Race and Revolution an Example of the Topic Government and Law Essays by

Race and Revolution Introduction Gary Nash is an author of many different books. He is currently a professor in the University of California, Los Angeles teaching under the History Department. In 1990s he had published one of his best written works. This manuscript had created significant change in the thoughts of Americans during the years of successive until the independence. Number of Americans shifted from the idea that African Americans considerably deserve better conflicting to the general belief that their current status was the reality which they had to face. Given the situation of the African Americans, they should learn to view as it as a privilege or just endure the norms of the society. Garry Nash offers his readers a broad assessment of the part of African Americans in the uprising and post-revolutionary era. (UCLA, 2008) Need essay sample on "Race and Revolution" topic? We will write a custom essay sample specifically for you Proceed Synopsis of the Contents: The main argument raised by the author isFounding Fathers had the power to eliminated slavery while in the revolutionary era. His book Race and Revolution tackles facts that concerns the generation of revolution that desired to amend the obvious inappropriateness of African American Slavery and their dominant pacification did not only left the establishment essential but given it with the defense of a significantly sustaining government after 1788. Gary Nash illustrated the organizational work made by evangelical men and women which paved way in publicizing the slavery that the African Americans experienced. The availability of education of the African-Americans paved the way for them to reflect the mistreatment of the American society to them. Through this, international networks concerning anti-slavery were created. In this book, the author took up the issue of the anti-slavery crusade while answering the main points of slaveholders on the moral and sensible manner evident through his writing and speaking. The author of the book illustrated the cultural and monetary factors tied to the pronouncement of the new American nation which in his perspective, the country have lost its aims. In the book, is the further description of the response made by the Free Black Community towards the revolutions promise, the forceful and rational petitions for justice and the accomplishments made by the community towards the structuring of its own African-American societies in the hostile atmosphere in America in the 19th century. Gary Nash stresses that the earlier petition made against slavery and the comprehensive cases opposing slavery had been disseminated within the members of the Second Continental Congress. The author congratulated the members on their prohibition of slave trade during war time. In addition, he asked that the members to attend to the issue of injustice and more specifically, the issue of slavery. He argued that merging the inconsistency in managing hundreds of thousands of African Americans in slaverywho also have an equal right to liberty just like other normal citizens, while still preserving the struggle for ourselves and our childrens freedom. This is an obligation for the entire eradication of slavery. Slavery would remain a national problem, not a southern problem, but northerners, with few exceptions, acknowledged no responsibility for solving the problem. In such a nation, disunion or civil war was expected. Jefferson, by the end, understands it. If something is not done, and done soon, we shall be the murderers of our own children.(Nash, 1990) Review Race and Revolution written by Gary Nash highlighted the African Americans which took the leadership and the Revolution spirit as well as belief of republicanism at heart. The written work of Nash is focusing to the United States as a symbolism of liberty and equality. They are ready to give their allegiance however; they view that the nation truly lacks that symbolism. The book continuously stresses on the topic that African identity is only influenced by the idea that many Negros born in Africa grew old in the United States during the period of 18th and 19th century. Majority of the slaves imported to the United States mostly came from Africa during 1760 to 1810. The author provided evidences to substantiate the number of African Americans which sees them selves are Africans living in America throughout the first ten years of the 19th century. After the constitution finally put a stop to the African slave trading in the year 1808, Negros offered a mass and celebrated in their cities. African Union Society located in Newport, Rhode Island is also included in the book. The Union was founded during the 1780. Other groups were established such as the Free African Society (1787), Bostons African Masonic Lounge (a month after), the African Free School (established in fall) the African Church if St. Thomas, the Bethel African Methodist Episcopal Church located in Philadelphia, and lastly the African Society established in Boston. In the year 1794, the association of Newport aided the African Americans in Philadelphia to start another organization named African Human Society. During the first decade of the 19th century, Negro establishments such as school, churches, mutual and social aid societies and the intellectual links incorporated the name African for identification. One example is an establishment New York Citys African Grove. The Author stated that for the blacks that saw themselves as Americas African people the idea of migration was always appealing. Before the Massachusetts Negro lobbied for their transportation in going to Africa, Negros located within the Newport African Union Society, together with their Minister Samuel Hopkins, lectured about the possibility of attaining a clean title to land located in Africa where in they could start a Christian settlement. Prior to the Revolution, detractors of slave trading, abolitionists, and ministers similar to Hopkins that has evangelical aspirations for Africa had though about the relocation of the African Americans. Several Quakers have also continued to express their personal interests in their African settlement proposals. However, the purpose and the management of the planned camp were too vague. A talk was even organized where in people of interest believed that building a trading station would be very helpful. For numerous people, this plan was to close the idea of the British slave trade harbors in Africa. The shipment of convict ships at a port right next to the migrant vessel appeared to supply support for news paper articles which mostly state that convicts were being incorporated in the planned colony. Nash accentuated that African Americans and their white associates have taken advantage of the pressure of war and the allotment of the constitution-making required by the political uprising to demolish the concept of in the 1777 constitution. During 1780s the Government of Pennsylvania have established as law obliging the slow liberation of slaves by the time they reach their adulthood. Throughout the immediate repercussion of the war, Rhode Island and Connecticut have also absorbed the slow liberation of law in the year 1784. In New England, the issue of slavery was not abolished by lawmakers, thus it was abolished by slaves that continued to file law suits in the court for their liberty. Between the year 1781 up until 1783 Massachusetts courts have put a stop to slavery with in the state through the succession of decisions in response to the law suits which had been conveyed by the slaves whom have requested for their liberty from the 1780 constitution of the state. The slaves wer e eventually declared as free men/women. Another state in the United States followed the example of its neighboring statesNew Hampshire. During the spring time of 1784, the courts of the states of New Jersey and New York amid the northern states had unsuccessful eliminated slavery or to gradually adopt the liberation law. The state d of New York and New Jersey has a big population of slaves. It was only after an extended movement against slavery made by the white and black abolitionists did these states halfhearted acted. It was not until 1799 did the state of New York adopted the legislature of the emancipation law. New Jersey on the other hand has taken much longer to adopt the emancipation law (1804). New Jersey had this law slowly adopted that there were still seventy-five (75) were still present in Monmouth Country in 1850. Nash discussed that the radical generation was made an important mark due to its disappointment to take changing substantive accomplishments against its slavery advocacy. The evidence for the interpretation of this issue is forceful and convincing. The vast majority of American Slaves were not straightforwardly affected by the eradication of slavery in the northern part as the issue of slavery is much powerful in the south. In the northern part of the United States abolition is so slow that slave owners were allowed to trade their chattel if they have decided to. Furthermore, the liberation laws normally did not free the adult slaves however, they have promised to liberate the children of these slaves when they are in the proper age. Considerably, the makers of the Constitution were reluctant to take an important act against slavery for they are afraid of demolish the organization before it even started. Views such as these do not take big actions against the subject of slavery in wh ich the Revolution formed because of the issue. After the revolt, slavery became a regional institution that has divided the new United States. All through out the clash, there were thousands of northern slaves have won their desired freedom. Their insistence have motivated and lured the southern equivalents. Most considerably, the revolt have forced southern citizens, may they be black and white, to have attempted to reconcile the issue of slavery and free will. Even though slavery has surpassed the rebellion in the Southern part of the United States, it later on changed into a much more self-protective body. Slavery would be eliminated or become and irrational emblem of regional distinctiveness as a consequence brought by the Revolution which results to being identified with a particular mark. Without that mark it would not be identified. Conclusion: The book Race and Revolution presented that the revoltwhich were started by the slaves and abolitionists is versatile and frustrating at the same time. The revolt reveals that the greater part of the white American population were reluctant or incompetent to distinguish the importance of their independence. By the year 1776, the Continental Congress have declared words which came from a slaveholder, All men are formed as equal and endowed by the creator with certain inalienable tights and among these are life, liberty, and pursuit of happiness (Nash, 1990). Such declaration was totally opposing the idea of slavery. Although many white Americans have declined to distinguish such an idea, the slaves were persuasive and took track on the issue. In the northern part of the United States, slaves already have won their desired freedom through their actions and pressure that have placed on the legislators regarding the slave system. Yet still, in the southern part slaves really strived to a bolish the slave system but they did not succeed in their goals. I truly believe that this book is very enlightening and it was written in a very uncomplicated words which makes it more understandable for person who reads this to comprehend and grasp the authors idea. The spirit of the book Race and Revolution rests a pledge of liberty. The radical generation was unsuccessful to maintain that pledge. Thus, they delayed the day of reckoned and criticized the United States and hundreds and thousands of slaves to an additional four generations of prejudice and agony. References Nash, G. (1990). Race and Revolution (Madison: Madison House Publishers Inc). UCLA. (2008) Gary Nash. College of Letters and Science. Random House Inc. (2008). Authors: Gary Nash. randomhouse.com

Why Do Students Need Government Argument Essay Sample Questions?

Why Do Students Need Government Argument Essay Sample Questions?Writing an argument essay is one of the best ways to learn how to present an interesting story or a convincing argument. You can use this tool in your career planning and see just how well you know your audience. By writing your argument, you will be able to build up your knowledge on a subject matter that can relate to your career choices. You can take this tool with you from one university to another, to hone your skills and gain the knowledge required to thrive in your field.An argument essay is written in such a way that it can be used to make a better case for your choices of what you choose to do. This essay must include many facts and statistics that will help the reader to have a better understanding of the choice of what to do. This can be achieved if you are able to read between the lines and develop a good line of thought.To make a great success of an argument, you must be able to combine two opposing viewpoin ts in such a way that the reader understands both perspectives. This is where the writing skills that you learned in school comes into play. They give you the ability to make sure that your opinion is presented correctly. This is the best way to demonstrate your comprehension of the topic.In addition to the fact that you will present factual information in a coherent fashion, you will also be able to show how you have used your reasoning to come to the conclusions that you have reached. The research you put into the writing and research that are done as part of the writing process should be clear and to the point. You should also include a brief overview of your thesis statement. The outline of your arguments should also be present and included in the essay.A great way to get quality arguments and data is to read papers that are written in such a way that they can easily compare your points and ideas with others. Also, an individual should make use of any resources that are availabl e to them. There are many resources that are available for this purpose. By creating your own resource box, you will have everything that you need to write an effective argument.Once you have all the facts and statistics gathered, you will then have to make the arguments and your case, which will be based on the current situation. You will want to present your opinion, which can be presented to the reader through these facts and figures. Also, you should include your perspective and ask the reader to consider your point of view. The last thing that you should include is the use of figures.By using these sample questions, you will get an idea of how to compose a good argument. Writing an argument is like a balancing act that will help you understand what it is that you want to say. In this process, you must consider many factors. By learning to write an argument, you will be able to help prepare yourself for an interview with potential employers or a teaching job.

Discuss how realism is created in the film drama Yasmin Essays

Discuss how realism is created in the film drama Yasmin Essays Discuss how realism is created in the film drama Yasmin Essay Discuss how realism is created in the film drama Yasmin Essay Yasmin, written by Oscar award winner Simon Beaufoy, is a topical drama focused around a predominantly Asian community in the north of England. Starring Bend It Like Beckham and East Is East actress Archie Panjabi, Yasmin, explores problems and prejudices faced by Asian people in the aftermath of the atrocities in America on September the Eleventh. Using characterisation, setting, camera, mise-en-scene and sound, director Kenneth Gleenan, creates a sense of realism through an accurate depiction of life in an Asian community after the terrorist attacks. In this essay I have chosen to focus on the opening scene, and I will discuss methods used in Yasmin to create realism through media and film-making techniques, and how successful Yasmin is in doing this. I will also look at the writers and directors representations of life for British Muslims after the tragedies of September the Eleventh. The narrative in Yasmin is set in modern day and tackles contemporary issues and prejudices that can be easily applied to a Muslim community. Based around events on September the Eleventh, the audience have a universal awareness of the actual events that it focuses around, however many of the problems surfaced by Yasmin are not exclusive to a Muslim community and are faced by many minorities of other cultures, religions and minority groupings. So the problems portrayed in Yasmin are a representation of a wide scale issue faced by minorities in post 9-11 world where racial tensions are often high. The story follows the journey of a typical British Muslim, Yasmin, through the time before, during and after the attacks in America. It looks at all aspects of Yasmins life from her daily goings on to family problems, culture clashes and the hostility she faces from the people close to her as well as ordinary people on the street and the police. Torn between the traditions, customs and values of her Asian upbringing and the way of life the Western world has taught her; Yasmin is a troubled, young British Muslim struggling to find her true identity. The director, in the opening scene, makes this fact very clear in the short section when Yasmin hides so that she can strip herself of her traditional Muslim clothing in favour of typical Western fashions; taking refuge in a field just outside the town in which she lives. Through costume and lighting, the Mise-en-Scene in this section is a medium used powerfully and effectively to accurately portray the personal problems Yasmin faces whilst not making them so obvious as to allow the audience to draw some conclusions and personal opinions themselves. Through costume, by placing on a pair of tight jeans, realism is displayed, firstly because Yasmin is a young girl, and she chooses to wear tight jeans that strongly define her feminine figure, something that would be considered a very normal thing to do for a young girl to do, even though a slight stereotype. Secondly, the jeans can be read as a symbol of her rebellion against her traditional values, and the restrictions they place upon her as a female. They are symbolic of true problems, faced by many people. The use of costumes in the opening scenes quickly establishes Yasmin as a gritty TV drama; indeed, Yasmins cheap and ill-fitting jeans are a far cry from the glamorous designer outfits modelled by A-list celebrities in glossy, over-produced Hollywood productions. Instead, Yasmin attempts to accurately portray problems faced by people who are torn between cultures whilst avoiding patronising or offending these people by being true to life. Apart from costume, lighting also plays a significant-role in the opening scene. The use of bright daytime light along with the grey and white clouds casts shadows around Yasmin, and can be seen clearly in the birds eye view shot that looks down on Yasmin as she drives down the road out of the countryside. The shadows could be seen to represent her emotions; her guilt and the demons she faces, and are created through a realistic use of light. The birds eye view shot also allows the audience to see the tranquillity of the setting in that there are no other cars or people in the scene. This is realistic in the fact that it becomes clear to the audience why Yasmin chooses to take cover there as it is tranquil, and she can be alone with her thoughts to consider what she is doing, the consequences, but also why she is betraying her family and traditions, or whether if she wasnt changing her persona through her clothes she would be betraying her true cravings to truly integrate and conform to British customs. Also illustrated in the car, and the fact that it is a sports car shows her want to escape, and the fact that it is old is realistic as it shows how Yasmin is young and in real life wouldnt be able to afford much else. To create a naturalistic setting, this scene is shot in daylight to create a muted colour to further emphasise the fact that Yasmin is a gritty TV drama, which contrasts the vibrant and melodramatic styles generated by Technicolor, as used in Hollywood productions. Whilst putting on her jeans, the character of Yasmin is framed irregularly on the left of the shot, and to her right are plants and trees. This could be seen as the directors representation of how Yasmin is only in her youth and is still young and naà ¯Ã‚ ¿Ã‚ ½ve, and has not yet grown in to a tree. A portrayal of Yasmin being young and wanting to have fun and escape and shackles that she is faced with is realistic, believable ethic that I believe the Director is trying to represent. The sound in this section is often scarce, or dim at best. Birds twittering, wind blowing, are the distant digetic sounds that can be dimly heard by the audience. The silence in this section could be seen as a conscious decision made by the director to show Yasmins isolation and how she is lost amongst her own thoughts and own problems, and not by any specific pressures that are being enforced upon her by other outside influences, it can be read as being representative of her situation making her an int rovert. They are realistic sounds that are in context to the setting, and add to the effect of the peaceful tranquil atmosphere that I feel Yasmins character seeks in the country. As Yasmin drives away, some traditional Asian music plays, a non-digetic sound, into a point of view shot showing Yasmin looking at the road ahead, that could represent the path Yasmin will take, and in combination these two mediums create a question for the audience, what path will Yasmin take, a realistic problem someone in her scenario would ask themselves, am I British or am I what my father has made me, Muslim? The second part of the opening scene I have chosen to look at is the portion in which Yasmins elderly father, who maintains the local Mosque, and Yasmins brother, go to mosque to begin the mornings call to prayer. Like the scene with Yasmin, the director immediately outlines what the coming storyline will focus upon, however unlike Yasmins section of the opening scene, the father is faced with problems that arent as personal issues, but issues the local Muslim community are facing as a whole. As the father and brother walk around to the mosque, along littered streets with broken bollards, continuing to install realism into the setting, there is a long shot down one of the streets that is extremely powerful in creating a realistic setting in context with the financial state of the community and geographical setting as it is filmed on real streets, not a film set. There is a long shot of a row of houses, poorly maintained, shabby, poor looking with cars of a similar stature. This is ty pical of the northern England industrial areas, where houses were built quickly, all looking the same, and with it being set in northern England, this is typically a poorer area with the decline for manual labourers in the industrial sector, less jobs are available to people living there causing a higher rate of unemployment. Also, on nearly every house there is a satellite television receiver dish, which is a very strong symbol of a stereotypical average home in modern Britain, everyone sitting around watching their televisions all day. As if a neighbour looking out on the characters, there is also a high angle shot that creates a fly-on-the-wall effect for the audience, creating realism. In contrast to the other section of the opening scene, this scene doesnt have any non-digetic sound, and is filled with digetic sound that create realism, people talking, cars driving past, footsteps, children shouting on their way to school, typical sounds of people going about their daily routin es. The scene then cuts to the father and brother approaching the shutter that covers the entrance door to find graffiti spelling out a racist comment. Go Home Paki is in big letters across the shutter. This is hard hitting and very strong in showing realism in a number of ways. Firstly, it is powerful in the fact the racist term Paki is seen as a taboo and highly unacceptable, and shocks the audience, and provides a hook setting the atmosphere for rest of the story. Secondly, the language used is the type of comment a racist person would use, and would be specifically used to upset the victim by using racist derogatory language, but by also suggesting that the Muslim people dont belong in England, and raises a similar issue faced by Yasmin in the other section of the opening scene for the father, where is my home? Although his body language and facial expressions obviously express that he feels pain from the comments on the shutter, the fathers reaction is quite off hand suggesting that this is a regular occurrence, making the audience empathise with the situation and allowing the audience to familiarise themselves with the trials and tribulations the family are facing. A high angle- long shot, of the inside of the mosque, rich red carpets with ornate motifs typical of Asian design follows. It is a clever use of mise-en-scene to create an authentic and accurate setting inside the mosque. The carpet, with the high angle shot makes the father and brother look very small, almost engulfed by their traditions and culture, represented in the vibrant colours of the ornate carpet. The next shot is a low angle close-up shot upon the shoes of the two characters as the take them off. There is a great contrast in the style of footwear with the father wearing traditional smart black shoes, whilst the teenage son wears trainers. This is a contrast seen amongst many people from different generations, and is also realistic in the sense it shows that the Asian families are a little more relaxed in the boys mixing with the western culture a little more, whereas the girls are expected to stay traditional as if they were following Islam in Asia, and the use of the clos e-up shot emphasises this. The dà ¯Ã‚ ¿Ã‚ ½cor in the mosque is old woodchip paper, beginning to peel from the walls, again symbolic and accurate to the people of the area and their financial status. Finally, the last major point that shows realism in this section of the opening scene, is the final shot where the father is cleaning the graffiti off of the shutter. The digetic sound of the son calling people to prayer over the loudspeaker is sustained in the background, realistic in its continuity, and as the father begins to clean the paint, he firstly begins to clean the word home. I found this slightly surprising as I would have believed that he would have erased the racist term, Paki, yet upon reflection I came to believe that this was a way the director represented to his audience what troubled the father, like Yasmin, the most, is that he doesnt know where home is anymore, he is torn between two cultures. His home, with his traditions and beliefs, or the culture he believed would bring him prosperity, but in the face of adversity he has grown accustom to. As I outlined when discussing this point before, this is a strong use of realism as it is a real and sensitive approach t o real problems and issues faced by Asian communities living in areas of Britain. Through camera angles and framing, using non-digetic and digetic sounds, mise-en-scene entwined within the narrative, Yasmin creates a powerful, accurate and audience sensitive depiction of problems and prejudices faced by British Asians within families, cultures and society, outlined by use of historical context in the form of events from September the Eleventh. I believe that the filmmaker and writers were trying to show how hard it is to find what normal is when you are trying to find a common ground seen as acceptable between two very different cultures built on different traditions and values. Speaking to an universal audience, and in my opinion acting as a voice for Asian people in particular, the Director is trying to emphasise the unfairness of the problems faced by minorities in our society post- September the Eleventh. Yasmin shows that minority communities should be strong and have dignity and pride in all of what they are, but it also provides a message for White British people, and racists, asking them to understand how hard life is for British Asian people.

Philosopher Hypatia of Ancient Alexandria

Philosopher Hypatia of Ancient Alexandria Known for: Greek intellectual and teacher in Alexandria, Egypt, known for mathematics and philosophy, martyred by Christian mob Dates: born about 350 to 370, died 416 Alternate spelling: Ipazia About Hypatia Hypatia was the daughter of Theon of Alexandria who was a teacher of mathematics with the Museum of Alexandria in Egypt. A center of Greek intellectual and cultural life, the Museum included many independent schools and the great library of Alexandria. Hypatia studied with her father, and with many others including Plutarch the Younger. She herself taught at the Neoplatonist school of philosophy. She became the salaried director of this school in 400. She probably wrote on mathematics, astronomy, and philosophy, including about the motions of the planets, about number theory and about conic sections. Accomplishments Hypatia, according to sources, corresponded with and hosted scholars from other cities. Synesius, Bishop of Ptolemais, was one of her correspondents and he visited her frequently. Hypatia was a popular lecturer, drawing students from many parts of the empire. From the little historical information about Hypatia that survives, it is surmised by some that she invented the plane astrolabe, the graduated brass hydrometer, and the hydroscope, with Synesius of Greece, who was her student and later colleague.  The evidence may also point to simply being able to construct those instruments. Hypatia is said to have dressed in the clothing of a scholar or teacher, rather than in womens clothing. She moved about freely, driving her own chariot, contrary to the norm for womens public behavior. She was credited by the surviving sources as having political influence in the city, especially with Orestes, the Roman governor of Alexandria. Hypatias Death The story by Socrates Scholasticus written soon after Hypatias death and the version written by John of Nikiu of Egypt more than 200 years later disagree in considerable detail, although both were written by Christians.  Both seem to be focused on justifying the expulsion of the Jews by Cyril, the Christian bishop, and on associating Orestes with Hypatia. In both, Hypatias death was a result of a conflict between the Orestes and Cyril, later made a saint of the church. According to Scholasticus, an order of Orestes to control Jewish celebrations met with approval by Christians, then to violence between the Christians and the Jews. The Christian-told stories make it clear that they blame the Jews for the mass killing of Christians, leading to the banishment of the Jews of Alexandria by Cyril.  Cyril accused Orestes of being a pagan, and a large group of monks who came to fight with Cyril attacked Orestes. A monk who injured Orestes was arrested and tortured.  John of Nikiu accuses Orestes of inflaming the Jews against the Christians, also telling a story of the mass killing of Christians by Jews, followed by Cyril purging the Jews from Alexandria and converting the synagogues to churches.  Johns version leaves out the part about a large group of monks coming to town and joining the Christian forces against the Jews and Orestes. Hypatia enters the story as someone associated with Orestes and suspected by the angry Christians of advising Orestes not to reconcile with Cyril.  In John of Nikius account, Orestes was causing people to leave the church and follow Hypatia.  He  associated her with Satan and accused her of converting people away from Christianity. Scholasticus credits Cyrils preaching against Hypatia with inciting a mob led by fanatical Christian monks to attack Hypatia as she drove her chariot through Alexandria. They dragged her from her chariot, stripped her, killed her, stripped her flesh from her bones, scattered her body parts through the streets, and burned some remaining parts of her body in the library of Caesareum.  Johns version of her death is also that a mob for him justified because she beguiled the people of the city and the prefect through her enchantments stripped her naked and dragged her through the city until she died. Legacy of Hypatia Hypatias students fled to Athens, where the study of mathematics flourished after that. The Neoplatonic school she headed continued in Alexandria until the Arabs invaded in 642. When the library of Alexandria was burned, the works of Hypatia were destroyed.  That burning happened primarily in Roman times.  We know her writings today through the works of others who quoted her even if unfavorably and a few letters written to her by contemporaries. Books About Hypatia Dzielska, Maria.  Hypatia of Alexandria.  1995.Amore, Khan.  Hypatia.  2001. (a novel)Knorr, Wilbur Richard.  Textual Studies in Ancient and Medieval Geometry. 1989.Nietupski, Nancy. Hypatia: Mathematician, Astronomer, and Philosopher.  Alexandria  2.Kramer, Edna E. Hypatia.  The Dictionary of Scientific Biography.  Gillispie, Charles C. ed. 1970-1990.Mueller, Ian. Hypatia (370?-415).  Women of Mathematics. Louise S. Grinstein and Paul J. Campbell, ed. 1987.Alic, Margaret.  Hypatias Heritage: A History of Women in Science from Antiquity Through the Nineteenth Century.  1986. Hypatia appears as a character or theme in several works of other writers, including in  Hypatia, or New Foes with Old Faces, a historical novel by Charles Kingley.

Discuss the reforms of Solon and Cleisthenes . what were the problems Essay

Discuss the reforms of Solon and Cleisthenes . what were the problems in Athenian society that made reform necessary how did th - Essay Example Additionally, Solon divided society into four classes—each of which were based on wealth. The two highest classes were allowed to serve on the Areopagus, which was the highest council of Athens. The third class were permitted to serve on elected councils, and the lowest class was able to take part in the assembly, which brought affairs to the elected council. On the other hand, Cleisthenes developed a constitution in order to make Athens a democracy. Cleisthenes is commonly referred to the founder of democracy in Athens for this very reason. This constitution was loosely based on the ideas of Solon, but Cleisthenes expanded on them. As part of the new constitution, all men aged 18 years and older were registered as Athenian citizens and became members of their village. This was a significant step in the evolution of Athenian society because these new citizens were each allowed to vote, thus giving them power over elected officials. At that time women were not considered citize ns of Athenian society, and because of this they did not have any voting powers. The council that was established worked as the chief arm of the government and had full executive and administrative power. Any citizen aged over 30 was qualified to be part of this council. Each year the members of the council were picked at random. The Assembly had the power to veto any of the council’s decisions.

How would pet therapy benefit children with autism Research Proposal

How would pet therapy benefit children with autism - Research Proposal Example He further added that the disease targets those areas of the brain responsible for social integration, language, abstract and creative thinking. The symptoms of autism include social impairment, poor communication skills (both verbal and non-verbal), and through repetitive, stereotyped and repetitive behaviour (APA, 2000). Individuals suffering from autism usually struggle with stressful and changing environments, and are also very sensitive to environmental stimuli. Children with autism have trouble interacting with others and people usually have a bizarre reaction when encountering them. On top of this, traditional psychotherapeutic and educational interventions have for a long time failed to present consistent improvements in children suffering from autism. Since conventional forms of intervention are failing to provide reliable and successful intervention, it is important to seek other innovative forms of autism management. This paper seeks to look at pet therapy and the manner in which it can be used to detect and manage symptoms related to autism. For this study, the independent variable will be pet therapy while the dependent variable will be autistic-related symptoms. The pet therapy applied will depend on the types of pets used in a chosen institution while autistic-related symptoms will be taken as a whole i.e. change in symptoms over time. As explained above autism is a neurological brain disorder characterized by communication impairment, social impairment and repetitive, restricted or stereotyped behaviour. The disease manifests itself before a child attains three years of age and persists into old age. The disorder is one of three disorders that comprise the autism spectrum (ASD). As of 2012, the Centre for Disease Control and Prevention (CDC) reported that 20 per 1000 children have autism in the United States (Blumberg, 2013). Pet therapy is the use of animals in managing certain psychoneurotic disorders. The

The Great Big Turnip | Analysis

The Great Big Turnip | Analysis Introduction: Our choice of storybook is The Great Big Turnip edited by Bob Williams, published by KohWai and Young. This book is appropriate for children aged four to six as it is specially designed and created to assist children who have mastered basic reading skills. Marchado (2010) states that the success of any book for young children depends on its presentation of basic human tasks, needs, and concerns based on childrens perceptions, and at a level at which they can respond (p. 289). Thus, after examining our selected choices of books, we decided to choose The Great Big Turnip because it has met many aspects of selecting the right book for young children. The story revolves around a farmer who had discovered a giant turnip in his garden. He could not pull it out alone hence he sought help from his family members and other animals in the house. Together, they managed to pull the turnip out of the ground and enjoyed plenty of food for many years. From this synopsis, the story is able to inculcate the value of teamwork in the readers as it teaches that joint effort makes it easier to complete a task. Its print and vibrant illustrations had captivated us instantaneously. The language used is age appropriate for children to learn and comprehend. The moral of the story is that we should always help others when they are in need, even if you may think that your help is insignificant. Literary elements: Plot: The plot is good because it creates suspense in the story to develop the childrens interest in reading the book. It is also simple and straightforward as it focuses on how the farmer gets help to pull the giant turnip out of the ground. Machado (2010) states that simple plot necessitated by the length of a picture book allows young children to become involved immediately in action, discover problem, and understand the resolution (p. 289). The story is in a chronological order as it unfolds sequentially. In the beginning on page 3, it talks about the farmer planting turnip seeds on the ground. In the middle on page 7, the farmer asked his wife for help when he could not pull the turnip out all by himself. Eventually, they still needed more people to help out. On page 14, it reveals how the turnip was pulled out from the ground. From the plot, readers are able to pick out problem-solving skills from the characters, such as asking for assistance. The climax of the story happens on page 13 when six more characters were involved in pulling the turnip out of the ground, and it arrests the childrens attention to find out how the characters overcome the situation. Characterization: The characters in the storybook are life like as they appear like normal living being. Machado (2010) states that characters should be portrayed realistically and have experiences and emotions with which children can immediately identify (p. 289). Thus, this book has definitely met the book selection criteria. The protagonist in the story is a farmer. As the story continues, other characters develop one after another throughout the story to help the farmer. The story does not talk about the characters past, present and future as it focuses on how the farmer gets help from his family to pull the big turnip out of the ground. Based on the farmers dialogue, it shows that he is a jovial person. On page 5 and 7, the farmer was elated to find out that his plant had grown into an enormous turnip. At the end of the story on page 16, the farmer shows a sense of happiness as it states that the happy farmer ate turnip for years (William, 2002). Besides, this book also portrays an array of emotions based on the other characters dialogue on page 7, 9 and 11. It shows excitement yet their struggles in pulling out the turnip. Setting: The farmers garden is the main location where the story took place during daytime. Based on a western context, readers are able to visualize a realistic event that occurred in the story which helps to build on their prior knowledge of the images. Theme: The theme of the story is able to relate to childrens understandings, needs and interests because underlying concept educates the importance of teamwork and unity. The farmer would not be able to pull the big turnip out of the ground without the help of his wife, son, daughter, dog, cat and mouse. It shows the significance of working towards a goal in harmony; oneness of mind. Style and Diction: The language used is simple and age-appropriate for children aged four to six. The language used is able to create mood from text such as exclaimed, cried and excited. The story involves a careful choice of words and rhythm such as they all pulled and pulled, but the turnip still would not come out! With a predictable text, children are able to participate by reading aloud to themselves or a storyteller. And the book contains good diction as it contains phrases like eyes popped out from her head, luckily, fell backwards in a heap. Point of View: The author used a third person point of view to write the story using pronoun like He, She and They. Objective point of view was used in the story as the author only tells what happen without stating more than [what] can be inferred from the storys action and dialogue (Literature, No Date). Stereotypes: It is not reflected in the storybook. Personification: It is not reflected in the storybook. Visual elements The picture-books visual variety would kindle the interests of the children and arrest their visual attention. It is slightly smaller than an A4-sized book which words inside are of Arial font and appropriate font size. The space in between words and line spacing are not cluttered. Hence, this popular fairytale facilitates easy one-on-one readings and independent reading. Cover page: On the cover page, yellow, embroidered images on the borders of The Great Big Turnip give volume to the title and front illustrations. Every word in the title is capitalised and dark turquoise in colour. Below the title is a bright and colourful cartoon of the climax of the story, which is also slightly similar to the cartoon on page 14 and page 15. The clever illustration will intrigue readers as it shows just the giant turnip spinning out of the soil and several characters falling behind. It allows readers to think about what happened in the story. Texture: Illustrations are two-dimensional which gives a visual texture and promotes imagery development. Line: Heavy lines used give more precision and curved lines used depict fluidity which brings the characters to life. Jagged lines can be found on page 15s illustration of the spinning turnip, which enables the readers to sense danger. Colour and Shape: Furthermore, the cartoon characters stand out more as additional colours and geometric shapes are used to allow the reader to clearly differentiate all of them. Illustrations from page 13 are good examples, as when the characters are pulling the turnip out, the reader would not focus on other things such as the house far away or even the forest in the background. Colours such as brown used compliment the settings like the farmers wooden house and the soil in his garden. There is also more assertion and rigidity in the illustration of the farmer due to the geometric shapes used (Scott, 1989). Free-form shapes such as the cursive ends of the turnip on page 15 enable the reader to imagine the great amount of force when the turnip was pulled out (Scott, 1989). All in all, the visual elements of the picture-book nurture visual literacy which builds on the language development of child. They allow the facilitating readability and influencing recall of the text (Machado, 2010).