The Literary And Artistic Romanticism Movement - 1758 Words

John Constable was a 18th and 19th century English artist whose work has coincided with the literary and artistic Romanticism movement. His works included many painting and sketches of the natural world and environment which was one of the hallmarks of Romantic works. A lot of his work did not cover the theme of ruins until later in his life and especially after the death of his wife. His oil on canvas painting, â€Å"Hadleigh Castle, The Mouth of the Thames—Morning after a Stormy Night† depicts the ruins of a medieval stronghold known by the same name of Hadleigh Castle after a storm has ravaged the area over night. However, it is important to note the context in which this work was created in. In 1828, Constable’s wife had passed away and this led to a shift in his own artistic work. In addition, Constable had also been inducted into the Royal Academy but he was criticized and scrutinized by the president of the organization which also led to a change in Consta ble’s style and themes. The setting of the artwork is very gloomy and somber and this has a lot to do with these events that had taken place in his life during the creation of the piece. Yet, despite the depressing emotions the image initially evokes, there is also this aspect of renewal and resurrection that is created by the artwork. In an article titled Constable, John, Michael Rosenthal from Oxford University stated, â€Å"Constable later though a ‘ruin’ a suitable symbol for himself, but the iconography of this paintingShow MoreRelatedThere have been many movements in Romantic Literature, Romanticism being one. Despite the idea that600 Words   |  3 Pages There have been many movements in Romantic Literature, Romanticism being one. Despite the idea that romanticism is an outdated literary form, romantic literature is very important to English Literature; no other period in English Literature shows the type of style, theme, or contain information like how the Romantic movement was. Romanticism was virtually around in every country of the US, Europe, Latin America and it lasted from 1750-1870. Romanticism gave a rise to a new type of literature itRead MoreRomanticism Essay1493 Words   |  6 PagesRomanticism Romanticism is a movement in the arts that flourished in Europe and America throughout much of the 19th century from the period of the French revolution in 1789. Romantic artists’ glorified nature, idealized the past, and celebrated the divinity of creation. There is a fundamental emphasis on freedom of self expression, sincerity, spontaneity and originality. The movement rebelled against classicism, and artists turned to sources of inspiration for subject matter and artisticRead MoreThe Realism Movement Of France1606 Words   |  7 PagesThe Realism Movement in France Gustave Courbet, a major influence of the Realism movement, defined Realism as a human conclusion which awakened the very forces of man against paganism, Greco-Roman art, the Renaissance, Catholicism, and the gods and demigods, in short against the conventional ideal† (New World Encyclopedia). According to the Merriam-Webster Collegiate Dictionary, the definition of realism is the theory or practice in art or literature of fidelity to nature or to real life and toRead MoreDifference Between Romanticism And Transendinlalism In American And British Writers1584 Words   |  7 PagesTransendinlalism very differently from that of Romanticism. The difference of Transendinlalism was that it was a literary and philosophical movement, associated with Ralph Waldo Emerson and Margaret Fuller, asserting the existence of an ideal spiritual reality that transcends the empirical and scientific and is knowable through intuition. However, the Romantics thought differently because they that, that romanticism was an artistic and intellectual movement originating in Europe in the late 18th centuryRead MoreLiterature during the Romantic Era972 Words   |  4 Pagesï » ¿Romanticism Introduction The Romantic era began in the late eighteenth century as a reaction against the Age of Enlightenment and was a period of great change and emancipation. The movement started as an artistic and intellectual reaction against aristocratic social and political norms of the Enlightenment and against the scientific rationalization of nature. During the Enlightenment literature and art were primarily created for the elite, upper classes and educated, and the language incorporatedRead MoreDifference Between Romanticism and Transendinlalism in American and British Writers1616 Words   |  7 PagesDifference Between Romanticism and Transendinlalism in American and British Writers The expression Romantic gained currency during its own time, roughly 1780-1850. However, the Romantic era is to identify a period in which certain ideas and attitudes arose, gained the idea of intellectual achievement and became dominant. This is why , they became the dominant mode of expression. Which tells us something else about the Romantic era which expression was perhaps everything to do withRead More The Awakening: Romanticism, Realism, and Local Color Essay1135 Words   |  5 PagesThe Awakening: nbsp;Romanticism, Realism, and Local Colornbsp;nbsp;nbsp; nbsp; Imagine being far out into the middle of the ocean and at that moment, having to make a choice between judgment and individuality, death and life? In 1899, Kate Chopin composed a captivating novel titled The Awakening. Throughout Chopins day, the work was regarded as nonsense and a waste of time on her part. Critics found the main characters rebellion to be foolish and unlawful. At that age, it was believedRead MoreMary Shelley ´s Frankenstein; Or, the Modern Prometheus, an Analysis of the Subtitle1219 Words   |  5 PagesShelley’s entry into the â€Å"contest†. Continuing, the use of nature such as the cycle of life and death is a striking future in the literary movement Romanticism. Almost all characteristics of the literary term Romanticism are presented in the novel, thus, it cannot be anything but a member of the romantic genre. Consequently, further investigations on the term Romanticism will be inevitable. After that I will draw a comparison between the chara cteristics of Prometheus and Victor Frankenstein, and proceedRead MoreAnalysis of William Wordsworths The World Is Too Much with Us1297 Words   |  5 PagesThe World is too much With Us by William Wordsworth William Wordsworth is among the founders of literary movement known as Romanticism that features Romantic poetry. Wordsworth is well known throughout his poetic works to e in constant communion with nature. He loves nature and strives to educate all about the significance of nature conservation. Unfortunately that is not normally the case, hence he snaps at people and the destruction that he witnesses around using this poem. In the poemRead MoreA Meaningful Romantic Period1176 Words   |  5 PagesRomantic period, however, is referenced by the third definition on the page, â€Å"relating to or denoting the artistic and literary movement of romanticism† (â€Å"Romantic†). This definition will be the focal point of this paper, which will discuss the trend of the Romantic period to include its characteristics, historical considerations, and sociopolitical factors. This paper will also analyze a literary example of the period titled â€Å"Lines Written in Early Spring,† by William Wordsworth. The trend of the

John Locke And The Principles Of Understanding And...

A agreement not to defend myself from lard, by force, is always void. Although animadvert do not agree on whether these laws should be esteem as mere precepts of prudence, or rather as divine overlook, or moral imperatives of some other chance, all assent that Hobbes comprehend them to direct people to submit to political authority. Happily, human nature also provides resort to escape this miserable station. Hobbes argues that each of us, as a intelligent being, can see that a war of all against all is inimical to the content of her interests, and so can harmonize that â€Å"en is good, and therefore also the road or signify of peace are admirable†. John Locke, a seventeenth-century philosopher, explored the foundations of distinctive understanding and political arrangement. Unfortunately, the laws of nature run contrary to subject’s nature, and without a strong power men will not reliably syn to follow them (17 2 106). For (as I have shown before) no man can onpass or lay down his perpendicular to deducting himself from release, wounds, and confinement, the void whereof is the only issue of laying down any right; and therefore the promise of not resisting force, in no covenant transferreth any just, nor is obliging. Put more simply, in the interests of self-safety, omi should seek l and constitute bargain. This is the fear of violent death. A political participation can be oriented around this fear. materialism: Man is a wholly physical being whose sensations, emotions andShow MoreRelatedJohn Locke Essay608 Words   |  3 PagesJohn Locke John Locke, born on Aug. 29, 1632, in Somerset, England, was an English philosopher and political theorist. Locke was educated at Christ Church, Oxford, where he followed the traditional classical curriculum and then turned to the study of medicine and science, receiving a medical degree, but his interest in philosophy was reawakened by the study of Descartes. He then joined the household of Anthony Ashley Cooper, later the earl of Shaftesbury, as a personal physician at first, becomingRead MoreCompare and Contrast Hobbes’s and Locke’s Views of the State of Nature and the Fundamental Purpose of Political Society. Whose View Is the More Plausible? Why?1564 Words   |  7 PagesCompare and contrast Hobbes’s and Locke’s views of the state of nature and the fundamental purpose of political society. Whose view is the more plausible? Why? Introduction Thomas Hobbes and John Locke were both natural law theorists and social contracts theorists. While most natural law theorists have predominantly been of the opinion that humans are social animals by nature, Locke and Hobbes had a different perspective. Their points of view were remarkably different from those perpetuatedRead MorePolitical Theory: Property1369 Words   |  6 Pagesmost confounding concepts in the discipline of political theory is the issue of property. Classical philosophers like Plato and Aristotle dedicate a large part of their works to speculations about the state of nature and property ownership. However, a comprehensive theoretical exploration of the concept of private property ownership is credited to relatively modern philosophers like Thomas Hobbes, John Locke and Jean Jacques Rousseau. The writings of Locke and Rousseau on property ownership are quiteRead More Mary Shelleys Frankenstein - The Individual and Society Essay1923 Words   |  8 Pagesin social a nd political philosophy is called Social Contract Theory. It gives a way of thinking about what it means to be human, raising fundamental questions such as: what is human nature, in itself, apart from society? Are people fundamentally equal, and if so, why, in what ways? What justifies governmental authority? In what sense are people free and independent if their lives are ruled by laws and governmental authorities?    Thomas Hobbes (1588-1679), and John Locke (1632-1704), wereRead MoreJurisprudential Theories on IPR13115 Words   |  53 Pagesproperty, such as: 1. Natural Rights/Justice Argument: this argument is based on Locke’s idea that a person has a natural right over the labour and/or products which is produced by his/her body. Appropriating these products is viewed as unjust. Although Locke had never explicitly stated that natural right applied to products of the mind,[34]  it is possible to apply his argument to intellectual property rights, in which it would be unjust for people to misuse anothers ideas.[35]  Lokeans argument for intellectualRead MoreBranches of Philosophy8343 Words   |  34 Pagescomparison of various ethical systems, whether there are absolute ethical truths, and how such truths could be known. Ethics is also associated with the idea of morality. Platos early dialogues include a search for definitions of virtue. †¢ Political philosophy is the study of government and the relationship of individuals and communities to the state. It includes questions about justice, the good, law, property, and the rights and obligations of the citizen. †¢ Aesthetics deals with beautyRead MoreLiberal Perspective of a State7979 Words   |  32 Pagesthat were imposed on people. Liberals espouse a wide array of views depending on their understanding of the principles of liberty and equal rights, but most liberals support such fundamental ideas as constitutionalism, liberal democracy, free and fair elections, human rights, capitalism, free trade, and the freedom of religion. These ideas are widely accepted, even by political groups that do not openly profess a liberal ideological orientation. Liberalism encompasses several intellectualRead MoreTheories of Justice3826 Words   |  16 Pagesexpress the principles of justice and fairness in their own way resulting in different types and concepts of justice. This paper will take a closer look at three justice theories based on our textbook Moral Issues in Business, by William H. Shaw and Vincent Barry. I will then use these various theories to create an argument for a topic that will later be defined. (Shaw, Barry, 2004) (Beyond Intractability, 2003) Utilitarian Justice As suggested by philosophers Jeremy Bentham and John Stuart MillRead MoreThe Theory Of International Politics1785 Words   |  8 Pagesand added momentum to the question of whether bipolar or multipolar international systems were more war-prone† (Griffiths, 2007). However, a flaw is that his theory is too reliant on material understanding of power and misses the social. On the other hand, regardless of his dependency on material understanding, his theory is still practical and helps to understand issues that have occurred from a neo-realist perspective. To the extent â€Å"that structural realism sought to explain the cold war by referringRead MoreRethinking Mercantalism Essay15042 Words   |  61 PagesRethinking Mercantilism: Political Economy, the British Empire, and the Atlantic World in the Seventeenth and Eighteenth Centuries Author(s): Steve Pincus Reviewed work(s): Source: The William and Mary Quarterly, Vol. 69, No. 1 (January 2012), pp. 3-34 Published by: Omohundro Institute of Early American History and Culture Stable URL: http://www.jstor.org/stable/10.5309/willmaryquar.69.1.0003 . Accessed: 06/09/2012 12:18 Your use of the JSTOR archive indicates your acceptance of the Terms

The Fight for Women’s Rights Free Essays

Today, women have more liberty to do as they please. There are many positions in companies held by women. There was even a woman who ran for presidency in 1872. We will write a custom essay sample on The Fight for Women’s Rights or any similar topic only for you Order Now Additionally, there are many companies founded and ran by women. These show that home is not the only place for women, and they should not be tied as individuals running the house while their husbands work. The freedom that women have today cannot be possible without the events in the past that gave them identity in a society initially dominated by men. Women in the Past and Their Place in Society Time and again, people bore this thinking that women were just â€Å"a creative source of human life. † Many people considered them as forever inferior to men, creations that were under the opposite sex. Furthermore, women were constantly referred to as source of temptation. Even in other countries, women were viewed as children, meaning they would still be inferior to men. In Greek mythology, Pandora opened the box and was then responsible for all the unhappiness among mankind. This was the same viewpoint among Christians in the early times. For instance, St. Jerome believed that â€Å"Woman is the gate of the devil, the path of wickedness, the sting of the serpent, in a word a perilous object. † This was agreed by Thomas Aquinas, a Christian theologian who believed that the primary role of women is for conception. He further claimed that in other things, men are better assisted by their fellow men (Compton’s Interactive Encyclopedia, 1995). The lack of womenâ⠂¬â„¢s rights has placed women in delicate situations. During the 17th century, some women were believed to be witches, and were executed. The majority, consisting of men, believed that the weaker sex was more likely to be corrupted by the devil. Interestingly, most of the women charged with witchcraft were brave or stubborn while some were childless, spinsters, or successful. These were the characters that were not in the Puritan idea of femininity (Kendall, 2001, p. 9). Furthermore, the past seen women as domestic partners, tending about the orchard, or making cheese or baking pies. Women were also serving guests and cleaning the house. Aside from numerous household chores, many of these women have many children to feed and take care of. A typical family would have twelve to thirteen children, aside from extended families. The father was seen to be the head of the family, and this belief was taken from Bible passages which says that man leads the woman. Furthermore, special emphasis was put on the role of women to be submissive on their husbands (Kendall, 2001, p. 10-11). Additionally, books were published which further strengthened the division of labor between man and woman. An author, George Savile, claimed that men were created more intelligent and logical than their counterpart. Thus, men should be the head of families, businesses, and enterprises. Also, Savile emphasized the woman’s need to have a husband. And for women who were not happy with their married lives, they should just â€Å"make the best of it† (Kendall, 2001,p. -11). Many colonies had fewer unmarried women. This was because life was not easy for spinsters, or those unmarried women. For instance, they did not have many opportunities to earn. As a result, their parents or brothers or married sisters provided them with their expenses. When this happened, the unmarried women would help care for their relatives children or clean the house (Kendall, 2001, p. 11) Women also did not have liberty with money. Laws did not have provisions for women regarding owning a property or making contracts. It was the men who have the liberty to sell their possessions according to his judgment. Further, when a single woman has money, it becomes the property of her husband upon their marriage. Women lacked the legal right to the money they earned. On top of this, her belongings could be seized by creditors when his husband lacked the money to pay his debts. It was also the men’s discretion to leave their properties to anyone upon their death. This power came to be called as â€Å"the apron-string hold. The only right that women have was only a one-third of their property after the death of the husband (Kendall, 2001,p. 11-12). Women in the past also did not have rights over their children. Under the law, the children were the property of the husbands. In cases when a couple divorces, the sole custody of the children is to the father. Men also have the right to grant custody of the children to anyone but their wives. In addition, laws also permitted husbands to physically discipline their wives. This means that husbands could whip their wives for as long as they want provided that the whip was not thicker than his thumb. This was known to be the â€Å"rule of thumb. † However, this was not seen as oppression against women, but instead it was an assertion of the women’s right not to be beaten severely (Kendall, 2001, p. 12). Women were also considered as the weaker sex. They were thought be squeamish and unable to do heavy chores. During the preindustrial times, women were assigned to domestic chores while heavier tasks were done by men. The belief that women were the weaker sex, as seen from the division of labor, forgot to consider that domestic chores, including taking care of children and other tasks, required sustained labor. However, recent studies showed that women have greater tolerance for pain compared to men, and live longer and more resistant to some diseases (Compton’s Interactive Encyclopedia, 1995). In opportunities for education, the provision for women came as second to that for men. During the colonial times, girls learned to read and write from dame schools. They could join schools for boys during the summer when boys were working and there were vacant seat in classrooms. Fortunately, changes were in store for the education of both sexes. The late 19th century witnessed the increase in the number of women students. There were colleges and universities founded for women, and the schools for boys also began to admit women students. By 1870, one-fifth of students from colleges and universities were women. It further increased during the early 1900s (Compton’s Interactive Encyclopedia, 1995). In addition, the traditional role of women as child-bearers gradually changed. It used to be that people has this stereotypal opinion about women whose place is at home. As times changed, women gained freedom and a voice in choosing contraception or undergoing legalized abortion. These choices have given them greater control over how many children they wanted to bear. Despite these positive changes, women were still tied to their roles as mothers and wives. Most of them were talented but did not have freedom to pursue studying or other careers (Compton’s Interactive Encyclopedia, 1995). In place of formal education, many young women learned things from their mothers. They were expected to learn cooking and caring for children as preparation for their future roles. During the 1960s, tests were conducted that showed the scholastic achievement of young girls as higher during the early grades. The explanation behind this finding was the decline in the girls’ expectations because their families or their teachers did not expect them to prepare for a future different from marriage and motherhood. The good thing was that changes were taking place with regards to this trend (Compton’s Interactive Encyclopedia, 1995). By the start of the 20th century, women were able to obtain undergraduate college degrees. In 1984, 49% of undergraduate degrees were by women, a sharp increase from just 19% during the onset of the century. Furthermore, more women became interested in taking graduate studies. This was further improved when, in the mid-1980s, women held 49% of masteral degrees and 33% of doctoral degrees. Moreover, women students in college comprised 53% in 1985 (Compton’s Interactive Encyclopedia, 1995). Another area where women came as inferiors to men was at work. During the colonial times, women who earned a living were seamstresses or in charged of keeping boardinghouses. There were some women who worked men’s jobs, such as doctors, preachers, writers, and lawyers, among others. At the onset of the 19th century, occupations allowed for women were either factory labor or domestic work. They were generally excluded from higher professions but were allowed to write and teach (Compton’s Interactive Encyclopedia, 1995). Several changes took place in the following centuries. Career opportunities such as medical profession have undergone changed attitudes. Anyone could practice medicine, but obstetrics was generally a woman’s domain. Unfortunately, the educational preparation needed for this profession increased, limiting some women to further pursue medical practice. On top of it, racial discrimination began against certain groups of women. For instance, the American Medical Association did not accept females. They were also barred from medical colleges for men. This changed by 1920s. During this period, a significant number of women attended certain leading medical schools. This was further strengthened when the American Medical Association accepted women members in 1915 (Compton’s Interactive Encyclopedia, 1995). Women’s Rights It is common knowledge among people that women did not have as much legal rights and other opportunities compared to men. Women were confined in homes, where their major roles were wives and mothers. They could not join in political or social matters, as these were the spheres of men. Women lacked many rights that in a sense, they were like slaves. Women have been fighting for their rights as early as the 19th century, spearheaded by evangelical groups and volunteer associations among middle women from class and upper class. They have strived to affect changes in the American society whose perspective on women was too limiting (Walter, 2001, p. 184). Rights that women can freely obtain indicates the â€Å"understanding of global well-being. † This issue is something that every country should resolve, and not only those ones where religion is the law (Shah, 2007). Rights that women should have equal access to include human rights, equality rights, and political rights, among others. The road to these rights was not a smooth one. Women were constantly in battle for equal footing with men. It took almost fifty years before the Equal Rights Amendment was passed to the states for ratification. Women from all races and nationalities united to support and push the ratification of ERA. Rallies, fundraising activities, marches and many other events were conducted to encourage supporters for the amendment. However, many politicians did not see the need to ratify the ERA for women. They argued that if women were allowed rights, it would destroy families or the women’s credibility. However, these issues that were once debated on now became a part of the society (Eisenberg Ruthsdotter, 1998). Voting rights have also been fought for by brave women. Starting in 1920, women were allowed to vote, although their other political roles were limited (Compton’s Interactive Encyclopedia, 1995). However, this was a major change in a nation dominated by men who did not believe in allowing women to participate in political matters, including voting. But certain women, such as Stanton, believed that obtaining voting rights was a start to a greater role for women in the society (Compton’s Interactive Encyclopedia, 1995). Reproductive rights, under basic human rights, were also fought for many years. These rights would allow women the right to determine how many children they wanted to have. Without these rights, their other rights would have no profound meaning. This was because when they were not granted reproductive rights, they would not be able to fully make decisions about other areas including education and work. History witnessed the significant decrease in birth rate during the 19th century as women became more educated (Lewis, 2009). Women’s Struggles As women battled for their rights and for an equal place in the society, they were faced with opposition from all sides. They have struggled for equality, for voting rights, and for political power. They have struggled to have an identity in the American society. And they have struggled to be freed from the chains that kept them inferiors for many years. Although many changes took place and women now have more liberty compared to the past, women were still in struggle for equality. History has witnessed women’s struggle against oppression, as commenced in 1857 in textile factories, to stop racial segregation. They have also demanded to be paid equally with that of their male co-workers. Furthermore, women struggled to push their rights through movements and marches. Many people were firmly opposed to this that some women who participated in these events were jailed or, in remote cases, tortured (TamilCanadian, 1999). The importance of a women’s liberation struggle cannot be emphasized enough. Women should be given the freedom from oppression in any form, from discrimination and from their economic dependence on men. Although women have come a long way in their struggles, and now have many rights, there were still some women who faced oppression and in many forms. Sexual harassment is prevalent in some places, especially at work where women’s jobs are considered inferior to that of men’s. Furthermore, women faced challenges with regards to shared responsibilities between them and their working husbands. On top of these, there is still the segregation of jobs between sexes (TamilCanadian, 1999). In addition, an article in 1999 reported that women in jails were especially susceptible to oppression in the form of sexual abuse and slavery to male prisoners (TamilCanadian, 1999). The Amnesty International reported that women in jails around the world are always victims of human rights violations due to their gender and vulnerability. Women have been the victims of sexual violence, including torture and rape. Furthermore, many of these women were not given proper health care and were instead targeted for punishments and discrimination (Amnesty International, 1999). Even today, women’s struggles are still prevalent in the society. Young women struggle for their own equality and democracy. It was claimed that young women have been the targets or victims in many instances. Equal pay for equal work was pushed ahead despite the trying times during the Bush administration. Young women have struggled for reproductive rights, welfare reinstatement, criminalization, violence against them, and better access to public education. In addition, further claims were made regarding the exploitation of young women by capitalists and the structures that they control. This was especially true among young women of color, who are more likely to be the subject of sharper racist edge (Wheeler, 2001). Furthermore, women have experienced being paid less compared to men doing the same job. They have also gone through the lack of job security in the retail/sales industry. Aside from this, women have to submit to restrictions on hours rendered for work. Also, many of these industries do not allow workers to organize. And the worst thing is that immigrant women fall prey to the most despicable working conditions. Between work and families, young women continue to struggle to attend to both. A 2000 census showed that more than 12 million families are led by single parent who also manage the household. Furthermore, 2. 4 million of these families are below the poverty line (Wheeler, 2001). Women’s Rights Movement As women became more aware of the importance of obtaining their rights, the Women’s Right Movement was put into action in 1848. No one thought that a small group of dedicated women could change the course of history to be able to achieve full rights in America. Women’s fight for changes within the family life, employment, government, and education have been notable. These changes did not just happen overnight. Women of different races from different places all desired to affect changes by conducting meetings, nonviolent resistance, and public speaking (Eisenberg Ruthsdotter, 1998). According to past historical accounts, the birth of the agitation for women’s rights was brought about by Frances Wright, a Scotchwoman who visited the United States in 1820. She was popularly known as an intellect on matters regarding politics and social reform. She would live from one place to another, always encouraging both men and women to think differently on traditional beliefs including slavery and the degradation of women in the society. Eventually, Wright succeeded in her efforts, evidenced by literature written by various women. The articles that women wrote talked about the status of women. Furthermore, there were lectures conducted, although some women were bannished for doing so (Hecker, 2004, p. 81). These events have led women to question women’s rights, especially among those who were against slavery. Further inquiry into the validity of slavery caused these women to investigate the enforced status of women in the society. Meeting were conducted to address these issues. However, the women, including Angelina and Sarah Gimke, often faced hostility in meetings where there were men. In fact, during a meeting of the Anti-Slavery Association in 1840, men did not take part in committees where there were women involved. This was despite women held a larger contribution to uphold the cause (Hecker, 2004, p. 81). These affairs reached London during the World’s Anti-Slavery Convention. Some alti-slavery organizations sent women as their delegates. Unfortunately, the English members refused to allow these women to take part in the proceedings due in part to the opposition of the clergy. The latter believed that St. Paul did not permit women to teach. Thus, delegates Elizabeth Cady Stanton and Lucretia Mott, the first president of the Female Anti-Slavery Society of Philadelphia, decided to start a women’s rights convention upon returning to the United States. The World’s Anti-Slavery Convention caused a larger cause to exist (Hecker, 2004, p. 81). July 13, 1848 is the birth of the movement in New York during a tea party. Elizabeth Cady Stanton, a housewife and mother, along with four friends, was in attendance. During their conversation, the topic turned to the situation of women. Stanton made known of her discontent about the limitations enforced on women in the America’s new democracy. Despite the American Revolution which was fought 70 years earlier, women still lacked freedom. Stanton believed that the society could benefit more if women were given active roles. This was something that Stanton’s friends agreed with, and thus they carried out a large-scale program (Eisenberg Ruthsdotter, 1998). Days after this conversation, they set a date and location for their first convention. It was held on July 19-20, 1848, at Seneca Falls, New York. Newspapers attributed the organization of the event to the â€Å"divorced wives, childless women, and sour old maids,† referring to Elizabeth Cady Stanton, Lucretia Mott, Mrs. McClintock and other brave women who attended to their domestic lives and to their children. This first convention attracted a large crowd which reached 300 (Hecker, 2004, p. 81). During the convention, the women presented and signed the Declaration of Sentiments and Declaration of Resolutions mainly based on Declaration of Independence. These include the objectives of the women’s rights movement. After this convention, many others were held for the following years (Adams, 2003, pp. 7-8). As Stanton herself expected, newspapers and certain people backlashed them. This was because newspapers believed that the Declaration of Sentiments was shameless, most especially the demand for women to vote. They attacked women on all sides. Fuirthermore, the newspapers published the document, along with the signatures of women who supported it. As a result, many of the women from the Convention had doubts and even withdrew their signatures from the document. Despite being embarrassed, some women were steadfast in what they believed in. Fortunately, something happened which favored the women upon the publishing of the document. The negative articles that editors published became widespread that even the people from isolated towns were informed to the issues. As a result, many people became involved in the heated debate regarding the women’s rights in the society (Eisenberg Ruthsdotter, 1998). The push for women’s rights was further supported by two factions of the movement in 1869. One was the American Woman Suffrage Association (AWSA) and the other, the National Woman Suffrage Assocation (NWSA). AWSA was organized in Boston by Lucy Stone, a woman popular for advocating anti-slavery and for lobbying the women’s rights. NWSA, on the other hand, was organized by Stanton and Susan B. Anthony. The organization aimed to change federal law and passionately opposed the 15th Amendment as it excluded provisions for women (Women in Congress, n. d. ).. The two factions could not unite because the supporters of AWSA believed that their rival was â€Å"racially divisive and organized†¦ to continue a national reform at the state level† (Women in Congress, n. d. ). Furthermore, NWSA did not include alternative arguments and strategies. The NWSA founders also ignored other women groups, including organizations ran by laborers, civic reformers and farmers (Buhle, M. J. , Buhle, P. , Stanton, 2005, p. xix). With the delicate balance between these factions, the AWSA and the NWSA strived to maintain momentum. The latter attracted recruits from the public speaking activities of both Stanton and Anthony. AWSA, on the other hand, did not have the wide reach that the rival organization enjoyed, but it was better funded and larger. However, the factions were not able to attract broad support from women. They did not even encourage male politicians to allow women to vote (Women in Congress, n. d. ). Between the 1880s and the onset of 1890s, a surge of volunteerism swept the nation. Many of these volunteers came from middle-class women, most of whom were members of clubs and professional societies, supporters of progressive causes, and members of charity organizations. The surge of volunteerism was brought about by these women’s desire to â€Å"expand their sphere of activities further outside the home. Thus, the suffrage movement was further strengthened, and both the AWSA and the NWSA gained momentum. Finally, the two factions united in 1890 as they took advantage of the â€Å"constituency† brought about by the event. AWSA and NWSA united and formed the National Americal Woman Suffrage Association (NAWSA), led by Stanton and, later, by Anthony. The new organization drew support from various organizations ran by women, including the Women’s Christian Temperance Union (WCTU), the National Consumer’s League, and the Women’s Trade Union League (Women in Congress, n. . ). The new organization aimed to gain votes in states and went through some challenges. Finally, in 1869, Wyoming became the first state to allow women full voting rights. Afterwards, Colorado, Utah, and Idaho followed suit. These were the only states which allowed women to vote. The period covering 1910 to 1914, the NAWSA furthered its efforts to encourage other states to do the same thing. C onsequently, the states Washington, California, Kansas, Arizona, and Oregon extended voting rights to women. In 1913, the Illinois followed suit, and the state’s future congresswoman, Ruth Hanna McCormick, helped advance the fight for suffrage. In 1914, Montana joined the states, mainly due to the efforts of its future Congresswoman, Jeannette Rankin (Women in Congress, n. d. ). Women’s fight to obtain full rights like those of men’s is not finished yet. There are still cases of oppression and violence against women. Women are still struggling to rise to be able to obtain a strong identity in the American society. The liberty and rights that women have today became impossible due to events in the past that put women in the frontline. The Women’s Rights Movement have enabled women to obtain voting rights and, consequently, human rights and equality rights. The selfless efforts of several notable women opened the eyes of all women regarding their place in the society. In the past, the only place for women was the home. They lacked basic rights and were mainly inferior to their husbands or to men in general. However, times have changed. In most places, women now stand side by side and in equality with men. The efforts of women to push forward a better life full of opportunities for all women brough forth these fruits. How to cite The Fight for Women’s Rights, Papers

Santol Eraser free essay sample

The Feasibility of Santol (Sandoricum koetjape) as Eraser Statement of the Problem 1. Which part of the santol should be used to make the eraser more durable? 2. Does using the santol seeds affect the erasing ability of the eraser? 3. Will the use of the santol pulp enable the eraser to be dustless when used? Hypothesis 1. If the santol pulp is used in the mixture, then the eraser will be more durable. 2. If the santol seeds are used in the mixture, then there will be no effect on the eraser’s erasing ability. 3. If the santol pulp is used, then the eraser will produce less dust. Significance of the studyThe study is conducted by the researchers to determine the capability of Santol(Sandoricum koetjape) as an added ingredient in making erasers. Rubber, being the main component of erasers, is one of the biggest nuisances of our ecosystem. This study will help lessen the increasing rate of rubber. We will write a custom essay sample on Santol Eraser or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using Santol as the main component of the eraser will not only help the environment but also give Santol a new use in the industry. Methodology Materials * Pliatex mold rubber * Water * Vinegar * 6 Containers * Wax paper * Cookie cutters (optional) * Santol(1 kilo) Procedure For Eraser A: 1. Blend the santol pulp.Mix the Santol pulp with Pliatex and water, evenly, depending on how large you want the eraser to be (for example, use 10 mL of water,10 mL of Pliatex, and 10 mL of Santol). In a different container, put half as much vinegar as you have combined between Pliatex , santol, and water.

The Commonwealth and Malaysia free essay sample

The Commonwealth of Nations is a voluntary association of independent sovereign states, most of which were once governed by the United Kingdom and are its former colonies. It was formerly known as the British Commonwealth of Nations. The Commonwealth is an organisation where countries with diverse economic backgrounds have an opportunity for close and equal interaction. The primary activities of the Commonwealth are to create an atmosphere of economic cooperation between member nations, as well as the promotion of democracy and good governance in them. There are two terms that a country must fulfil for the country to become a part of the Commonwealth. The first term is that the country must have already achieved its independence. The second term is that the country has been part of Britain or a part of its colony. If any country fulfils these two requirements they can automatically be a part of the Commonwealth (WordIQ. We will write a custom essay sample on The Commonwealth and Malaysia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page com 2011). The main objective of Commonwealth is to provide facilities and benefit to member countries and to have diplomatic relations between members and non member countries History Origins of Commonwealth The idea of the Commonwealth took root in the 19th century. In 1867 Canada became the first colony to be transformed into self -governing ‘Dominion’ and others followed. In 1884, the politician Lord Rosebery became the first to call this changing British Empire as the ‘Commonwealth of Nations’. In 1931, the United Kingdom parliament adopted the statue of Westminster, forming the legal foundation of what was to become of the Commonwealth. Under the Statute, the Dominions of Canada, Newfoundland, Australia, New Zealand, South Africa and the Irish Free State became autonomous communities within the British Empire, equal in status and freely associated as members of the British Commonwealth of Nations (Commonwealth Secretariat 2011) In 1930 the first Empire Games later to be known as the Commonwealth Games was held for the first time. Modern Commonwealth The modern Commonwealth that we recognize it today really began with the independence of India and Pakistan from Britain in 1947. In 1949, India’s desire to become a republic and to cut constitutional ties with the British monarchy while remaining within the Commonwealth, forced leaders to rethink the principals of the Commonwealth membership. The London Declaration of the same year dropped the word ‘British’ from the association’s title. Removing the requirement that member countries have the British monarch as their Head of State, the same declaration recognised King George IV as the symbol of their free association and as such the Head of the Commonwealth. India was thus welcomed as the first republican member in a modern and voluntary association. Committed to racial equality and national sovereignty, the Commonwealth became the natural association of choice of many new nations emerging out of decolonisation in the 1950s and 1960s. From this point on the Commonwealth expanded rapidly with new members from Africa, the Caribbean, the Mediterranean and the Pacific. (The Commonwealth Conversation 2011) Commonwealth Countries -Anguilla -Antigua and Barbuda -Australia -Australian Antarctic Territory Bahamas -Bangladesh -Barbados -Belize -Bermuda -Botswana -British Antarctic Territory -British Indian Ocean Territory -British Virgin Islands -Brunei -Cameroon -Canada -Cayman Islands -Channel Islands -Cook Islands -Cyprus -Dominica -Namibia -Nauru -New Zealand -Nigeria -Niue -Norfolk Island -Pakistan -Papua New Guinea -Pitcairn Islands -Ross Dependency -Seychelles -Sierra Leone -Singapore -Solomon Islands -South Africa -Sri Lanka -St Christophe r-Nevis -St Helena -St Lucia -St Vincent and the Grenadines -Swaziland -Tanzania -Tokelau -Tonga Trinidad and Tobago -Falkland Islands -Falkland Islands Dependencies -Fiji -Gambia -Ghana -Gibraltar -Grenada -Guyana -India -Isle of Man -Jamaica -Kenya -Kiribati -Lesotho -Malawi -Malaysia -Maldives -Malta -Mauritius -Montserrat -Mozambique -Turks and Caicos Islands -Tuvalu -Uganda -Vanuatu -Western Samoa -Zambia -Zimbabwe How Malaysia became a member of the Commonwealth Malaya had been voted into the Commonwealth at the 1957 Prime Ministers conference. Then the Commonwealth countries helped Malaya to become a part of the United Nations. The entry of Malaya made it easier for the newly formed Malaysia which included Malaya, Sabah, Sarawak and Singapore to become a member of the Commonwealth as well. Furthermore, the entry of Sabah, Sarawak and Singapore into the newly formed Malaysia was supported by the Commonwealth as Britain wanted to give all its colonies independence (Boyce . P. J). The Malayan emergency (between1940s-1960s) and the Indonesian Confrontation Another benefit of Malaysia being part of the Commonwealth is the help that the Commonwealth provided Malaysia with during the Malayan emergency and the Indonesian Confrontation. During the Malayan Emergency Malaya gained a lot of help from the Commonwealth. During that period of time Commonwealth countries Commonwealth countries like Australia cooperated with British forces, locally and raised units, and military personnel from other various British Commonwealth countries including New Zealand. Other benefits that Malaysia obtained from the Commonwealth was New Zealand helped in training members of the Malaysian Armed Forces at that time. During the Indonesian Confrontation, the Australian Regiment (Commonwealth Brigade) served in Sarawak between April and August 1966 to help during the confrontation. The Confrontation was a conflict between Indonesia and Malaysia that took place mainly on the island of Borneo. Malaysia British and Commonwealth forces including Australia helped and supported Malaysia. 1964 the Indonesians stunned the British and Malaysians by beginning a series of paratroops and seaborne raids into southern Malaysia leading to fears that the Malayan Emergency would be renewed. At that time, the Commonwealth troops in Malaysia, including Australia, were called into action to deal with the raiders, and the Australian Government agreed to the deployment of an Australian Army battalion in Borneo to help the Commonwealth forces on the island. The Commonwealth reinforcements began by setting up strong points along known infiltration routes. The British Government also gave its approval for Commonwealth forces to conduct patrols across the border into Indonesian territory. This forced the Indonesians onto the defensive and prevented Indonesian incursions into northern Borneo. The policy of Confrontation, which had been intended to prevent this outcome, had cost the lives of 590 Indonesians and 114 Commonwealth soldiers (Australian involvement in South-East Asian conflicts 2009). This shows that the entry of Malaysia into the Commonwealth had many benefits. Through the help of the Commonwealth countries Malaysia was able to maintain its peace during times of great needs. Benefits of Malaysia being a Commonwealth country Malaysia has become an independent country on the 31st of August 1957 and has become a member of the Commonwealth ever since. As Malaysia became a member of the Commonwealth, Malaysia gained many benefits. In the early days of the Commonwealth, the benefit of being part of the Commonwealth was all Commonwealth countries accorded each others’ goods privileged access to their markets and there was a free or preferred right of migration from one Commonwealth country to another. Besides these, Commonwealth consumers retain many preferences for goods from other members of the Commonwealth, so that even in the absences of tariff privileges, there continues to be more rade within the Commonwealth. The Commonwealth also provides benefits to the citizens of Commonwealth countries. For example, the Commonwealth places moral pressure on members who violate international laws, such as human rights, laws and abandon democratically elected government. So if anything like this would to happen to Malaysian citizens or other to Commonwealth citizens the Commonwealth would help. Besides that, the Commonwealth also tra ins experts in developing countries and assisting the by monitoring elections. Other benefits of Malaysia being part of the Commonwealth is we can learn many cultural and historical links between wealthy first class countries and poorer developing nations with diverse social and reglious backgrounds. The common inheritance of the English language and literature, the common law and British systems of administrations, is also another benefit of Malaysia being part of the Commonwealth. Malaysian citizens also have some distinctive rights, for example, Malaysian citizens are usually entitled to register to vote in the elections of other Commonwealth countries if they are residents in that specific country. Malaysian citizens (mainly citizens of Penang and Malacca) who were born on before 1st of January 1983 and have either a British born mother or father have the ‘right of abode’. This right entitles them to enter, live and work in the United Kingdom. Woman from Malaysia who has married to a British man before 1st January 1983 are also entitled to this right. Those who come to the United Kingdom in this scheme may claim state benefits if they intend to make United Kingdom their permanent home. (WordIQ. com 2011). Commonwealth countries like Canada, Australia, New Zealand and Britain has also helped Malaysia maintain its peace after gaining its independence in 1957 by restricting the influence of the Malaya Communist party (Parti Komunis Malaya (PKM)) and defending Malaysia against the terrorism of the Communist party lead by Chin Peng. Besides that, a defence agreement between Malaysia, Britain, Australia and New Zealand was obtained when Indonesia declared a confrontation against Malaysia. Malaysia also uses the Commonwealth as a bridge for participating in various socioeconomic and political activities. Malaysia is also the Commonwealth Secretariat for drawing up technical cooperation programmes such as technology management, agricultural training, environment and remote sensing. The main benefit of being part of the Commonwealth is the opportunity for close and relatively frequent interaction, on an informal and equal basis, between members who share many ties of language, culture and history (WordIQ. com 2011). Another benefit that Malaysia gained from being part of the Commonwealth is all Malaysian products exported to other Commonwealth countries such are given a low tax rate. Another benefit of being part of the Commonwealth is the Commonwealth games. All countries that are members of the Commonwealth are allowed to compete in the Commonwealth games. Malaysia has been competing in the Commonwealth games since 1966 and has won a total of 128 medals over that period of time (Commonwealth Secretariat 2011). Furthermore, scholarships and fellowship are awarded by Commonwealth countries to citizens of other Commonwealth countries under the Commonwealth and Fellowship plan. Malaysia has also awarded citizens of other Commonwealth countries with scholarships and fellowships under the Commonwealth and Fellowship plan. Malaysia offers up to 10 Commonwealth scholarships each year for Master’s or PHD study. Besides that, other advantages of being a part of the Commonwealth is the Commonwealth Writer’s Prize award . Two Malaysians were awarded with that award. Tash Aw was a Commonwealth Writers’ Prize regional winner with the ‘Harmony Silk Factory’ in 2006 and so was Sri Lankan Rani Manicka who was born in Malaysia, with her novel ‘The Rice Mother’ (Commonwealth Secretariat 2011). Besides that, Malaysia has also been able to have diplomatic relations with many other Commonwealth countries and this has brought many benefits to Malaysia and its people. Boyce P. J) Malaysia in the Commonwealth Malaysia also plays a very active and prominent role in the Commonwealth. Its contributions to the Commonwealth are varied and wide-ranging. For example, Malaysia had once chaired the High Level Appraisal Group on the Commonwealth that reviewed the roles and structures of the Commonwealth in the 1990s and beyond. Malaysia also again chaired the first meeting of the Steering Committee of Senior Officials (SCOSO) in 1993 which was tasked to provide policy guidance and future strategic directions for the Commonwealth Secretariat in carrying out the mandates entrusted to it. Malaysia has also participated in several Commonwealth Observer Missions to member countries such as Bangladesh, Ghana, Malawi, Namibia, Pakistan, South Africa, Tanzania, Zambia and Nigeria, to observe the conduct of elections in these countries. These observer missions were part of the Commonwealth’s contribution to the active promotion of the Commonwealth’s fundamental political values, in particular the strengthening of democracy. Malaysia was also able to criticise and show its dissatisfaction towards South Africa through the Commonwealth for its apartheid policies. Malaysia was also responsible for the withdrawal of South Africa from the Commonwealth. The withdrawal of South Africa from the Commonwealth is mainly because Tunku Abdul Rahman had campaigned for the expulsion of South Africa before and during the 1960s Prime Ministers conference (Commonwealth Secretariat 2011). Malaysian senior Commonwealth officers Being a part of the Commonwealth also allows Commonwealth citizens to be a part of the Commonwealth board of members. Some Malaysians were also given the opportunity to be part of the Commonwealth board members mainly as Commonwealth officers. Some examples of Malaysian senior Commonwealth members include: †¢Mohd Shafie Apdal, Chair of the Executive Committee of the Commonwealth Parliamentary Association †¢Mohamed Sidek Hassan, member of the Board of Directors, Commonwealth Association for Public Administration and Management †¢Professor Gajaraj Dhanarajan, President and Chief Executive Officer, Commonwealth of Learning 1995-2004 †¢Dr Omar bin Abdul Rahman, Chair, Commonwealth Partnership for Technology Management †¢Professor Dato Abdullah Malim Baginda, Joint Honorary President, Common Wealth Network for People Centred Development International (Commonwealth Secretariat 2011) Commonwealth meetings that Malaysia hosted Being a part of the Commonwealth also allows Malaysia to host any Commonwealth meetings. In 1989, the Commonwealth Head of Governments Meeting was held in Malaysia for the first time. This meeting resulted in the Kuala Lumpur Statement and the Langkawi Declaration on environment. The Langkawi Declaration was the first Commonwealth statement that included environmental protection as a vital factor in development. In 1998, Malaysia hosted the Third Commonwealth Youth Ministers Meeting. Then in the same year the Commonwealth games was held in Kuala Lumpur, Malaysia for the first time. In the year 2004, the first Commonwealth Tourisms Meeting was held in Malaysia. In 2009, The Seventeenth Conference of Commonwealth Education Ministers was held in Kuala Lumpur, Malaysia (Commonwealth Secretariat 2011). Commonwealth Projects Another benefit of being a part of the Commonwealth is the Commonwealth projects. Malaysia has been able to join Commonwealth projects has benefited Malaysia. Export-Oriented CPB Institutional strengthening (2007/08) This Commonwealth Secretariat commissioned project provided assistance to the Government of Malaysia in improving the competitiveness of the Malaysian Professional Services Development Corporation (PSDC). Assistance was provided to develop systems and structures which strengthened professional capacity. The PSDC strategic orientation was redefined to take account of operational and human resources priorities. The project also focused on building the capacity of the PSDC to develop a marketing plan for the promotion of Malaysia professional services. ) Marketing Plan for Professional Services (2000) Assistance was provided (courtesy of the Commonwealth Secretariat) to the Government of Malaysia to formulate a strategic plan for the expansion and diversification of exports of professional services. 3) Expert in Tissue Culture, Malaysian Cocoa Board (2000) The Commonwealth Secretariat commissioned an expert to assist the Malaysian Cocoa Board develop suitable micro propagation techniques for multiplication of cocoa clonal materials. ) Export Market Plan for the Promotion of Professional Services (2000) The objective of this Commonwealth funded programme was to assist the Government of Malaysia in formulating policies and devising implementation strategies and a national plan for an export development programme, designed to assist the expansion and diversification of exports of professional services. 5) Workshop of Project Implementation, Monitoring and Evaluation for Points of Contact (1997). The objective of this Commonwealth Secretariat commissioned project was to create awareness among participants of the expected role of POCs and PCPs in the management of technical assistance projects and to enhance their understanding of approaches and techniques used. (Commonwealth Secretariat 2011) Malaysian Technical Cooperation Programme The Malaysian Technical Cooperation Programme (MTCP) was first initiated at the First Commonwealth Heads of Government Meeting (CHOGM) for Asia Pacific Region in Sydney in February 1978. It was officially launched on 7 September 1980 at the Commonwealth Heads of State Meeting in New Delhi to signify Malaysia’s commitment to South-South Cooperation, in particular Technical Cooperation among Developing Countries (TCDC). In line with the spirit of South-South Cooperation, Malaysia through the MTCP shares its development experiences and expertise with other developing countries. The MTCP was first formulated based on the belief that the development of a country depends on the quality of its human resources. The programme forms part of the commitment of the Malaysian Government towards the promotion of technical cooperation among developing countries, strengthening bilateral regional cooperation, as well as nurturing collective self-reliance among developing countries. The MTCP emphasises the development of human resources through the provision of training in various areas which are essential for a country’s development such as public administration, good governance, health services, education, sustainable development, agriculture, poverty alleviation, investment promotion, ICT and banking. Various short-term specialised courses are offered by MTCP training institutions, many of which are centres of excellence for training. Since its launching, more than 20,000 participants from 138 countries have benefited from the various programmes offered under the MTCP (Ministry of Foreign Affairs, Malaysia Malaysian Technical Cooperation Programme). Through this programme not only other countries benefit, but even Malaysia has some benefits. Through this programme Malaysia not only can show others that it has the ability to help other developing countries to develop but it also allows Malaysia to stand out as other developed countries in this world like the United States of America, Japan or even Britain (Ministry of Foreign Affairs, Malaysia 2011). Young Malaysians and the Commonwealth Malaysia being a part of the Commonwealth has also benefits for young Malaysian citizens as they are allowed to participate in competitions organized by The Royal Commonwealth Society (RCS). The Royal Commonwealth Society (RCS) has run a range of competitions that attract creative talents of young people around the Commonwealth. With writing, film and photography categories, the RCS Young Commonwealth Competitions are open to anybody under the age of 30 living in any Commonwealth countries. They encourage creative responses to global challenges and offer a unique international platform for new young talent. In 2011, all the competitions took the theme â€Å"Science, Technology and Society†. In the 2011 competition, With nearly 4000 entries in the Essay Competition, Zoe Lynn Chitty from Malaysia has been awarded the Special Award for Creative Writing with her story titled â€Å"The day the computer started misbehaving†. Zoe was invited to attend the Gala Awards Ceremony at the Commonwealth Club in London. After returning to Malaysia, Zoe has also written a poem about her trip to London. Her poem, â€Å"The London Rhyme† is about her experience in London when she was there for the high profile award ceremony. Besides that, in 2011, 19-year old Malaysian, Lee Sheng Wang has also been nominated for the Commonwealth Vision Awards in this year’s competition. The Commonwealth Vision Awards promotes excellence in film-making and they were designed to encourage creative filmmaking by young, actual and prospective filmmakers in Commonwealth countries (British High Commission Kuala Lumpur 2011). Conclusion In conclusion, Malaysia has gained many benefits since it became a part of the Commonwealth. The help and support that Malaysia gained from the Commonwealth during the Malayan emergency and the Indonesian Confrontation has been very important because without the help and support of the Commonwealth the Malaysia that we know of today might not exist. Furthermore, being a part of the Commonwealth has also given Malaysia the opportunity to become part of many Commonwealth projects that has helped Malaysia in so many ways. Being a part of the Commonwealth has also benefited Malaysian citizens through the competitions it has held, the Commonwealth games and also through the awards and the scholarships it gives.

Dear Nobody essays

Dear Nobody essays I read Dear Nobody by Berlie Dohrety. This story is about two teenagers who are very much in love with eachother and they are having a normal relationship until they find out about Helens pregnancy. Her being pregnant really changes everything between them. Helen starts to distance herself from not only Chris, but from school, her family and friends. She starts to write Dear Nobody letters and she starts to write in a diary. Her notes and letters are the main content in the book. Helens mother isnt very supportive of Helen and the baby. Actually the only time she ever talks to Helen is when she is trying to convince her to have an abortion or to give the baby up for adoption. She also forbids Chris to call Helen or to come over to the house to visit her. Chris is still so much in love with Helen that he cant face the problem (the baby) because he is too concerned about not loosing her. When Helen breaks up with Chris he gets so depressed that he goes off to France on a biking tour. A while after he gets back from France the baby is about to be born and Chris knows this because of all the Dear Nobody letters he has got in the mail. He runs of to the Hospital and finds Helen and his newborn child in her arms. Chris goes of to the University as he planned but keeps in contact with Helen and the child and he keeps writing letters to his child for her to read when she gets older. I think that the book is good. Its not the best book Ive read, but it is ok. When youre reading it you get this hopeless feeling that it will never work out for them. You become very close to Helen and you feel with her. I think that the book is specially aimed for teenagers. Maybe it could even give guidance for lost teenagers who are expecting a child. Its a typical teenagers book. During the whole time youre reading, you get a feeling that something drast ...

Inclusion Research Paper Example | Topics and Well Written Essays - 1750 words

Inclusion - Research Paper Example s and above all this style is more likely to give a higher individual success rate as par its teaching style, students learn more. This is the most recent approach that fully facilitates the idea of providing both disabled and regular students same platform and equality. The only problem with this approach is that it requires a whole new level of struggle by the teachers and the educational programs to fulfill both contradicting issues at hand; maintaining the standard of education provided and on the other hand eliminating the concept of discrimination and providing equality. (Inclusive Teaching Strategies n.p.) Mainstream style of teaching basically is designed to match the globally competitive level of education by providing higher standards of education. The benefit of this approach is that it acts as a facilitator of inclusive education as it is a sign of raised education standards by providing and fulfilling the needs of each and every student even those with learning disabilit ies. This would raise the standard of education as the educational system would be called a â€Å"responsive† system. On the other hand there is also a negative impact of this approach as it also negates inclusion of disabled students. By providing both regular and disabled students with same standard of education, this policy would lower the overall learning of the class, hence the overall progression by the students will decrease as a regular student would have learned and progressed more, if had studied in a regular school, creating a discrepancy between what he has learned and what he needs to learn and was capable of it but could not. (Florian, pg 7-20) Integration is an approach where the opportunities for the participation of a disabled child within an educational system has increased but to a lesser extent than inclusive approach where both regular and disabled students are considered equal. In integration approach there are still ways to include them. (Advocacy for I nclusion n.p.) In the past integration was practiced by â€Å"acceptance of children with disabilities†, but still differentiating the two. There were programs which were integrated, activities like trips, along with educational programs which were not fully integrated. The benefit of this approach was fulfilling maximum needs of each type on same platform but on the other hand there was still a feeling of discrimination amongst the disabled. Research shows that diverse learners involve students with cognitive, language, speech communication, social and emotional, difficulties, physical, learning and sensory disabilities, developmentally delayed students, those with autism spectrum and those who struggle to acquire reading, writing and math skills. There are few schools which show little resistance in their environment for the learning of these students. Such schools require strong management staff and administration to diminish such resistance. We can see that this issue is considered as an important agenda and that government along with

The Great Gatsby Essay Example | Topics and Well Written Essays - 750 words

The Great Gatsby - Essay Example Instead of buying fulfillment, joy, and new life, Gatsby’s wealth ended up shrouding him in loneliness, despair, emptiness, and ultimately, death. Gatsby’s long lost love, Daisy Buchanan, also chased after the futile illusion that money and social stature would bring her happiness, and her delusions of grandeur landed her under the same pall of desperation and isolation in which Gatsby found himself. After a close analysis of Fitzgerald’s The Great Gatsby, it becomes quite evident that he uses various characters to show how affluence and the quest to gain it - the American dream - can become the very vehicle that ushers in misery. On the outside, Jay Gatsby is the epitome of the American success story - a man who grew up from a modest beginning and worked hard to make his once unreachable dreams become a reality. What many would call a healthy ambition to gain what he wants, is actually a compulsion of Gatsby’s - one to secure the woman of his dreams, who he sees as attainable only through his acquired wealth. After being away for years at war and making a fortune, Gatsby comes back to find that his unrequited love had married. But Gatsby believed that Daisy’s moral commitment was no obstacle for his higher stature, which he believes has earned him the ticket he needs to finally gain the ultimate object of his desire. One landmark event in the novel symbolizes Gatsby’s ultimate acquisition, â€Å"He knew that when he kissed this girl, and forever wed his unutterable visions to her perishable breath, his mind would never romp again like the mind of God,† (Fitzgerald 110). Gatsby had waited his entire life for this moment, and this kiss served to him as being an eternal seal of success that would make Daisy his: â€Å"Then he kissed her. At his lips’ touch she blossomed for him like a flower and the incarnation was complete† (111). But the only thing that made this transformative kiss possible was the material and status gains Gatsby had earned, as he believed that the love he had for Daisy before the war was not enough to win her over or prove his worth. Because Gatsby had played the game of consumerism and acquisition for so long, this episode proved to be more of a corporate takeover than an emotional experience. Consequently, the reader soon finds out that power and money are not resources from which love can be built, but rather, mechanisms that work to destroy it. The deteriorating effects of money and power are quite evident in Daisy, as well. She did not totally fall for Gatsby until he came back as a millionaire. Once he embodied the image of success, Daisy believed Gatsby now provided for her the ticket to happiness, exuding more prestige than her husband ever could. The author shows Daisy’s materialistic bent on and obsession with wealth and status when describing her thoughts about the â€Å"old money† and â€Å"new money† districts where she liv ed, â€Å"She was appalled by West Egg, this unprecedented ‘place’ that Broadway had begotten upon a Long Island fishing village - appalled by its raw vigor that chaffed under the old euphemisms and by the too obtrusive fate that herded its inhabitants along a shortcut from nothing to nothing,† (Fitzgerald 107). Here, the reader can see Daisy’s utter distaste for the regions that did not fit in with the economic grand scheme of things. The money that she had bought into through marriage was not as appetizing as the fresh money that Gatsby so flamboyantly threw around

Zara - A Review Essay Example | Topics and Well Written Essays - 3750 words

Zara - A Review - Essay Example The company boasts of an efficient distribution channel as well as computer-aided design and manufacture which together ensure timely arrival of products in stores. The use of e-strategy requires that the company and its producers work together for good coordination of information flow so that the transport of raw materials, manufacture, distribution, and delivery of products is carried out efficiently in the international markets the company operates.2.E-Collaboration in e-business E-collaboration takes advantage of the current internet-driven business environment and requires the companies adopting it to participate in external business relationships through computer interactions. E-collaboration, especially for international businesses, enables a company to eliminate the barrier of time, distance, and resources and interact with other companies, stakeholders, suppliers and customers in different countries. Through e-collaboration at Zara, there is coordination of different decisio ns and activities all over the internet. Zara’s hybrid model highly supports e-collaboration. For instance, store managers collaborate with manufacturers in specifying orders needed at their stores based on customer preferences. Market research at Zara is also made possible through e-collaboration whereby Zara employees gather information on employee preferences online and different groups in the company are assigned to analyzing the information and making speedy decision-making and supervision of all stores.

Machiavellis View of Human Nature AND rELIGION

Machiavellis View of Human Nature AND rELIGION Machiavelli had discussed this in the beginning of ‘The Prince’ about the human nature. Machiavelli had assumed and had given the human nature a dark picture to an extreme that some think that he had considered humans to that of animals. According to Machiavelli human nature is completely selfish and full of ego and that they always think about their own self interest like the masses desire safety and security and the ruler wants power, and that they are very selfish to gain and conquer their motives. Machiavelli has described humans as bad, evil, selfish, egoistic and depraved. Human wants has no particular limit, they are greedy, sensual creature, mean, bad and depraved and he even goes on to saying that a human being only cares for himself, their family and their property and to conquer this they are ready to do anything even to the extent of forgiving their enemy, he even says that in order to safeguard their priorities they can even forgive the murder of their fathe r or any kin for that matter than the seizure of his property or any harm to himself. Humans love themselves first and then think about other things and that they are not law abiding citizens. As long as the ruler is providing the m the safety and the security that they desire that is the safety and security of them, their family and that of their property they are sated and to also protect from any foreign invaders, and if the ruler is able to do this the masses are easy to rule and the state is well governed. According tom Machiavelli humans use the state and the government for their own selfish reason, profit and protection, they immediately start disliking or hating the thing that they can’t achieve or is difficult to achieve or is out of their reach and will deliberately tend to avoid or delay it. Machiavelli also says that human by nature are wicked and aggressive, in the words of Sabine, â€Å"Human nature is moreover, profoundly aggressive and acquisitive, men aim to keep what they have and to acquire more. Neither in power nor in possessions are always in fact limited by natural scarcity. Accordingly men are always in a condition of strife and competition which threatens an open anarchy unless checked by the ruthless forces of the state.† Machiavelli believes that human beings are insatiable and mean by nature. Humans are insatiable but full of desires. His view regarding human nature is that of an high resemblance to that of Hobbes. Machiavelli’s views regarding politics, religion and morality are essentially based on his view of human nature. Machiavelli says that, â€Å"Men are ungrateful, fickle, deceitful, cowardly and avaricious.† From this it sums up to the conclusion that a ruler or a monarch should aim rather to be feared than to be loved. Machiavelli says that a ruler should protect the people, their families and their properties and he can rule over them without any hassle. Machiavelli quotes, â€Å"Men love at their pleasure, but fear at the pleasure of the prince, who should therefore depend upon that which in his own, not upon that which is of others. Yet he may be feared without being hated if he refrains from touching their property and their woman kind of his subjects, and if he avoid bloodshed excepting when there is good cause and manifest justification for it is in as much as men more easily forget the loss of their father than of their property.† With it he tends to say that man so much is in love with his priorities that he can go to any extreme and even turn evil to protect it from dange r, Machiavelli here also mentions that apart from property men is also insecure of his women and that if anyone is eyeing their women they tend to be aggressive and then it comes up to their ego, this idea or thought of Machiavelli can be seen even today. Machiavelli’s vie and point of human nature was very materialistic, he had rejected and turned down the ideologies of the Greek philosophers Aristotle and Plato who said that the state aims to make the people virtuous and good, he also dismisses the idea that existed in the medieval ages that the end of the state is to smooth the way of a man to eternal salvation. Machiavelli as always was highly criticized for this but according to him, â€Å"The end of the state is material prosperity.† CRITICISM OF MACHIAVELLI’S IDEA OF HUMAN NATURE Machiavelli’s concept of human nature is highly criticized by many till today, by various people and on various grounds. Some of them being: Man by nature has some virtues and is not purely selfish. His concept of human nature does not take into consideration the universal society. His views and ideas regarding human nature are the pure result of the observations he made and the conditions that prevailed at that particular time in Italy. According to the quote given by Sabine, â€Å"Machiavelli is not so much concerned with badness or egoism as a general human motive and with its prevalence in Italy as a symptom of social descendance. To him, Italy stands as an example of corrupt society.† So here the criticism is that Machiavelli has give the concept of human nature as at his time Italy’s political position was unbalanced and he had observed and wrote according to that and that his concept might be limited and not universal. According to Machiavelli’s concept of human nature man is an animal who is bad and depraved and that he cannot be reformed by any method. But he is here criticized with accordance to Plato and Aristotle who have said that throughout with the means of proper education man can be reformed. Machiavelli’s saying that men is ready to sacrifice their kin or relations for the sake and security of his priorities, but Machiavelli here also says that the top three priorities of man are life, family and then property, so how can he give up one priority to meet the other. No doubt that people love their property but they love and have equally deep regard and affection for their family, kin’s and other relations of blood. According to all this and keeping in mind the critics it can be said that on the basis of the above give criticism and discussion Machiavelli cannot be said as completely right, to some he might me, he and his ideas might be excellent to some but others may oppose it and it might not be according to their liking and ideology. But Machiavelli does not create an illusion he speaks and thinks practical and rational and reflects reality and most of his views are prevalent and can be seen in the present or current day scenario, as in today’s life we too observed and think that people have become selfish and that they think mostly about themselves, a lot of examples can be given from our own personal life and what we observe of that of others. MACHIAVELLI’S VIEW ON RELIGION Before Machiavelli, almost all thinkers and political personalities believed and propagated and promoted religion as the basis of the state. Plato considered state as the sole priority and religion to be a moral and an integrated part of the state. Aristotle too believed that religion was a factor and the basis for the proper administration of a good and excellent working state, but Machiavelli as being different did too believed in religion but his idea and the use of religion was totally and intelligently different, he made religion as the way as a basis for the advancement and the betterment of the state. Throughout the middle ages it was the church was the dominant and the supreme and the major part of the state and the church had political power and ruled the state and the pope of the church had supreme authority even in the sway of politics, as god was feared and the church was the creation of the god so the popes or the father were given and was considered as a dominant authority over the state of affairs to that of the state as that the soul has the supreme authority over the body, it was during that time that it was assumes that the church has a superior authority and position as compare, but Machiavelli was opposed to this idea as he thought of it differently and with this and his intellectual thoughts he believed and promoted religion but with his own twist of idea. It was Machiavelli and his idea that there should be a separation of religion from politics; it was Machiavelli who divorced religion from politics and segregated them completely from one another like his separatio n of ethics and moral from politics. He believed that politics attached to something is not real politics and that it should be played or governed on one on one basis. Machiavelli, he gave less importance to religion as compared to the state. The state according to Machiavelli has no important relation to the church but it also has no relation to God or any other super natural power for the matter of fact, he says that the state needs religion only as an instrumental object for furthering its own object. According to Allen, â€Å"In Machiavelli’s views the state can be understood only in terms of human lusts and appetites and that the successful ruler must learn to control these forms.† As he gave less importance to religion, he at the very same time stated and accepted that morality has a limited place in the society and that they should and must be both exploited and preserved. He thus was unmoral and not immoral. Machiavelli thought that religious factor in the society is a driving force which a clever and intellectual ruler can use to turn the table in the game of politics and use religion for their own advantage and growth of the state. For him the ruler should be an intelligent to use religion in such a way that the masses are happy and so that it is for the better administration of the state. For this he promoted religion but keeping his own interest and thought in mind. He was even considered as a person who is against religion and one who does not believes and because of this he was disliked and opposed many a times. But he always made his thinking and perception of religion clear, According to Machiavelli religion is a guiding principle which prevents you from doing or committing anything wrong, religion makes a person righteous makes them fearful and more law abiding, it is usually seen that a religious person is a god fearing person and because of this fear he is more into religion, the more he is into religion the more he will go according to the religious teachings and as all the religion teaches good to a person and that they should be just and moral so the more he is morally developed and the more he is morally developed he will think before doing anything wrong and it will lead to less wrong doings which also mean less crimes and law breaking, the lesser the crime the administration would work smoothly and which in turn hails and makes the state more powerful, so Machiavelli did believe I religion but with a but he added his own sense of twist there for the betterment of the state. He on one hand encouraged people to be more and more religious and on the other hand he also set certain strategies for the ruler to assume and pretend to be merciful, god fearing, righteous, religious and powerful but when it comes to the state the ruler can and should go to any extremes for the sake and the security of the state even if he has to be or is considered to be immo ral. Thus the ruler in order to rule should be highly pretentious and if he pretends to the masses then they would be easy to rule conditioned that the ruler should protect their initial priorities regarding safety and security of them their family and their property. Machiavelli’s separation of religion is an outstanding idea and the way he uses religion for the advancement of the society and the betterment of the administration is absolutely commendable. His idea of the ruler as a pretender is so relevant event in today’s time, as politicians and other influential personalities even though highly corrupted and evil from within tend and try to make a clear and a white impression to and in front of the masses and hoax them in order to increase their vote banks or to gain their benefit and profit. So what Machiavelli had thought and perceived about this centuries ago is still very much there and prevails in the present context. Thus Machiavelli thought about religion as a powerful instrument so far that it is in the hands of the wise ruler to sustain and uphold the national morale of the state.

The Development of Attachment Essays -- attachment theory, John Bowlby

One of the most important factors that affect child development is the relationship of the child with their primary caregiver. This is a tenet of developmental psychology known as attachment theory. John Bowlby, the creator of this theory, wanted to examine how early childhood experiences influence personality development. Attachment theory specifically examines infant’s reactions to being separated from their primary caregiver. Bowlby hypothesized that the differences in how children react to these situations demonstrates basic behavioral differences in infancy that will have consequences for later social and emotional development. To study attachment theory, Mary Ainsworth developed the Strange Situation Paradigm. This procedure examines the reaction of the infant when their primary caregiver leaves them for up to three minutes. The emotional response of the child to being left alone and the behavior of the child when the caregiver reappears are coded on a seven point rating scale. Based on these scores children are divided into three categories which illustrate the quality of the attachment. Securely attached children are confident in their relationship with their primary caregiver, and are not afraid to explore new things. In the Strange Situation, these infants are less distressed during separation and happy to see their caregiver during the reunion and will often make contact with them. Infants with an insecure-avoidant attachment are characterized by a lack of positive affect toward their primary caregiver. They are less distressed during the separation than most infants, and reserve their emotiona l response not for their caregiver but for toys or the experimenter. Infants with insecure-ambivalent or resistan... ...t. Child Development, 62, 906-917. Joseph, R. (1999). Environmental Influences on Neural Plasticity, the Limbic System, Emotional Development and Attachment: A Review. Child Psychiatry and Human Development, 29. Koran-Karie, N., Oppenheim, D., Dolev, S., Sher, E., & Etzion-Carasso, A. (2002). Mothers’ Insightfulness Regarding Their Infants’ Internal Experience: Relations With Maternal Sensitivity and Infant Attachment. Developmental Psychology, 38, 534-542. Meins, E., Fernyhough, C., Wainwright, R., Gupta, M. D., Fradley, E., & Tuckey, M. (2002, November/December). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715-1726. Sonkin, D. J. (2005, January/February). Attachment Theory and Psychotherapy. The Therapist. Retrieved from http://www.danielsonkin.com/attachment_psychotherapy.htm

Piaget Theory of Children Cognitive Development Essay

Much of the research since the late 1950s on the development of role taking and moral judgments has its roots in the research conducted by Piaget in the 1920s. One thrust of Piaget’s theorizing in his earliest writings dealt with the proposition that children progress from an egocentric to a perspectivistic state. He proposed that children younger than 6 or 7 years of age do not clearly differentiate between self and others or between thoughts (the psychological) and external events. A consequence of the failure to differentiate the self from others is that the child is unable to take the perspective of another person. For instance, in communicating with others the child is unable to take into account the requirements of the listener. A consequence of the failure to differentiate thoughts from external events is that the child attributes an objective reality to internal mental events such as dreams. A major developmental transition was posited to occur when the child shifts from an egocentric state to one in which the self is differentiated from others and there is the ability to take another’s perspective. (Angela M. O’Donnell, Alison King, 1999) However, the most extensive research in a social domain undertaken by Piaget during this early period dealt with children’s moral judgments. Those were also the only studies on moral development to be done by Piaget. Three specific aspects of Piaget’s moral development theory had a substantial influence on later research. One was the characterization of moral development as a process of differentiating moral from nonmoral judgments. The second was the proposed interrelations between â€Å"general† cognitive orientations and moral judgments. And the third was the proposed relations between changes in perspective-taking abilities and changes in moral judgments. (Jacques Montangero, Danielle Maurice-Naville, Angela Cornu-Wells, 1997). Piaget proposed that children progress through two moral judgment levels (following an early premoral phase), the first being labeled heteronomous (generally corresponding to ages 3 to 8 years) and the second labeled autonomous. In the heteronomous level, the child has unilateral respect for adults (regarded as authority) and morality is, therefore, based on conformity. The right or good is seen by the child as adherence to externally determined and fixed rules and commands. The young child’s morality of conformity and unilateral respect becomes transformed into a morality of cooperation and mutual respect. The basis for the autonomous level is the emergence of concepts of reciprocity and equality. At this level, rules are viewed as products of mutual agreement, serving the aims of cooperation, and thus are regarded as changeable. (Gwen Bredendieck Fischer, 1999). In formulating the levels of heteronomy and autonomy, Piaget studied children’s judgments about several specific issues, including rules, punishment, intentionality, lying, stealing, and distributive justice. A brief description of the levels can be provided by considering some of the studies of children’s thinking about rules and about intentionality in situations involving property damage, deceit, and theft. The definitions of the moral levels were derived, in part, from the way Piaget had framed children’s general cognitive capacities. Two presumed characteristics regarding the increasing differentiations that occur with development were relevant. One proposed characteristic was the child’s egocentricism, the failure to clearly distinguish the self’s perspective from that of others. A second relevant feature was the young child’s failure to differentiate the physical world from social and mental phenomena; young children confuse the subjective and objective aspects of their experience. (Richard I. Evans, Eleanor Duckworth, 1973) According to Piaget, one concrete manifestation of young children’s inability to differentiate perspectives and to differentiate the physical from the social is their attitudes toward social rules. It was proposed that children at the heteronomous level view all social rules as absolute. The inability to take the perspective of others leads the child to assume that everyone adheres to the same rules. There is a failure to comprehend the possibility that rules may be relative to the social context or to an individual’s perspective. In turn, there is an inability to clearly distinguish physical from social phenomena that leads to a confusion of social regularities with physical regularities, such that social rules are seen as fixed in much the same way as are physical regularities. For instance, Piaget maintained that children regard rules of games as unchangeable; they believe it would be wrong to modify the rules of a game even if they were changed by general consensus. (Harry Morgan, 1997) Another manifestation of the young child’s cognitive confusions is that judgments of right and wrong are based on the material consequences of actions, rather than the actor’s intentions or motives. Piaget examined the relative importance that children attribute to intentions and consequences in situations involving material damage, lying, and stealing. Younger children, it was found, attribute greater importance, in judging culpability, to amount of damage (e. g. , breaking the 15 cups accidentally is worse than breaking one cup intentionally), whereas older children attribute more importance to the intentions of the actor. Similarly, younger children assess the wrongness of lying or stealing, not by the motives of the actor, but by their quantitative deviation from the truth or the amount stolen. In judgments about theft, for instance, children judging by consequences would say that stealing a larger amount to give to a very poor friend is worse than stealing a lesser amount for oneself. (R. Clarke Fowler, 1998). In contrast with the heteronomous level, at the autonomous level respect is no longer unilateral, rules are not viewed as absolute or fixed, and judgments are based on intentions. Piaget proposed that these changes are stimulated by the increasing interactions with peers (such as in school) and the decreasing orientation to relations with adult authority that usually occurs during late childhood. Relations with authorities (parents, teachers, etc. ), he maintained, are likely to lead to conformity and an attitude of unilateral respect on the part of the young child. That is, the child feels that the authorities are superior and that their dictates are right by virtue of their superior status. In order for the shift from a heteronomous to an autonomous orientation to occur the child must more clearly differentiate the self from others and, thereby, be able to take the perspective of others. Relations with adult authorities who impose external rules upon the child are likely to reinforce a heteronomous orientation, whereas relations with peers are more likely to stimulate attempts to take the perspectives of others. Therefore, through increasing interactions with those he or she can relate to on an equal footing, the child is stimulated to view his or her own perspective as one among many different perspectives. In the process, mutual respect replaces unilateral respect for authority and the bases of a sense of justice — reciprocity, equality, and cooperation — emerge. Rules are then regarded as social constructions, based on agreement, that serve functions shared by the participants of social interactions. The increasing awareness of others’ perspectives and subjective intentions leads to judgments that are based on intentionality rather than consequences. (John H. Flavell, 1963) In addition to the connections to general cognitive capacities, Piaget’s characterization of moral judgments was a global one in that development was defined as entailing a progressive differentiation of principles of justice (ought) from the habitual, customary, and conventional (is). In essence, the claim was that concepts of justice do not emerge until the autonomous stage. Thus, the heteronomous morality of constraint and unilateral respect is a morality of custom, convention and tradition, while autonomous morality of mutual respect and cooperation prevails over custom and convention. Prior to the development of concepts of justice, therefore, the child must progress through the â€Å"simpler,† conformity-based conventional orientation. In sum, Piaget proposed a model of development as the differentiation of domains of knowledge. Only at more advanced stages are moral judgments and knowledge of the social order (or even morality and physical law) distinguished. It is precisely on this basis that Piaget thought it was methodologically valid to examine children’s concepts of rules of marble games as a means to understanding their moral reasoning. (Christopher M. Kribs-Zaleta, D’Lynn Badshaw, 2003) Piaget’s professional career has been devoted to exploring the possibilities of a psychological theory of relativity. In this approach neither the subject, who knows, nor the object, which is known, have absolute status. Each is conditioned on the other within a continually changing framework. Change occurs through interchanges of actions and reactions. Actions of the subject are like probes equivalent to statements by which the subject says: â€Å"I think you, the object, are such and such. † When acted upon, objects act back, revealing who and what they are. Morton Ann Gernsbacher, Sharon J. Derry, 1998) Piaget’s contribution to the study of knowledge has been to escape the philosophic traps of subjectivity and objectivity. The former makes knowledge a self satisfying concoction where, for the sake of consistency, the subject creates concepts of objects and reality. This position tends toward error through failure to come to grips with the facts of reality. It puts the subject in control of deciding what reality is and, in the extreme, allows distortion for the sake of maintaining the subject’s version of how things ought to be. Objectivity errs at the other end and, in its extreme, denies self-initiated definition, making the subject only a valid recorder of reality. Distortion can occur either through exposure to odd circumstances or through breakdowns in the subject’s recording devices. The position of relativity seeks solution to both problems. Its clearest expression is found when both subject and object are given defining powers in their interactions. There is double agency, with the object telling what it is just as forcibly as the subject reveals itself through its actions. (Hans G. Furth, 1987) With interactions as the basic reality, the context of knowledge is dynamic. It is also the means to knowledge insofar as subject and object are able to extract orderly relations from their interactions. These relations among actions and reactions color definitions of both agents. They are the medium for knowing and provide the terms by which subject and object attain their forms. This is why, for example, Piaget argues that space, number, and the like, remain open to redefinition throughout development. Numbers are not things to be grasped but are products from relations abstracted from subject-object interactions. True relations become expressed through numbering operations, which coordinate actions of the subject as well as reactions of objects. It appears that Piaget’s approach is unique among contemporary psychological theories by its treatment of relations as the topic of knowledge. Relations are primary, with subject and object being their products. For other theorists, these terms are reversed; subject and object are posited and relations come secondarily. In Piaget’s scheme, neither subject nor object ever gets to know one another with certainty. Together they can work only toward relations that are reliable. Validity is always a relative matter, depending on current relations, which remain open to further redefinition. (Arthur J. Baroody, Alexis Benson, 2001) This point no doubt has stymied most attempts to bring Piaget’s work into the mainstream of psychological theories. It is like the essential key without which notes may sound similar but actually render a different song. The stumbling block is evident, for example, in the many ways phenomena originally generated by Piaget’s position have undergone alteration when considered from the view of more familiar theories. Conservation provides the most telling illustration. Few, if any, of these alternative explanations deal with or care to deal with the phenomenon as a conservation of a subject-object relation. The more common explanation states that number or amount is conceived as constant through physical changes in the object. Within Piaget’s framework, the physical changes are said to remain constant; they are understood as but two versions of a single relation. The relation is between number- or amount-making actions, with their products made ostensible in the reactions of cubes, chips, or clay. Leslie Smith, Julie Dockrell, Peter Tomlinson, 1997) There is a tendency among contemporary theorists to credit Piaget with having shown that children are cognitively active and control rather than being controlled by external objects or other persons. This emphasis has clouded the fact that objects and persons are not benign, simply waiting for children to transform them into this or that concep tion. In order to put relations in clear relief, it is helpful to give these things their proper due in knowledge. It helps even to anthropomorphize their role. Objects are as active as children. They move, change shape, enlarge in size, fall off tables, roll, and otherwise respond when they are contacted. Each reaction is reciprocal to something children do. In the case of conservation, to use an example often cited by Piaget, the child who plays with pebbles in his or her back yard may come to understand number making operations because the stones react as they do to his or her manipulations. That which remains constant in making a row, then a circle, then a tower, and next two columns is only the relation among these actions from the child and the several reactions of the pebbles. (Leonora M. Cohen, Younghee M. Kim, 1999). It is now possible to outline the meaning of relations in the social domain where knowledge is based on interactions between the child and other persons. The following sketch highlights the general points of the theory. (a) Children enter the world as actors, seeking order and regularity. This search describes their inherent motivation for knowledge. b) Children look for order first in their own actions by attempting to find that which is repeatable and reliable in execution of actions. (c) Insofar as actions make contact with other things, or persons, effects of actions are not solely under the control of the child. These things react in reciprocity to the actions exerted upon them and together the action and reaction produce effects that differ from those that would result from either alone. (d) This fact of double agency naturally widens children’s focus from action to interaction. Because other agents act in reciprocity to children’s actions, children are forced to seek explanations for change and order in the interplay between actors. The foregoing points can be summarized as follows. Suppose the child intends that an action have a particular outcome or effect. The child then executes the act in accordance with this intention. Suppose also that the act engages another person who adds to the original act with a reaction. The coupling of these actions may have an effect that is different from the child’s intention or anticipation in performing the original act. It would be futile to seek order either in the child’s or the other person’s parts, alone. This is why for Piaget, the child is led to seek a solution in the coupling and arrives at the conclusion that the actions of persons are reciprocally related. This is also why Piaget contends that naive egocentrism ends most probably during the child’s first year. To maintain an egocentric posture, a child would have to deny the facts of reciprocity made evident through the thousands of interactions experienced in everyday dealings with other persons. Joy A. Palmer, Liora Bresler, David E. Cooper, 2001) (e) Thereafter, the child’s search for order turns to identifying the forms of reciprocal relations that occur in interpersonal interactions. (f) Piaget suggests that there are two such forms. One is a direct and symmetrical reciprocity where one’s action is free to match or counter the other’s action. The second is a reciprocity of complement where one’s action must conform to the dictates set down by the other’s action. g) These two forms describe the basic relations in which people order themselves as actors with respect to other persons, who are also actors. They provide the epistemic unit from which self and other achieve definition. (h) For Piaget, development proceeds as these relations are structured and restructured. They give rise to social and moral conceptions that pertain to the self, other persons, possible relations among persons, and principles of societal functioning, both practical as well as ideal. (Gavin Nobes, Chris Pawson, 2003)