can never be replaced.   I see my future role as being able to develop these intangibles.   One important example is the special type of manner by which a nurse must conduct herself in order to be effective in performing her task.   The bedside manners are very important and it is something that just cannot be taught in classrooms.   Nurses need to be more than just machines that come in and punch in their time cards but rather professional registered nurses who show their passion and dedication to the profession through their approach and practice There will always be future developments in technology and there will always be an aging population.   The key to succeeding in this profession is in maintaining the level of professional conduct that people expect from the nurse and this is the future role that I see myself in the profession of nursing.

United Nations (UN) Strategies to Eradicate Poverty

United Nations (UN) Strategies to Eradicate Poverty BLIMUN 2014 Eradicating extreme poverty and hunger Introduction United Nations United Nations is the world’s biggest international organization, founded in 1945. The UN has four main purposes: To keep peace throughout the world; To develop friendly relations among nations; To help nations work together to improve the lives of poor people, to conquer hunger, disease and illiteracy, and to encourage respect for each other’s rights and freedoms; To be a centre for harmonizing the actions of nations to achieve these goals. At the moment, United Nations have 193 member states. The organization works on a broad range of fundamental issues, from sustainable development, environment and refugees protection, disaster relief, counter terrorism, disarmament and non-proliferation, to promoting democracy, human rights, gender equality and the advancement of women, governance, economic and social development and international health, clearing landmines, expanding food production, and more, in order to achieve its goals and coordinate efforts for a safer world for this and future generations. General Assembly General Assembly is the chief deliberative, policymaking and representative organ of the United Nations. Comprising all 193 Members of the United Nations, it provides a unique forum for multilateral discussion of the full spectrum of international issues covered by the Charter. It also plays a significant role in the process of standard-setting and the codification of international law. The Assembly meets in regular session intensively from September to December each year, and thereafter as required. According to the Charter of the United Nations, the General Assembly may:[1] Consider and approve the United Nations budget and establish the financial assessments of Member States; Elect the non-permanent members of the Security Council and the members of other United Nations councils and organs and, on the recommendation of the Security Council, appoint the Secretary-General; Consider and make recommendations on the general principles of cooperation for maintaining international peace and security, including disarmament; Discuss any question relating to international peace and security and, except where a dispute or situation is currently being discussed by the Security Council, make recommendations on it; Discuss, with the same exception, and make recommendations on any questions within the scope of the Charter or affecting the powers and functions of any organ of the United Nations; Initiate studies and make recommendations to promote international political cooperation, the development and codification of international law, the realization of human rights and fundamental freedoms, and international collaboration in the economic, social, humanitarian, cultural, educational and health fields; Make recommendations for the peaceful settlement of any situation that might impair friendly relations among nations; Consider reports from the Security Council and other United Nations organs. An important thing to mention is that that General Assembly does not make decisions which have a legally binding effect on its member states, except on questions such as budget and selection of non-permanent Security Council members. However, due to its influence and the mission of United Nations, it is very difficult for countries not to take into account resolutions brought by General Assembly, since, in a way, they are also participating in the process of bringing them to life. Millenium Goals In September 2000, building upon a decade of major United Nations conferences and summits, world leaders came together at United Nations Headquarters in New York to adopt the United Nations Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets with a deadline of 2015 that have become known as the Millennium Development Goals. There are eight of these goals: To eradicate extreme poverty and hunger To achieve universal primary education To promote gender equality and empowering women To reduce child mortality rates To improve maternal health To combat HIV/AIDS, malaria, and other diseases To ensure environmental sustainability To develop a global partnership for development. As 2015 is quickly approaching, we can say that a lot of things have been vastly improved – however, there is always space for making the situation even better. That is why we believe that the first Millenium Goal, â€Å"Eradicating extreme poverty and hungerâ€Å" is a great topic for our BLIMUN 2014 conference, since it will give our delegates the opportunity to take a look back and see what has already been done and then discuss on how can the current results be improved and what new measures can be taken before the deadline is approached. Eradicating Extreme Poverty and Hunger Concepts and terms According to the Oxford Dictionary, hunger is defined as: A feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat A severe lack of food A strong desire or craving World hunger, on the other hand, is related to another term, malnutrition, which can be defined as â€Å"lack of proper nutrition, caused by not having enough to eat, not eating enough of the right things, or being unable to use the food that one does eat.â€Å" The concept of world hunger is, therefore, concerned with malnutrition on the global level. United Nations defines poverty as: the inability of getting choices and opportunities, a violation of human dignity. It means lack of basic capacity to participate effectively in society. It means not having enough to feed and clothe a family, not having a school or clinic to go to, not having the land on which to grow one’s food or a job to earn one’s living, not having access to credit. It means insecurity, powerlessness and exclusion of individuals, households and communities. It means susceptibility to violence, and it often implies living in marginal or fragile environments, without access to clean water or sanitation. Poverty is the most common cause of hunger. Extreme poverty is, unfortunately, also common cause for starvation, and every year statistics show high number of people who die in absolute poverty deprived of basic human rights. Developed vs. Developing countries According to the World Bank, the criteria for deciding whether a country is developed country, also known as a first-world country is its Gross National Income (GNI) per capita per year. Countries with GNI over US$ 11,905 are developed countries, and countries with GNI equal to, or less than US$ 11,905 are classified as developing countries. To find the definition of the country you will be representing, please consult the following link: World Bank: Country and Lending Groups Important note: Please keep in mind that developed countries also experience issues with extreme poverty and hunger. When preparing for the conference, try to find the data on what is the level of poverty in the country you are representing. Useful statistics At least 80% of humanity lives on less than $10 a day. The poorest 40 percent of the world’s population accounts for 5 percent of global income. The richest 20 percent accounts for three-quarters of world income. According to UNICEF, 22,000 children die each day due to poverty. Around 27-28 percent of all children in developing countries are estimated to be underweight or stunted. Some 1.1 billion people in developing countries have inadequate access to water, and 2.6 billion lack basic sanitation. Almost two in three people lacking access to clean water survive on less than $2 a day, with one in three living on less than $1 a day. In the United Kingdom the average person uses more than 50 litres of water a day flushing toilets. Close to half of all people in developing countries suffer at any given time from a health problem caused by water and sanitation deficits. Millions of women spend several hours a day collecting water. In 2005, the wealthiest 20% of the world accounted for 76.6% of total private consumption. The poorest fifth accounted for just 1.5% 1.6 billion people — a quarter of humanity — live without electricity. Approximately 790 million people in the developing world are still chronically undernourished, almost two-thirds of whom reside in Asia and the Pacific. Important note: You can use useful statistics from the country you are representing in debating and defending your point of view. Examples of Successful Actions Bosnia and Herzegovina: A brighter future for young people. The UN Development Programme (UNDP) and other UN agencies partnered with the Government of Spain to establish 16 centres in Bosnia and Herzegovina to provide career counselling to unemployed youth. In the first 14 months of operation, the centres provided skills training to more than 6,800 young people, of whom almost 1,800 gained their first work experience. Yemen: Food keeps girls in school. Since 2007, the World Food Program’s (WFP) Food For Girls’ Education Program has been tackling hunger and enrolment challenges in Yemen, where more than 60 per cent of primary school-aged children who are not in school are girls. As a result of the program, families who send their girls to school are eligible to receive an annual ration of wheat and fortified vegetable oil. Despite funding shortfalls, since 2010 the program has reached almost 200,000 girls, benefiting almost 1 million family members. India: Right to paid work benefits millions. UNDP is supporting the Mahatma Gandhi National Rural Employment Program, promoting the law passed in 2005 guaranteeing the right to a minimum of 100 days of paid work a year for landless labourers and marginal farmers. Implementation of the scheme is now providing 50 days of work a year to around 50 million households. Almost half of the beneficiaries are women. Important note: When preparing for the conference, try to find out what are the ways the country you are representing fights the poverty and hunger issues. Think about how these can be implemented on the global level. How can your country contribute to it? Relevant UNGA Resolutions Following is the list of previous resolutions that are related to the topic of BLIMUN 2014 General Assembly. You can refer to those in debates, but also in the resolution you will be drafting at the conference. Resolution 65/214. Human rights and extreme poverty Resolution 65/174. Second UN Decade for the Eradication of Poverty Resolution 65/173. Promotion of ecotourism for poverty eradication . . . Resolution 65/10. Sustained, inclusive and equitable economic growth for Resolution 65/186. Realizing the Millennium Development Goals for persons Resolution 65/1. Keeping the promise: united to achieve the Millennium Useful tips Here are some general tips on how to better prepare yourself for the topic: Do a lot of research in regards to the country you are representing. You can use the government websites, national statistics institutes data, social media, newspapers, etc. In case you do not have enough English resources, ask BLIMUN 2014 chairpersons for assistance. You can use Wikipedia, but do not follow it blindly! Always check sources and use links at the bottom of the page. Take a look at the general websites that host some of the global statistics, such as World Bank, United Nations, worldometers.info, unstats.un.org etc. Be informed – read newspapers, watch tv and follow online news – make sure that you catch any news related to our topic and think about how you can use them, even if they are not directly related to the country you are representing. Try to do a research on a countries that are cooperating with the country you are representing, or are close to it in terms of its economy, political views, foreign policy etc. Be open-minded and ready to think outside the box, but do not go too far away from your country’s point of view. Cited Sources http://www.un.org/en/aboutun/ http://www.un.org/en/mainbodies/ http://www.un.org/millenniumgoals/bkgd.shtml http://www.oxforddictionaries.com/definition/english/hunger http://www.oxforddictionaries.com/definition/english/malnutrition http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm http://www.un.org/esa/socdev/unyin/documents/ydiDavidGordon_poverty.pdf http://www.un.org/millenniumgoals/pdf/Goal_1_fs.pdf http://www.globalissues.org/article/26/poverty-facts-and-stats http://www.isi-web.org/component/content/article/5-root/root/81-developing http://data.worldbank.org/about/country-classifications/country-and-lending-groups http://www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english.pdf http://www.un.org/en/ga/65/resolutions.shtml [1] For detailed rules and procedures, please refer to BLIMUN 2014 delegate handbook.

The Journey of Self-discovery Brian Moores The Luck of Ginger Coffey E

The Journey of Self-discovery Brian Moore's The Luck of Ginger Coffey When Ginger Coffey brought his family to Canada from Ireland, little did he know that he would attain partial triumph by discovering "himself and the refugee among the lame and the old". With the aid of those around him, Coffey pursued personal freedom and status in his adopted country. He stumbled through a journey of self-discovery while materialism obstructed his vision. The importance of his family rooted Coffey to his homeland and to his moral values while he tried to discover himself as an immigrant. All the world appeared hostile to Ginger Coffey when he tried to carve a niche for himself in this new country, for he felt insecure as a New Canadian—and he was faced with midlife crises to boost. As a schoolboy, Coffey had been warned by old Father Cogley that boys who didn’t settle like everyone else would sink in this world and the next, "because that class of boy is unable to accept his God-given limitations†¦has no love of God in him†¦is an ordinary, lazy lump and his talk of finding adventures is only wanting an excuse to get away and commit mortal sins." (The Luck of Ginger Coffey, 18) Coffey dreamed of a world in which "all men had reached the top of the hill; there were no dull jobs, no humiliating interviews, no turndowns; no man was saddled with ungrateful daughters, there were unlimited funds to spend†¦You were free." (40) Indeed, Coffey was a dreamer who longed for personal freedom. Having hopped from job to job because he detested being a "glorified office boy," (13) Coffey could not face the "misleading facts of a life" (7) and he was unprepared to scale the steep ascent to a successful career. While hunting for a job, Ginger Coffey no... ...use she needs [him]; it’s knowing [he] and she will still care about each other when sex and daydreams, fights and futures—when all that’s on the shelf and done with." (243) Mingling amongst the "lame and the old," Ginger Coffey saw reflections of himself as a New Canadian everywhere. He had learned that life was the victory, and that going on was the victory. The little triumphs in life have liberated him. Coffey, in his adjustment period as an immigrant, has found materialism to have a negative impact on his life. Concerned with the welfare of his family, Coffey was able to discover his tender-most self. Certainly, the weak and the poor have acted as the best guides for Ginger Coffey who, through a tumultuous journey, found himself at last. Work Cited Moore, Brian. The Luck of Ginger Coffey. Boston and Toronto: Atlantic-Little, Brown and Company, 1960.

Radio Stations and the Public Good :: essays papers

Radio Stations and the Public Good For my final project on public interest I chose to view the public inspection files of the local radio station. I have been working at radio stations all of my life and had never seen or heard of a public inspection file until this class. In order to prepare the station for my arrival I called in advance to make an appointment. The receptionist answered the phone and I told her that I needed to see the files, this created a great deal of suspicion and I was directed to Dave Andrews the Vice President of Regent Broadcasting. Right away I knew that it was not a regular request due to the manor of which he explained the rules, it was as if he was reading them of an F.C.C handout. â€Å" Any member of the public can view the files between Monday and Friday during normal business hours†, he recited. I made an appointment, and I was very interested in viewing something that deserved the attention of the Vice President. I had no idea that this visit would be so rewarding and life changing. I arrived at the local radio station in time for my appointment. The receptionist asked to see identification, I gave my driver’s license which she photo copied. I felt as if I was in a secret area of the Government where I needed clearance to view the top-secret files. After my information was taken I met Mary-Jo Beach the General Manager who would assist me in viewing the public inspection files. I was disappointed when I first saw the standard gray file cabinet, because in my head I pictured a mission impossible type setting with gadgets and locks. Mary-Jo sat with me in her office as I viewed the files. She was very suspicious at first and very interested in my objective. Before I was actually able to review the public inspection file, Mary-Jo asked me what exactly I wanted to see and why I was interested in their station. I explained that I was a student and as our final project we had to visit a station, view the files and then report our experience and determine if they were broadcasting in the public interest. Mary-Jo’s whole manner changed, she seemed to be relieved. After I had explained the main reason she helped me work through the files and was very helpful in answering my questions.

Chapter 22 Owl Post Again

â€Å"Harry!† Hermione was tugging at his sleeve, staring at her watch. â€Å"We've got exactly ten minutes to get back down to the hospital wing without anybody seeing us — before Dumbledore locks the door –â€Å" â€Å"Okay,† said Harry, wrenching his gaze from the sky, â€Å"let's go†¦.† They slipped through the doorway behind them and down a tightly spiraling stone staircase. As they reached the bottom of it, they heard voices. They flattened themselves against the wall and listened. It sounded like Fudge and Snape. They were walking quickly along the corridor at the foot of the staircase. â€Å"†¦ only hope Dumbledore's not going to make difficulties,† Snape was saying. â€Å"The Kiss will be performed immediately?† â€Å"As soon as Macnair returns with the Dementors. This whole Black affair has been highly embarrassing. I can't tell you how much I'm looking forward to informing the Daily Prophet that we've got him at last†¦. I daresay they'll want to interview you, Snape†¦ and once young Harry's back in his right mind, I expect he'll want to tell the Prophet exactly how you saved him†¦.† Harry clenched his teeth. He caught a glimpse of Snape's smirk as he and Fudge passed Harry and Hermione's hiding place. Their footsteps died away. Harry and Hermione waited a few moments to make sure they'd really gone, then started to run in the opposite direction. Down one staircase, then another, along a new corridor — then they heard a cackling ahead. â€Å"Peeves!† Harry muttered, grabbing Hermione's wrist. â€Å"In here!† They tore into a deserted classroom to their left just in time. Peeves seemed to be bouncing along the corridor in boisterous good spirits, laughing his head off. â€Å"Oh, he's horrible,† whispered Hermione, her ear to the door. â€Å"I bet he's all excited because the Dementors are going to finish off Sirius†¦.† She checked her watch. â€Å"Three minutes, Harry!† They waited until Peeves's gloating voice had faded into the distance, then slid back out of the room and broke into a run again. â€Å"Hermione — what'll happen — if we don't get back inside before Dumbledore locks the door?† Harry panted. â€Å"I don't want to think about it!† Hermione moaned, checking her watch again. â€Å"One minute!† They had reached the end of the corridor with the hospital wing entrance. â€Å"Okay — I can hear Dumbledore,† said Hermione tensely. â€Å"Come on, Harry!† They crept along the corridor. The door opened. Dumbledore's back appeared. â€Å"I am going to lock you in,† they heard him saying. â€Å"it is five minutes to midnight. Miss Granger, three turns should do it. Good luck.† Dumbledore backed out of the room, closed the door, and took out his wand to magically lock it. Panicking, Harry and Hermione ran forward. Dumbledore looked up, and a wide smile appeared under the long silver mustache. â€Å"Well?† he said quietly. â€Å"We did it!† said Harry breathlessly. â€Å"Sirius has gone, on Buckbeak†¦.† Dumbledore beamed at them. â€Å"Well done. I think –† He listened intently for any sound within the hospital wing. â€Å"Yes, I think you've gone too — get inside — I'll lock you in –â€Å" Harry and Hermione slipped back inside the dormitory. It was empty except for Ron, who was still lying motionless in the end bed. As the lock clicked behind them, Harry and Hermione crept back to their own beds, Hermione tucking the Time-Turner back under her robes. A moment later, Madam Pomfrey came striding back out of her office. â€Å"Did I hear the headmaster leaving? Am I allowed to look after my patients now?† She was in a very bad mood. Harry and Hermione thought it best to accept their chocolate quietly. Madam Pomfrey stood over them, making sure they ate it. But Harry could hardly swallow. He and Hermione were waiting, listening, their nerves jangling†¦. And then, as they both took a fourth piece of chocolate from Madam Pomfrey, they heard a distant roar of fury echoing from somewhere above them†¦. â€Å"What was that?† said Madam Pomfrey in alarm. Now they could hear angry voices, growing louder and louder. Madam Pomfrey was staring at the door. â€Å"Really — they'll wake everybody up! What do they think they're doing?† Harry was trying to hear what the voices were saying. They were drawing nearer — â€Å"He must have Disapparated, Severus. We should have left somebody in the room with him. When this gets out –â€Å" â€Å"HE DIDN'T DISAPPARATE!† Snape roared, now very close at hand. â€Å"YOU CAN'T APPARATE OR DISAPPARATE INSIDE THIS CASTLE! THIS — HAS — SOMETHING — TO — DO — WITH — POTTER!† â€Å"Severus — be reasonable — Harry has been locked up –â€Å" BAM. The door of the hospital wing burst open. Fudge, Snape, and Dumbledore came striding into the ward. Dumbledore alone looked calm. Indeed, he looked as though he was quite enjoying himself. Fudge appeared angry. But Snape was beside himself. â€Å"OUT WITH IT, POTTER!† he bellowed. â€Å"WHAT DID YOU DO?† â€Å"Professor Snape!† shrieked Madam Pomfrey. â€Å"Control yourself!† â€Å"See here, Snape, be reasonable,† said Fudge. â€Å"This door's been locked, we just saw –â€Å" â€Å"THEY HELPED HIM ESCAPE, I KNOW IT!† Snape howled, pointing at Harry and Hermione. His face was twisted; spit was flying from his mouth. â€Å"Calm down, man!† Fudge barked. â€Å"You're talking nonsense!† â€Å"YOU DON'T KNOW POTTER!† shrieked Snape. â€Å"HE DID IT, I KNOW HE DID IT –â€Å" â€Å"That will do, Severus,† said Dumbledore quietly. â€Å"Think about what you are saying. This door has been locked since I left the ward ten minutes ago. Madam Pomfrey, have these students left their beds?† â€Å"Of course not!† said Madam Pomfrey, bristling. â€Å"I would have heard them!† â€Å"Well, there you have it, Severus,† said Dumbledore calmly. â€Å"Unless you are suggesting that Harry and Hermione are able to be in two places at once, I'm afraid I don't see any point in troubling them further.† Snape stood there, seething, staring from Fudge, who looked thoroughly shocked at his behavior, to Dumbledore, whose eyes were twinkling behind his glasses. Snape whirled about, robes swishing behind him, and stormed out of the ward. â€Å"Fellow seems quite unbalanced,† said Fudge, staring after him. â€Å"I'd watch out for him if I were you, Dumbledore.† â€Å"Oh, he's not unbalanced,† said Dumbledore quietly. â€Å"He's just suffered a severe disappointment.† â€Å"He's not the only one!† puffed Fudge. â€Å"The Daily Prophet's going to have a field day! We had Black cornered and he slipped through our fingers yet again! All it needs now is for the story of that Hippogriff's escape to get out, and I'll be a laughingstock! Well†¦ I'd better go and notify the Ministry†¦..† â€Å"And the Dementors?† said Dumbledore. â€Å"They'll be removed from the school, I trust?† â€Å"Oh yes, they'll have to go,† said Fudge, running his fingers distractedly through his hair. â€Å"Never dreamed they'd attempt to administer the Kiss on an innocent boy†¦ Completely out of control†¦ no, I'll have them packed off back to Azkaban tonight †¦ Perhaps we should think about dragons at the school entrance†¦.† â€Å"Hagrid would like that,† said Dumbledore, smiling at Harry and Hermione. As he and Fudge left the dormitory, Madam Pomfrey hurried to the door and locked it again. Muttering angrily to herself, she headed back to her office. There was a low moan from the other end of the ward. Ron had woken up. They could see him sitting up, rubbing his head, looking around. â€Å"What — what happened?† he groaned. â€Å"Harry? Why are we in here? Where's Sirius? Where's Lupin? What's going on?† Harry and Hermione looked at each other. â€Å"You explain,† said Harry, helping himself to some more chocolate. When Harry, Ron, and Hermione left the hospital wing at noon the next day, it was to find an almost deserted castle. The sweltering, heat and the end of the exams meant that everyone was taking full advantage of another Hogsmeade visit. Neither Ron nor Hermione felt like going, however, so they and Harry wandered onto the grounds, still talking about the extraordinary events of the previous night and wondering where Sirius and Buckbeak were now. Sitting near the lake, watching the giant squid waving its tentacles lazily above the water, Harry lost the thread of the conversation as he looked across to the opposite bank. The stag had galloped toward him from there just last night†¦. A shadow fell across them and they looked up to see a very bleary-eyed Hagrid, mopping his sweaty face with one of his tablecloth-sized handkerchiefs and beaming down at them. â€Å"Know I shouldn' feel happy, after wha' happened las' night,† he said. â€Å"I mean, Black escapin' again, an, everythin' — but guess what?† â€Å"What?† they said, pretending to look curious. â€Å"Beaky! He escaped! He's free! Bin celebratin' all night!† â€Å"That's wonderful!† said Hermione, giving Ron a reproving look because he looked as though he was close to laughing. â€Å"Yeah†¦ can't've tied him up properly,† said Hagrid, gazing happily out over the grounds. â€Å"I was worried this mornin', mind†¦ thought he mighta met Professor Lupin on the grounds, but Lupin says he never ate anythin' las' night†¦.† â€Å"What?† said Harry quickly. â€Å"Blimey, haven' yeh heard?† said Hagrid, his smile fading a little. He lowered his voice, even though there was nobody in sight. â€Å"Er — Snape told all the Slytherins this mornin'†¦. Thought everyone'd know by now†¦ Professor Lupin's a werewolf, see. An' he was loose on the grounds las' night†¦. He's packin' now, o' course.† â€Å"He's packing?† said Harry, alarmed. â€Å"Why?† â€Å"Leavin', isn' he?† said Hagrid, looking surprised that Harry had to ask. â€Å"Resigned firs' thing this mornin'. Says he can't risk it happenin again.† Harry scrambled to his feet. â€Å"I'm going to see him,† he said to Ron and Hermione. â€Å"But if he's resigned –â€Å" â€Å"?C doesn't sound like there's anything we can do –â€Å" â€Å"I don't care. I still want to see him. I'll meet you back here.† Lupin's office door was open. He had already packed most of his things. The Grindylow's empty tank stood next to his battered old suitcase, which was open and nearly full. Lupin was bending over something on his desk and looked up only when Harry knocked on the door. â€Å"I saw you coming,† said Lupin, smiling. He pointed to the parchment he had been poring over. It was the Marauder's Map. â€Å"I just saw Hagrid,† said Harry. â€Å"And he said you'd resigned. It's not true, is it?† â€Å"I'm afraid it is,† said Lupin. He started opening his desk drawers and taking out the contents. â€Å"Why?† said Harry. â€Å"The Ministry of Magic don't think you were helping Sirius, do they?† Lupin crossed to the door and closed it behind Harry. â€Å"No. Professor Dumbledore managed to convince Fudge that I was trying to save your lives.† He sighed. â€Å"That was the final straw for Severus. I think the loss of the Order of Merlin hit him hard. So he — er — accidentally let slip that I am a werewolf this morning at breakfast.† â€Å"You're not leaving just because of that!† said Harry. Lupin smiled wryly. â€Å"This time tomorrow, the owls will start arriving from parents†¦. They will not want a werewolf teaching their children, Harry. And after last night, I see their point. I could have bitten any of you†¦. That must never happen again.† â€Å"You're the best Defense Against the Dark Arts teacher we've ever had!† said Harry. â€Å"Don't go!† Lupin shook his head and didn't speak. He carried on emptying his drawers. Then, while Harry was trying to think of a good argument to make him stay, Lupin said, â€Å"From what the headmaster told me this morning, you saved a lot of lives last night, Harry. If I'm proud of anything I've done this year, it's how much you've learned†¦. Tell me about your Patronus.† â€Å"How d'you know about that?† said Harry, distracted. â€Å"What else could have driven the Dementors back?† Harry told Lupin what had happened. When he'd finished, Lupin was smiling again. â€Å"Yes, your father was always a stag when he transformed,† he said. â€Å"You guessed right†¦ that's why we called him Prongs.† Lupin threw his last few books into his case, closed the desk drawers, and turned to look at Harry. â€Å"Here — I brought this from the Shrieking Shack last night,† he said, handing Harry back the Invisibility Cloak. â€Å"And†¦Ã¢â‚¬  He hesitated, then held out the Marauder's Map too. â€Å"I am no longer your teacher, so I don't feel guilty about giving you back this as well. It's no use to me, and I daresay you, Ron, and Hermione will find uses for it.† Harry took the map and grinned. â€Å"You told me Moony, Wormtail, Padfoot, and Prongs would've wanted to lure me out of school†¦ you said they'd have thought it was funny.† â€Å"And so we would have,† said Lupin, now reaching down to close his case. â€Å"I have no hesitation in saying that James would have been highly disappointed if his son had never found any of the secret passages out of the castle.† There was a knock on the door. Harry hastily stuffed the Marauder's Map and the Invisibility Cloak into his pocket. It was Professor Dumbledore. He didn't look surprised to see Harry there. â€Å"Your carriage is at the gates, Remus,† he said. â€Å"Thank You, Headmaster.† Lupin picked up his old suitcase and the empty Grindylow tank. â€Å"Well — good-bye, Harry,† he said, smiling. â€Å"It has been a real pleasure teaching you. I feel sure we'll meet again sometime. Headmaster, there is no need to see me to the gates, I can manage†¦.† Harry had the impression that Lupin wanted to leave as quickly as possible. â€Å"Good-bye, then, Remus,† said Dumbledore soberly. Lupin shifted the Grindylow tank slightly so that he and Dumbledore could shake hands. Then, with a final nod to Harry and a swift smile, Lupin left the office. Harry sat down in his vacated chair, staring glumly at the floor. He heard the door close and looked up. Dumbledore was still there. â€Å"Why so miserable, Harry?† he said quietly. â€Å"You should be very proud of yourself after last night.† â€Å"It didn't make any difference,† said Harry bitterly. â€Å"Pettigrew got away.† â€Å"Didn't make any difference?† said Dumbledore quietly, â€Å"It made all the difference in the world, Harry. You helped uncover the truth. You saved an innocent man from a terrible fate.† Terrible. Something stirred in Harry's memory. Greater and more terrible than ever before†¦ Professor Trelawney's prediction! â€Å"Professor Dumbledore — yesterday, when I was having my Divination exam, Professor Trelawney went very — very strange.† â€Å"Indeed?† said Dumbledore. â€Å"Er — stranger than usual, you mean?† â€Å"Yes†¦ her voice went all deep and her eyes rolled and she said †¦ she said Voldemort's servant was going to set out to return to him before midnight†¦. She said the servant would help him come back to power.† Harry stared up at Dumbledore. â€Å"And then she sort of became normal again, and she couldn't remember anything she'd said. Was it — was she making a real prediction?† Dumbledore looked mildly impressed. â€Å"Do you know, Harry, I think she might have been.† he said thoughtfully. â€Å"Who'd have thought it? That brings her total of real predictions up to two. I should offer her a pay raise†¦.† â€Å"But –† Harry looked at him, aghast. How could Dumbledore take this so calmly? â€Å"But — I stopped Sirius and Professor Lupin from killing Pettigrew! That makes it my fault if Voldemort comes back!† â€Å"It does not,† said Dumbledore quietly. â€Å"Hasn't your experience with the Time-Turner taught you anything, Harry? The consequences of our actions are always so complicated, so diverse, that predicting the future is a very difficult business indeed†¦. Professor Trelawney, bless her, is living proof of that†¦. You did a very noble thing, in saving Pettigrew's life.† â€Å"But if he helps Voldemort back to power†¦Ã¢â‚¬  â€Å"Pettigrew owes his life to you. You have sent Voldemort a deputy who is in your debt†¦. When one wizard saves another wizard's life, it creates a certain bond between them†¦ and I'm much mistaken if Voldemort wants his servant in the debt of Harry Potter.† â€Å"I don't want a connection with Pettigrew!† said Harry. â€Å"He betrayed my parents!† â€Å"This is magic at its deepest, its most impenetrable, Harry. But trust me†¦ the time may come when you will be very glad you saved Pettigrew's life.† Harry couldn't imagine when that would be. Dumbledore looked as though he knew what Harry was thinking. â€Å"I knew your father very well, both at Hogwarts and later, Harry,† he said gently. â€Å"He would have saved Pettigrew too, I am sure of it.† Harry looked up at him. Dumbledore wouldn't laugh — he could tell Dumbledore†¦ â€Å"I thought it was my dad who'd conjured my Patronus. I mean, when I saw myself across the lake †¦ I thought I was seeing him.† â€Å"An easy mistake to make,† said Dumbledore softly. â€Å"I expect you'll tire of hearing it, but you do look extraordinarily like James. Except for the eyes†¦ you have your mother's eyes.† Harry shook his head. â€Å"It was stupid, thinking it was him,† he muttered. â€Å"I mean, I knew he was dead.† â€Å"You think the dead we loved ever truly leave us? You think that we don't recall them more clearly than ever in times of great trouble? Your father is alive in you, Harry, and shows himself most plainly when you have need of him. How else could you produce that particular Patronus? Prongs rode again last night.† It took a moment for Harry to realize what Dumblefore had said. â€Å"Last night Sirius told me all about how they became Animagi,† said Dumbledore, smiling. â€Å"An extraordinary achievement — not least, keeping it quiet from me. And then I remembered the most unusual form your Patronus took, when it charged Mr. Malfoy down at your Quidditch match against Ravenclaw. You know, Harry, in a way, you did see your father last night†¦. You found him inside yourself.† And Dumbledore left the office, leaving Harry to his very confused thoughts. Nobody at Hogwarts now knew the truth of what had happened the night that Sirius, Buckbeak, and Pettigrew had vanished except Harry, Ron, Hermione, and Professor Dumbledore. As the end of term approached, Harry heard many different theories about what had really happened, but none of them came close to the truth. Malfoy was furious about Buckbeak. He was convinced that Hagrid had found a way of smuggling the Hippogriff to safety, and seemed outraged that he and his father had been outwitted by a gamekeeper. Percy Weasley, meanwhile, had much to say on the subject of Sirius's escape. â€Å"If I manage to get into the Ministry, I'll have a lot of proposals to make about Magical Law Enforcement!† he told the only person who would listen — his girlfriend, Penelope. Though the weather was perfect, though the atmosphere was so cheerful, though he knew they had achieved the near impossible in helping Sirius to freedom, Harry had never approached the end of a school year in worse spirits. He certainly wasn't the only one who was sorry to see Professor Lupin go. The whole of Harry's Defense Against the Dark Arts class was miserable about his resignation. â€Å"Wonder what they'll give us next year?† said Seamus Finnigan gloomily. â€Å"Maybe a vampire,† suggested Dean Thomas hopefully. It wasn't only Professor Lupin's departure that was weighing on Harry's mind. He couldn't help thinking a lot about Professor Trelawney's prediction. He kept wondering where Pettigrew was now, whether he had sought sanctuary with Voldemort yet. But the thing that was lowering Harry's spirits most of all was the prospect of returning to the Dursleys. For maybe half an hour, a glorious half hour, he had believed he would be living with Sirius from now on†¦his parents' best friend†¦It would have been the next best thing to having his own father back. And while no news of Sirius was definitely good news, because it meant he had successfully gone into hiding, Harry couldn't help feeling miserable when he thought of the home he might have had, and the fact that it was now impossible. The exam results came out on the last day of term. Harry, Ron, and Hermione had passed every subject. Harry was amazed that he had got through Potions. He had a shrewd suspicion that Dumbledore might have stepped in to stop Snape failing him on purpose. Snape's behavior toward Harry over the past week had been quite alarming. Harry wouldn't have thought it possible that Snape's dislike for him could increase, but it certainly had. A muscle twitched unpleasantly at the corner of Snape's thin mouth every time he looked at Harry, and he was constantly flexing his fingers, as though itching to place them around Harry's throat. Percy had got his top-grade N.E.W.T.s; Fred and George had scraped a handful of O.W.L.s each. Gryffindor House, meanwhile, largely thanks to their spectacular performance in the Quidditch Cup, had won the House championship for the third year running. This meant that the end of term feast took place amid decorations of scarlet and gold, and that the Gryffindor table was the noisiest of the lot, as everybody celebrated. Even Harry managed to forget about the journey back to the Dursleys the next day as he ate, drank, talked, and laughed with the rest. As the Hogwarts Express pulled out of the station the next morning, Hermione gave Harry and Ron some surprising news. â€Å"I went to see Professor McGonagall this morning, just before breakfast. I've decided to drop Muggle Studies.† â€Å"But you passed your exam with three hundred and twenty percent!† said Ron. â€Å"I know,† sighed Hermione, â€Å"but I can't stand another year like this one. That Time-Turner, it was driving me mad. I've handed it in. Without Muggle Studies and Divination, I'll be able to have a normal schedule again.† â€Å"I still can't believe you didn't tell us about it,† said Ron grumpily. â€Å"We're supposed to be your friends.† â€Å"I promised I wouldn't tell anyone,† said Hermione severely. She looked around at Harry, who was watching Hogwarts disappear from view behind a mountain. Two whole months before he'd see it again†¦. â€Å"Oh, cheer up, Harry!† said Hermione sadly. â€Å"I'm okay,† said Harry quickly. â€Å"Just thinking about the holidays.† â€Å"Yeah, I've been thinking about them too,† said Ron. â€Å"Harry, you've got to come and stay with us. I'll fix it up with Mum and Dad, then I'll call you. I know how to use a fellytone now –â€Å" â€Å"A telephone, Ron,† said Hermione. â€Å"Honestly, you should take Muggle Studies next year†¦.† Ron ignored her. â€Å"It's the Quidditch World Cup this summer! How about it, Harry? Come and stay, and we'll go and see it! Dad can usually get tickets from work.† This proposal had the effect of cheering Harry up a great deal. â€Å"Yeah†¦ I bet the Dursleys'd be pleased to let me come†¦ especially after what I did to Aunt Marge†¦.† Feeling considerably more cheerful, Harry joined Ron and Hermione in several games of Exploding Snap, and when the witch with the tea cart arrived, he bought himself a very large lunch, though nothing with chocolate in it. But it was late in the afternoon before the thing that made him truly happy turned up†¦. â€Å"Harry,† said Hermione suddenly, peering over his shoulder. â€Å"What's that thing outside your window?† Harry turned to look outside. Something very small and gray was bobbing in and out of sight beyond the glass. He stood up for a better look and saw that it was a tiny owl, carrying a letter that was much too big for it. The owl was so small, in fact, that it kept tumbling over in the air, buffeted this way and that in the train's slipstream. Harry quickly pulled down the window, stretched out his arm, and caught it. It felt like a very fluffy Snitch. He brought it carefully inside. The owl dropped its letter onto Harry's seat and began zooming around their compartment, apparently very pleased with itself for accomplishing its task. Hedwig clicked her beak with a sort of dignified disapproval. Crookshanks sat up in his seat, following the owl with his great yellow eyes. Ron, noticing this, snatched the owl safely out of harm's way. Harry picked up the letter. It was addressed to him. He ripped open the letter, and shouted, â€Å"It's from Sirius!† â€Å"What?† said Ron and Hermione excitedly. â€Å"Read it aloud!† Dear Harry, I hope this finds you before you reach your aunt and uncle. I don't know whether they're used to owl post. Buckbeak and I are in hiding. I won't tell you where, in case this owl falls into the wrong hands. I have some doubt about his reliability, but he is the best I could find, and he did seem eager for the job. I believe the Dementors are still searching for me, but they haven't a hope of finding me here. I am planning to allow some Muggles to glimpse me soon, a long way from Hogwarts, so that the security on the castle will be lifted. There is something I never got around to telling you during our brief meeting. It was I who sent you the Firebolt — â€Å"Ha!† said Hermione triumphantly. â€Å"See! I told you it was from him!† â€Å"Yes, but he hadn't jinxed it, had he?† said Ron. â€Å"Ouch!† The tiny owl now hooting happily in his hand, had nibbled one of his fingers in what it seemed to think was an affectionate way. ?C Crookshanks took the order to the Owl Office for me. I used your name but told them to take the gold from my own Gringotts vault. Please consider it as thirteen birthdays' worth of presents from your godfather. I would also like to apologize for the fright I think I gave you that night last year when you left your uncle's house. I had only hoped to get a glimpse of you before starting my journey north, but I think the sight of me alarmed you. I am enclosing something else for you, which I think will make your next year at Hogwarts more enjoyable. If ever you need me, send word. Your owl will find me. I'll write again soon. Sirius Harry looked eagerly inside the envelope. There was another piece of parchment in there. He read it through quickly and felt suddenly as warm and contented as though he'd swallowed a bottle of hot butterbeer in one gulp. I, Sirius Black, Harry Potter's godfather, hereby give him permission to visit Hogsmeade on weekends. â€Å"That'll be good enough for Dumbledore!† said Harry happily. He looked back at Sirius's letter. â€Å"Hang on, there's a PS†¦.† I thought your friend Ron might like to keep this owl, as it's my fault he no longer has a rat. Ron's eyes widened. The minute owl was still hooting excitedly. â€Å"Keep him?† he said uncertainly. He looked closely at the owl for a moment; then, to Harry's and Hermione's great surprise, he held him out for Crookshanks to sniff. â€Å"What do you reckon?† Ron asked the cat. â€Å"Definitely an owl?† Crookshanks purred. â€Å"That's good enough for me,† said Ron happily. â€Å"He's mine.† Harry read and reread the letter from Sirius all the way back into King's Cross station. It was still clutched tightly in his hand as he, Ron, and Hermione stepped back through the barrier of platform nine and three-quarters. Harry spotted Uncle Vernon at once. He was standing a good distance from Mr. and Mrs. Weasley, eyeing them suspiciously, and when Mrs. Weasley hugged Harry in greeting, his worst suspicions about them seemed confirmed. â€Å"I'll call about the World Cup!† Ron yelled after Harry as Harry bid him and Hermione good-bye, then wheeled the trolley bearing his trunk and Hedwig's cage toward Uncle Vernon, who greeted him in his usual fashion. â€Å"What's that?† he snarled, staring at the envelope Harry was still clutching in his hand. â€Å"If it's another form for me to sign, you've got another –â€Å" â€Å"It's not,† said Harry cheerfully. â€Å"It's a letter from my godfather.† â€Å"Godfather?† sputtered Uncle Vernon. â€Å"You haven't got a godfather!† â€Å"Yes, I have,† said Harry brightly. â€Å"He was my mum and dad's best friend. He's a convicted murderer, but he's broken out of wizard prison and he's on the run. He likes to keep in touch with me, though †¦ keep up with my news †¦ check if I'm happy †¦Ã¢â‚¬  And, grinning broadly at the look of horror on Uncle Vernon's face, Harry set off toward the station exit, Hedwig rattling along in front of him, for what looked like a much better summer than the last.

Policing the Internet

Chapter 6 Debate 1. Are governments ever justified in regulating what their citizens can access? The Internet was created in the late 1960s so that U. S. Department of Defense researchers could share information with one another and with other researchers. The scientists and academics who created the internet soon saw the power of the new technology: Wires linking computer terminals together in a â€Å"web† of networks allow people anywhere in the world to communicate over the computer.Even though it was developed by the government, the Internet is not government run. The Internet Society, a volunteer organization, addresses usage and standards issues. The term NEA was created by Authors Doc Searls and David Weinberger which is an acronym that stands for: No one owns it, Everyone can use it, and Anyone can improve it. Therefor it is not in any government’s power to regulate what can and cannot be viewed on the internet. It cannot be owned by any government or corporatio n because the internet in itself is classified as an agreement, not a thing.It is a communication source where the whole world can stay connected. Countries such as China and Egypt, as well as many other countries in Asia and Europe, continued to have their rights taken away by their government and are blocked from going on news sites that would keep them up to date on world news. Although there are people who would use the internet as a tool to illegal means, censoring the internet for all citizens is not going to prevent a determined person from saying what needs to be said.It only makes it illegal to do so. Governments that regulate and restrict informational websites end up making themselves look even worse than if they were to just let their citizens have free roam of the world wide web. 2. Should anyone be responsible for policing the internet? No one should be responsible for policing the internet because it simply was not designed to be so. It would take as many people as th ere are online every second of the day to keep up with the amount of updates and constant uploading.Even now the government tries to police pirating of movies and music but it simply can’t be done. There will always be people who can beat the system, override it, hack into it, do whatever means necessary to get what they want and do what they want online. Work Cited Bradsher, Keith. â€Å"China Toughens Its Restrictions on Use of the Internet. † Nytimes. com. New York times, 28 Dec. 2012. Web. 27 Mar. 2013. Searls, Doc, and David Weinberger. â€Å"What the Internet Is and How to Stop Mistaking It for Something Else. † N. p. , 2003. Web. 27 Mar. 2013.

Influences: Celebrities Essay

The environment of a child molds them into the person they will become as an adult. The biggest influences in children lives are parents and celebrities. There are positive and negative influences these two both set as role models. When a child sees behavior of their parents affects their mental and social development as they grow. It seems today that children are trying to act older than they really are. Pressure from parents and celebrities could be responsible for this behavior and change in identity. The way children are influenced by our parents is entirely different by how they are influenced by celebrities. There are children who may make a bad decision about sex, drugs, money, or just maybe in life. As a child grows the images they see stays with them as the turn into teenagers. Then they think it is okay because the person they look up to besides a parent have demonstrated or talked about it. Parents can also influence bad decisions as well. Celebrities may play a great role in influencing a teenager’s preferences and perception towards. It is important for celebrities to keep up a good image. The influence of celebrities can range from one’s personal appearance to how a person interacts with the community. Celebrities have influenced people to wear similar clothes, to have the same hairstyle, or to use the same brand of cosmetics and other personal effects. Teenagers look up to celebrities for every minor update from the fashion world in the lust to look good and current. Girls are pressured to be skinnier and prettier, because that is what they see women look like in magazines and television. Sex sells and the media know that. It is also dangerous for children and teens to become obsessed with celebrities and everything their lives entail. The infatuation teenagers have over celebrities and their lifestyles can take over their own lives. Parents being the first influence in a kid’s life can affect them in the best possible manner by helping them to develop good personalities full of quality ethical and moral values. Family is the primary institution in the lives of individuals, with mother being the first teacher. Parents influence the life of an individual in multiple ways. The kid looks at the lifestyle of his parents and tries to adapt with them, therefore following everything that he looks at. Parents are the initial influence in their children’s lives. If parents have good morals and confidence so will their children. But if children see their parents displaying negative behaviors such as smoking, or abusing drugs and alcohol, or even possessing low self-esteem, the children will believe it is acceptable and are more likely to do so. Although celebrities influence lives in a big way, parents have a greater influence. Quality time spent with family could balance their self-images and lessen the need closely watch what celebrities are doing and the entertainment shows are created to cause hype directed towards famous people. No matter how much a person is influenced by celebrities, it can be limited when parents come into the picture. There is absolutely nothing wrong with a positive influence coming from celebrities, but when a person starts to show negative behavior because of this influence, parents and family will have to step in to change a person’s perspective. Throughout our lives, we are influenced by a lot of people. During the early year, family and parents play an important role in influencing and developing our own set of attitude and behavior. Our personal relationship with our parents would determine how we respond to or how we are influenced by other people. As we grow up, we become exposed to famous people, more often celebrities, who can then influence the way we look, the way we dress, and the way we interact with other people in the community. The way we are influenced by our parents is entirely different by how we are influenced by celebrities.

Did the Industrial Revolution improve life for people? Essay

The Industrial Revolution was a time of drastic change, for both the better and worse. Changes like factories, steam power, and more people flocking to the city generally improved life. However, these changes also meant that working conditions declined, and massive increases in pollution and disease. The above suggest that the Revolution had pros and cons. Population growth changed Britain’s life style immensely. The Industrial Revolution witnessed a huge growth in the size of British cities. In 1695, the population of Britain was estimated to be 5.5 million. By 1801, it was 9.3 million and by 1841, 15.9 million. This represents a 60% growth rate in just 40 years. On average, 20 people shared a small house of four rooms. One toilet was shared by 120 people. This meant that there was not enough clean water or sewage for everyone, and disease spread easily. On the other hand, more people in Britain meant that more food, clothing, and everyday items were needed. The people also p rovided the workforce for the new industries. The new factories were often terrible places for people working in them. Punishments were harsh: for example, if a worker talked, left the working room without consent of the overseer was late to work, or broke any equipment, they would be fined. The factories were often also extremely dangerous- especially for girls, with their long dresses, aprons and hair. Workers would sometimes get caught in the machinery, resulting in horrible injuries or even death. While jobs were created, there were few if any rules about how much people could be paid, what training they would receive and whether they could be fired for any reason. The jobs were dangerous and if you died, no one really cared. There was no unemployment or sick pay: with no job, you got no wages, and could starve. However, wages in the factories were higher than on farms and jobs were plentiful. On the other hand, factories also improved peoples’ daily lives – by expanding the number and quality of the kinds of products factories could turn out, ordinary British lived better and had m ore time on their hands as conveniences and efficiencies defined the Industrial Revolution. Factories in the major cities created hundreds of thousands of jobs, expanded the cities and attracted immigrants by the millions. – The Industrial Revolution turned out many notable inventions like the battery, the telephone, and the calculator. The huge growth of business and factories meant that our transportation network expanded out of  necessity and brought us canals and highways. The success of the Industrial Revolution depended on the ability to transport raw materials and finished goods over long distances. The growth in transportation meant that we now have cars, bicycles, traffic lights and trains. To conclude, the Industrial Revolution changed Britain for both good and bad. However, there is more evidence above to show that the Industrial Revolution did not improve life for the people of Manchester during the time. Regardless, there is no denying that the Revolution brought on more technology, wealth and power to modern society, and that it had a huge impact on t he world and shaped the world to what it is today.

Asserting Ethnic Identity and Power Through Language Essay Example for Free

Asserting Ethnic Identity and Power Through Language Essay Week-1 The linguistic ideology at work here is founded both on the concept of the ‘mother tongue’ as well as on the ‘one nation, one language’ principle. Communities on the western side of the border are not interested in learning the language of their eastern neighbors. Eastern communities, on the other hand, are strongly motivated to learn western languages. The importance attributed to English as the ‘language of globalization’ is common to both sides. We can actually say that ‘language’ is a very hot and recurrent issue for some communities: namely the German-speaking community in Bernstein (D), the Czech-speaking community in Vejprty (CS), the German-speaking and Slovenian-speaking communities in Eisenkappel/Z? elezna Kapla (A),etc. The term ‘mother tongue’ is often used – forms the ‘way of thinking’ of its speakers, and thus the different ‘mentalities’ and ‘national characters’ are connected with the use of different languages. Many informants are convinced that it is the ‘mother tongue’ which determines thought, social behavior, and exhibition or control of affection and emotions. Thus the confrontation between languages automatically becomes a clash of mentalities. For example, the German-speaking community in Ba? renstein finds there is a relation between the insurmountable difficulty in pronouncing and learning the Czech language and the incomprehensibility of the words Czech-speaking people produce. People in western communities explain this widespread knowledge by saying that ‘the Others’ need to know my language, because my language is the superior One. We can also find indices of implicit prestige in many interview quotes, like ‘my language is useful to find a job’, ‘my language is more international than theirs’, ‘it represents a symbol of upward social mobility’; ‘the importance of my language forces them to learn it, and in this way they show practical sense, intelligence and cleverness, because they well know that the knowledge of the languages spoken on both sides of the border offers more professional and economic opportunities’. People are not generally interested in learning the language of the ‘Other’, and the reason is, as we have already seen, its ‘uselessness’, or its low value on the ‘language market’. They only learn what they need in their commercial transactions. Europe is a multilingual continent in which the tension between linguistic pluralism and assimilation is quite evident at present. Week-2 The topic for this week was â€Å"Creation of a Sense of Belonging through Language†, which we found very much interesting as we have to present our own explanation, views and thoughts. The topic is about Finland, Iceland and Latvia. Firstly we discussed about Finland that Swedish-speaking people along the coastlines, spoke a non-Scandinavian language, namely Finnish. The Finnish language was to become the most effective medium in the nation-building process as well as the most important criterion in creating an awareness of a collective identity. Language became a defining characteristic towards the ‘outside’ and a communicative driving force on the ‘inside’ within the great diversity of local and regional cultures. We could say that for the process of nation-building in Finland during the 19th century two main deficits had to be overcome: sovereign state structures had to be developed and an individual Finnish national consciousness had to be formed. In the process of spreading a Finnish national consciousness – a development often associated with the term ‘awakening’ as in a religious experience – the main focus was directed towards the common people, their language and culture. Finland’s modest cultural life, Finnish had gained the status of a modern cultural and scientific language. The civil servants, scholars, and many artists, continued to use Swedish as their language of communication and publication. But Finnish steadily gained ground. Many people were already, or became, bilingual. The accusation that Finnish was ‘too primitive’ was defeated by generating new terms, which proved that the language was innovative and possessed the potential for development. In the discussion about Iceland by Halfdanarson. The text tells a story of Icelandic nationalism and the struggle for independence of Iceland under Danish rule. Halfdanarson points out the rare case of Icelandic nationalism, and it’s non-violent nature. In fact, according to the article, both Iceland’s struggle for independence and the Danish reactions to it were both surprisingly pacific in nature, partly because of the idea of shared past and cultural heritage between the two countries. There are certain elements in common with the case study of Iceland and Herder’s text, such as the idea of mystic, shared past of a nation, the role of the single language of a social group forming the nation and so on. I think especially in cases like Iceland, language and linguistic identity have essential role in formation of national identity. Iceland is isolated, both in geographical terms as an island in the middle of Atlantic ocean and in terms of language. Although Icelandic is a language related to scandinavian languages, it still differes from them quite a lot. And lastly There was a question that is it possible to have a single language in whole Europe? We think its not possible to have a single langage in the whole Europe as there are many different countries with their own languages from last hundreds of years. In Europe, People communicate with each other using the shared language of their group. The group might be as small as a couple (married or unmarried partners, twins, mother and daughter etc. who share a ‘private’ language where only they know the meaning of some words) or as large as a nation, where everyone understands the allusions in their shared language (often allusions to shared history, to contemporary events, to media people of fact or fiction etc). The ‘secret’ language of the smallest group and the ‘public’ language of the national group are two ‘varieties’ of the same language. Every social group, large or small, has its own language variety, (regional groups have varieties of the national language (as opposed to regional or minority languages) which are usually called ‘dialects’) and there is overlap among all the varieties. However there is a possibility to use English as a second language as use of English gives a considerable advantage to the 13 % of EU citizens who are native English speakers, and to speakers of closely related languages (German, Dutch, Danish and Swedish), over all other Europeans. Week-3 In the week 3, we learned about ‘Language and subjective identity’. The two articles were on Franz Kafka and Simone de Beauvoir. Franz Kafka was German though he never lived among the Germans. He was then living in Prague, Czech. Hence Kafka knew both Czech & German languages. But, he preferred Czech Language as he was of the view that one could express his/her feeling in a better way in a particular language. In this case, he thought that Czech was a better language than German to express his feelings. Franz Kafka was in love with Czech translator Milena Jesenka. He used to demand Milena to write him letters in Czech language than German. He belived in a approach â€Å"belongs to a language†. When Milena replied his letters in Czech, he believed that Czech was much more affectionate, which removes all the uncertainties, he could see his lover more clearly, the movements of her body, her hands quickly which almost resembled as they both are meeting. This shows how Kafka prefered Czech more than German. Kafka encouraged his favourite sister Ottla in her marriage to Josef David, a Czech Catholic, against the opposition of parents and relatives, and wrote affectionately to his new brother-in-law in fluent Czech. For Prague Jews of Kafka’s generation, language and identity could be painfully dissonant. In Kafka’s case, this dissonance reached deep into his own family, conferring an alien quality on the most intimate of human relationships. Franz Kafka died of tuberculosis in 1924. He is buried beside his parents in the family plot in Prague’s New Jewish Cemetery. Simone de Beauvoir is a French Women. She was French writer, political activist, feminist, and social theorist. She gave her whole life for feminine rights and equality with men in Society. Beauvoir was an outstanding student. She did her postgraduate work at the Ecole Normale Superieure, the top postgraduate program in France, where she met Jean Paul Sartre. When World War II broke out in September 1939, Sartre was called for military service. He became a prisoner of war when the French army surrendered, but he was released and both Beauvoir and Sartre participated in the resistance, and after the Vichy Regime dismissed Beauvoir from her teaching position, she began a novel about the resistance. When the war ended, Beauvoir and Sartre became part of a group of leading French intellectuals, who concerned themselves with the perceived failures of modern French society. they founded Les Temps modernes as a means to explain their social and cultural views. At the same time, Sartre suggested to Beauvoir that she undertake a book on the status of women, and she published, La deuxieme sexe (The Second Sex). This was her most famous, and influential book. It became a sourcebook of modern feminism, particularly in the United States for later feminist thinkers such as Betty Friedan and Gloria Steinem. De Beauvoir used very specific and effective and powerful words to underline her matter. She is willing to deploy language and words towards others, because she knows about â€Å"a manner in which her body and her relation to the world are modified through the action of others than herself†. Asserting Ethnic Identity and Power Through Language. (2016, Oct 22). 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Primary Source analysis Essay Example | Topics and Well Written Essays - 500 words

Primary Source analysis - Essay Example Before our modern, liberating era, the world had no room for independent women. A little more than a century ago, women were property and were like slaves, being only allowed to do what their husbands demanded of them. They lived under the rule of their husbands and fathers, unable to escape from the shadows of men. The concept of an independent woman was nothing other than a myth, a dream that was more of a fantasy than anything conceivable. Though they were not allowed in schools, colleges, the majority of professions, or in any offices of government, Elizabeth Cady Stanton pointed out that these women were lacking something even more important, which was â€Å"no proper appreciation of themselves as factors in civilization.†1 Women were not only viewed as less than human, with men considered them to be lower than males, but it was a position that they allowed and accepted. When women today realize what they are capable of and allowed to engage in, it becomes almost baffling to remember that the majority of these options were not acceptable to women in a world that existed only a hundred years ago. Even in Stanton’s article, she acknowledges that a time would come when women can enjoy the rights of person and property. Yet despite this optimism, a stance that has proven itself real in our present day and age, Stanton still states that â€Å"the true woman is as yet a dream of the future†2. Since the post-Civil War era, women became increasingly more free. But is there still more for women to discover about themselves and their abilities? Stanton seemed to believe so. In Stanton’s words, â€Å"we have a government of the people, by the people, for the people [...] we soon shall have that important half, called women ...†3. Women of Stanton’s day and age did not have the freedom that we do now, yet even she was optimistic that one day women would be considered just as vital to society as men. Regardless of the life that Stanton herself led

Critique on chapter 4 Essay Example | Topics and Well Written Essays - 500 words

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