Literature history Essay

Wales is one of the most attractive tourism centres in the United Kingdom. The lush green countryside, the hills and the meadows, peaceful towns and neighbourhoods, more over the Welsh language are the important attracting features of this region. The Welsh language quite distinguished from the English language is very intriguing for the tourists. They feel strange to find such a fairytale language spoken in the homeland of English, though it is because of the common misconception that English is the native language of the entire British Isles. The Welsh people are a Celtic people who were predominant in the region before the Anglo-Saxon invasion. So there language and culture is quite different from the Anglo-Saxon language and culture. Many Welsh language adhering families through out the history have preserved Welsh literature. Recently a large and valuable collection of Welsh books has been disclosed for the first time for the public. The Myddleton family, which lived in the Chirk Castle, near Wrexham, had a large collection of Welsh books held away from the public eyes for centuries. The collection, which originally constituted 3,000 books currently, has 1827 books. The Chirk Castle has been opened for tourists for more than 30 years but these books were located in the private East wing of the castle. In the year 2004 the Myddleton family left the castle and the East wing of the castle was opened for the public for the first time thus making the book collection also public. One of the most remarkable books in the collection is a miniaturised copy of the first Welsh translation of the Bible. This book according to the historians has played a pivotal role in preserving the Welsh language throughout the centuries of English dominion. The books in the collection are dated back as far as early 16th Century. Many books have been well preserved and have their original bindings. The National Trust has started a campaign to show and interpret these books to tourist visiting the Chirk Castle and other stately tourist attraction. The trust hopes that this campaign will turn these valuable books into a constant tourist attraction.

The Way Food Plays Roles in Our Lives

The role food plays in our social lives There are many roles in which food could play in our social lives. Food can unite people for special events and occasions, such as holidays and get together. Public restaurants can also play a role in our daily lives and I would compare them. To start, food can unite people in special occasions. Thanksgiving is a great holiday in which food is a big part of. In Thanksgiving everyone from each house hold brings a dish to the house where it is being held.Then, once every dish has arrived, it is time to eat together in each other’s company to give thanks and blessings, most of the time for being able to have the food that they have in their table. Another great holiday where food can unite people is Christmas. Food plays a big role in Christmas, besides receiving gifts; it unites the family for one big dinner. For example, in my family we cook a pig all day long and at night when it’s cooked the family gather together for the big mea l of the night.Usually, during our meal we converse about things going on in our lives while eating all the different dishes the women in our family specialize in. Food can help comfort and unite people together in holidays and special events. Then come public restaurants that all pass by on our rides to work or school. One of the public restaurants is McDonalds. McDonalds is a fast food chain that is not good for you one bit but the thing that makes people coming back is the prices and speed the food comes out.The reason McDonalds is not good for you is the way they get there meat and chicken from unhealthy ways. For example, they give the chicken chemicals so they could get bigger than normal, which give then more chicken. Another public restaurant is outback steak house. Outback is a great restaurant and a favorite of many people due to their great quality of food and service. There steaks are a great quality of meat and it is always cooked to perfection. Their service is always great whenever I go.People also enjoy the Australian feel to the restaurant which makes it unique to other restaurants. Another public restaurant is Dunkin Donuts where they can start your day off with whatever you desire. Their coffee is pretty good when it comes to other restaurants. Another great thing about Dunkin Donuts is the bagels and donuts. They have a variety of different flavored bagels and donuts so you will never be disappointed when you go to choose one. Then when it comes to both private and public places there are many similarities and differences.One of the similarities is that you get to spend time eating with your family. Sitting down and eating makes you enjoy time with your family and talk about each other’s lives. For example, when I eat at a public or private place I eat with my family and talk about things in our lives. Another similarity is that you are feeding your body because without food you would not live in this world. It also has many differen ces like you cook your own food at family dinners and not at restaurants.Some people love to put their own seasoning on their meat instead of the restaurants seasoning. Another difference that the food at home is healthier then the fast food place like McDonalds because in reality anything is healthier then fast food chains. There also just a more of a family feel to the dinner when it’s in a private place like at a family holiday party. In conclusion, you have your private occasions where you eat in a family setting ad there is a public setting when it’s more open. They are both different and similar in many ways.

Two Cause and Effect; Evaluate Their Logic

Ciearra Black November 4 2010 I thought that the book Jim Thorpe, was a good book. I thought that it was good that the main character Jim Thorpe was in the Olympics because it kept him fit. It also was not good for the Olympics to take Jim’s trophies away because he did not deserve it. But I thought the end of the book was good because he became the best athlete in the world. It was good that Jim was in the Olympics because it kept him fit. He was an active man I tell you. He was an expert in all of these sports baseball, football, wrestling, field and track, boxing, golfing, swimming, and shooting.He was always running and stayed in several different sports. Also Mr. Thrope was well at all sports he played in. The Olympics took away Jim’s trophies away because in the summer he playing baseball for fun and the coach told him they would give him fifteen dollars a week for playing and he thought well fifteen bucks can get me something to eat so he took the money and later on the Olympics took his trophies for the simple fact that Jim had violated the amateur code of the Olympics.I didn’t like that they did that because that’s just bogus and they offered him the money so yeah he’s going to take it. Plus he needed the money to eat for the week and stuff so he deserved to have the money. I liked that he became the best athlete in the world, at the end of the book. He became the best athlete in the world because he was good in so many sports and won so many trophies. He was known worldwide.He was known worldwide because he was a professional athlete and he was so well known that he played baseball, football, he swam, wrestling, golfed, boxing, and plenty more also. The book, Jim Thorpe, was very interesting I thought. It was interesting because he always did more than one sport and all the sports he did participate he was amazing in all of them. He was amazing at what he did. Everybody liked the way he played his sports.

Romanesque Architecture and Renaissance Architecture Compared Essay

Romanesque Architecture and Renaissance Architecture Compared - Essay Example This paper evaluates historic movements such as Romanesque, Gothic, Renaissance, Islamic and mannerism, and seeks further to compare and contrast some architectural designs and artworks of these movements. Answer to Question one Romanesque architecture The term Romanesque architecture describes the building style adopted between 800AD to 1100 AD. One of the finest Romanesque architecture buildings in England is the Durham Cathedral and is often regarded as the leading Romanesque building in the world (Kimball & Edgell 251). The composite piers, of the cathedral, are alternated with drum columns, flying buttresses or lateral abutments all concealed within the triforium over the isles. These characteristics were highly inspired by the religious fervor of the Romanesque architecture period. Therefore, the design shows the Christian values which were highly valued by the people of the time. Gothic architecture Gothic architecture is an architectural style that was most common during the early and late medieval period from 12th century through 16th century. An example of a Gothic architecture is the Cologne cathedral, which dates back in the early 19th century (Kimball & Edgell 260). The geometrical and mathematical nature of the construction is indicative of the orderly universe, which is laid logically and with rationality. The statue, the sculptural decoration, stained glass and murals incorporate the creative genius as portrayed by the old and new testaments. The building and its style emphasize the religious nature of the people and the way they valued God’s power and creative works of logic. Renaissance architecture Renaissance architecture started in the fifteenth century through the early seventeenth century and replaced Gothic architecture. An example of renaissance architecture is the Palladio's Basilica in Vicenza, Italy (Kimball & Edgell 258). The church has orderly arrangement of columns, pilasters and lintels. There is the use of hemispherical d omes, which are all characteristics of the renaissance architecture (Kimball & Edgell 252). All these details were used to emphasize solid and spatial relationship where the idea of harmony leads to free and imaginative rhythms. The details of the style especially in the church building were more civic than spiritual. This feeling, therefore, emphasizes the blending of religious and secular values of the people of the time. Answer to Question two Islamic architecture incorporates both secular and religious styles from the time when Islam was founded to date and is extensively used in the shrines of Mecca and Medina (Bloom & Blair 152). Comparing the Fatimid’s architecture used in Bab al-Futuh gate and the Gothic architecture at the entrance of Carmo Church in Lisbon, Portugal, there are notable differences. Bab al-Futuh gate has a hemispherical dome while the main entrance of Carmo church has a pointed arch. In content, the Gothic architecture is created to give less democrac y in the religious sense, while the mosque architecture emphasizes freedom and secularism (Bloom & Blair 159). Therefore, the sense of holiness elicited by the two gates varies from the outside details depending on the gate architectural style. The form and content of the two are seen in the materials used, the color designs, murals employed and the emphasized details with regards to logical arrangements, balance and creativity. Answer to Question three These two works of art represent the two periods; the early Northern Renaissance and the early Italian Renaissance respectively. These two artworks are different in form. The first element that differentiates their form is the painting details, which are emphasized by

Research paper Essay Example | Topics and Well Written Essays - 2000 words - 6

Research paper - Essay Example The difference here is that the Fences represents an African-American family while the Death of a Salesman is a story of the middle class American Caucasian of the 1940s. The story of Death of a Salesman centres around the disillusioned Willy Loman’s inability to stay focused on things and is replete with flashbacks. Willy’s family is struggling to survive and Biff, the son is unemployed and constantly fighting with Willy. There is a constant failure in jobs. The flashbacks reveal that Biffs career was jeopardized in high school when Biff finds his father having an affair. Eventually Biff accepts himself for what he is, but his father is unable to come to terms with failure and kills himself. Fences though written in was written in 1986 portrays a family of the fifties. It is a play that portrays the life of an African-American family living in a difficult period when Africans were being segregated. Byungho Han (2001) describes the setting of the play thus: â€Å"The setting of Fences intends to reveal their dreams of happiness, and subsequent sense of loss, and frustration in the fifties of America.†Ã‚   This play tells the life of a middle-aged African American, Troy Maxson, who struggles to raise his son, keep his family together in an ever changing society. Laura Hitchcock while comparing him with Willy Loman says, â€Å"Like Willy Loman in Death of a Salesman, Troy Maxson is one of the most recognizable anti-heroes of the American stage. Hes monstrous, honourable, and a huge charismatic presence in the life of his family†. He has survived a brutal childhood and a prison term and works as a garbage man. Troys son, Cory, wants to play football and get a college scholarship. Troy believes that the whites will not allow his son to play. He also feels that football will interfere with Cory’s job at a grocery store. He makes Cory leave football for his job as he wants Cory to become

The effectiveness of ( Career Development Plan) in an organization Essay

The effectiveness of ( Career Development Plan) in an organization - Essay Example Specifically, this research will explore whether the career development plan is an effective training method to use in an organization and whether it will affect the performance of the company. There are a variety of theories that involve career development and many have been applied to business and leadership. To understand these theories, it is important to understand some general issues about career. When an individual begins a position within a company, they have been recruited in some way. At first, they are doing the job they were hired to do and if they are ambitious, they may want to move to other positions within the company. Usually, there are new skills that the individual must acquire during the course of moving to other positions. In order to do this, many theorists have created an idea of what happens when people enter into career development. Maslows Hierarchy of Needs is one of the theories that people discuss when they are discussing career matters. According to Maslow, every individual has needs that must be met in order to eventually live a fully actualized life. The basic needs of food, shelter and safety (security) must be met before the individual can move onto needs of belonging and eventually self-actualization. It is important for leaders, according to this theory; to understand their needs in an organization and what motivates them (Maslow, 2009). Usually people working in organizations will be motivated internally and externally. Career planning can help understand which things are most motivating, which makes an individual more focused and productive in their job. Maslows hierarchy is very important in understanding how people are motivated to work. Behaviour theories are another area to study in career development because they discuss how people behave within their workplace. These theories place the importance of a career on the factors

The SWOT analysis of Head & Shoulders Research Paper

The SWOT analysis of Head & Shoulders - Research Paper Example In relation to the study the company which has been selected is Head & Shoulders is one of the most popular brands of anti-dandruff shampoos in the world. It is produced and marketed by Procter & Gamble. The shampoo was introduced first in the US after a decade long of research. Head & Shoulders is the first to introduce pyithione zinc in shampoo. â€Å"Head & shoulders is rich in Zinc Pyrithione (ZPTO) which is highly effective at fighting and helping to prevent dandruff symptoms and itchy, flaky scalp.† The first part of the report will deal with the information of the manufacturer Procter & Gamble. It will deal basically with the size of the company, major products marketed by them, sales figures, etc. The next part of the report will make a detailed analysis of Head & Shoulders brand by performing a SWOT analysis. Along with the SWOT analysis, the product will also be compared with Garnier Fructis and Unilever Clear. This SWOT analysis will be the major tool for discussing the present situation of the brand. Next part of the report will make an analysis of the product in the light of marketing mix elements. This analysis is essential to arrive at the competitive position of the brand in the market. The latter part of the report will discuss the global activities of the brand in terms of sales and market share. Based on these analyses, a conclusion will arrive at the paper.be arrived at. Manufacturer The manufacturer of Head & Shoulders is Procter & Gamble, one of the world’s largest personal care products manufacturer. P&G has a brand portfolio of around 50 products which touches the day to day life of more than 85% of the people worldwide. The company claims that among the 50 products, 24 of them generate annual sales of more than one billion each. (P&G, 2011) It is the strong brand presence of these 50 products that help the company to sustain the market leader position in the industry. P&G generated total sales of $82.6 billion in 2011 compared to that of $78.9 billion in 2010. The sales have resulted in an operating cash flow of $13.2 billion in 2011. The product portfolio of P&G consists of beauty, grooming, health care, snacks and pet care, fabric care and homecare, and baby care and family care. Fabric and Home care is the largest contributor to the profit marking a 30% of the total net sales of the company. Beauty is the next contributor with 24% of the total net sales. It is followed by baby care and family care – 19%, health care – 14%, grooming – 9% and snacks and pet care – 4%. North America is the biggest market of P&G. 41% of the total sales is generated from North American markets. It is followed by Western Europe – 20%, Asia – 16%, Central & Eastern Europe, Middle East & Africa – 14% and Latin America – 9%. (P&G, 2012) P&G operates on the core principle of sustainability. The fact that the products of P&G are related to the everyday life of billions of people, the situation vests them with certain responsibility in terms of the quality of the products and process. Therefore, the company operates on the principle of sustainable development. Recently, the company is seemed be investing huge amount of resources in environmentally sustainable products and product development process. The company is using more of renewable and recyclable materials for the packaging of products. SWOT Analysis Strength The major strength of Head & Shoulders is the brand value. The company enjoys a brand value of both P&G as well as the Head & Shoulders brand. Over years, the company has developed itself a name which is name

For this essay, choose someone who serves you, write an essay that

For this , choose someone who serves you, write an that analyzes their service to you - Essay Example As I accept his support of my own college education, I marvel at his feat of having worked his way through college and being the first person from his family to graduate successfully. I am determined to emulate his hard work and focus on academics and adopt his tactics of time management but, at the same time, I hope to make my own attempt to utilize the extra-curricular opportunities that a college education offers. My father has always emphasized the importance of academic excellence, and he is a living testament to the power of education to change one’s life. Even when at High School, he realized that it was only academic excellence which would see him through school and college, as he was dependent on a merit scholarship for financial support. He chuckles as he recalls burning the midnight oil on several occasions, and his brother’s horrified exclamation, ‘He’s gone bonkers!’ when he declined to join him for late-night movies. Throughout his college years, my father adhered strictly to his maxim of â€Å"Study first† (Name, personal communication, February 19, 2009). I hope to retain this focus on academics during my own years at college, for the basic purpose of a college education is the assimilation of academic skills. As my father strove to maintain the grades he needed to retain his scholarship, he also juggled a part-time job at the local pharmacy after school hours. This helped pay for his personal expenses. He says, â€Å"That’s when I discovered the secret of time management: scheduling!† (Name, personal communication, February 19, 2009). His secret entailed writing out a ‘time table’ for the following day, in which he drew columns and assigned tasks for each hour. I do believe I have inherited my habit of writing a ‘to-do list’ every night from this trait of my father’s! Time management will definitely be one of the tools I employ as I set out to make the most of my college days. Perhaps on account of his financial

W3a2-modernism Assignment Example | Topics and Well Written Essays - 750 words

W3a2-modernism - Assignment Example Statement of the house was written and designed by Walter burley griffin around 1909-1910 during the period when he was under the control of his earlier employer, Frank Lloyd Wright the structure was eventually erected in the year 1910. The designer had suggested application of cross-shaped plan that had low flanking wings and additional broad gables which were similar to preceding Wrights design entailed in design of the Ward In contrast, the prairie school is a design of the late 19th century which was constructed in Chicago city, Illinois. The design became very notable in the region considering the distinction of the building architecture. The influence of the architecture spread geographically far wide into the north and central Europe and far into Australia (Mulfinger, Dale & Eileen, 90). The design of the building exposed an excellent combination and integration of the ambience landscape , hipped roofs , broad eaves horizontals lines horizontal assembling of the windows, skillful craftsmanship, solid construction and sparing application of the decorations. The eminent horizontal lines facilitated the unison of the structure with the existent local prairie landscape notable in the Midwest. The design of the building brought up several ambitious architectures who shared a desire to alter customized architecture and bring in new transformational models that would be reflective of new mindset. The youn g designers included Frank Lloyd Wright and Louis H. Sullivan and the term prairie became associated with the new blood of architect involved in this project (Gelfand, Lisa & Eric,

The European Union company law Essay Example | Topics and Well Written Essays - 1500 words

The European Union company law - Essay Example The treaty of the European Union was signed in Maastrich on the in the year 1992. On the other hand, the treaty on the European Union functioning was signed in Rome in the year 1958. The function of the two treaties is to lay out the way in which the European Union operates. There are other satellite treaties interrelated to the two treaties. These treaties have undergone repeated amendments since the first signing. The European Commission usually issues the combined version of the two main treaties. In accordance with the Treaty of European Union, article 5 offers the limitations of the competences administered by the principle of conferral. The principle of subsidiary and proportionality governs the use of its competences. The principle of conferral, on the other hand, states that the union should act inside the limits of the capabilities bestowed upon by its Member States in the Treaties in order to accomplish the purposes intended. The competencies bestowed upon the members in the treaties remain as part of the member states. The principle of subsidiary states that in the areas which are not under the union’s exclusive competence, the Union acts only if the roles of the action in consideration cannot be achieved adequately by the Member states. This can be either at a central level or a regional and local level. The Union only comes in if the outcomes of the proposed action can be achieved better at the Union level. The foundations of the Union apply the principle of subsidiary as illustrated in the Protocol on the appliance of the principles of proportionality and subsidiarity.

Is rationalism best understood as a rational phenomenon Essay

Is rationalism best understood as a rational phenomenon - Essay Example tion of the earth and the stars (the earth is the centre of the universe; the stars are fixed to a crystalline sphere and are unchanging and eternal) went on for about one thousand years. Even though scientific quests existed, it was not till the 16th century that our worldview actually began to change. A host of new thinkers made radical changes in the world by ushering in rational and scientific investigation. Let us take a look at the important path breaking events in the development of modern and scientific and rational view of the world: Thus with the new dawn of Rationalism in the 16th century came a new spirit. The Rationalists held the view that one could arrive at knowledge, not by religious faith and revelation, but by reason. Their faith in the human reason brought in a new phenomenon in the thinking trends of the world. Their basic principle as given by Leibniz’s Principle of Sufficient Reason was that everything taking place in this world can be explained rationally and that knowledge (truth) can be gained by deduction. This new phenomenon is also evident in the Rationalists’ implicit faith in human intellect and understanding power, which can also be termed as intuition. If a man throws a ball into the air, what can we expect? The ball will come back to the earth. I know that this incident is only confirming the truth about the laws of the world. But there are two ways to come to this ultimate truth. The man can throw the ball a number of times and comes to a conclusion that the ball does not stay up but comes back to earth, or he can understand that some basic principle or law makes the ball come back to earth. The thinkers belonging to the first school of thought are called Empiricists, who believe that law of gravity can be established by observation. Throwing the ball up countless times will give the same result. So, we see that the empiricists’ point of view is dependent upon experience. If experience changes in this regard, the

Canterville Ghost Summary Essay Example for Free

Canterville Ghost Summary Essay The next morning, when the Otis family met at breakfast, they discussed the ghost at some length. The United States Minister was naturally a little annoyed to find that his present had not been accepted. I have no wish, he said, to do the ghost any personal injury, and I must say that, considering the length of time he has been in the house, I dont think it is at all polite to throw pillows at him,a very just remark, at which, I am sorry to say, the twins burst into shouts of laughter. Upon the other hand, he continued, if he really declines to use the Rising Sun Lubricator, we shall have to take his chains from him. It would be quite impossible to sleep, with such a noise going on outside the bedrooms. For the rest of the week, however, they were undisturbed, the only thing that excited any attention being the continual renewal of the blood-stain on the library floor. This certainly was very strange, as the door was always locked at night by Mr. Otis, and the windows kept closely barred. The chameleon-like colour, also, of the stain excited a good deal of comment. Some mornings it was a dull (almost Indian) red, then it would be vermilion, then a rich purple, and once when they came down for family prayers, according to the simple rites of the Free American Reformed Episcopalian Church, they found it a bright emerald-green. These kaleidoscopic changes naturally amused the party very much, and bets on the subject were freely made every evening. The only person who did not enter into the joke was little Virginia, who, for some unexplained reason, was always a good deal distressed at the sight of the blood-stain, and very nearly cried the morning it was emerald-green. The second appearance of the ghost was on Sunday night. Shortly after they had gone to bed they were suddenly alarmed by a fearful crash in the hall. Rushing down-stairs, they found that a large suit of old armour had become detached from its stand, and had fallen on the stone floor, while seated in a high-backed chair was the Canterville ghost, rubbing his knees with an expression of acute agony on his face. The twins, having brought their pea-shooters with them, at once discharged two pellets on him, with that accuracy of aim which can only be attained by long and careful practice on a writing-master, while the United States Minister covered him with his revolver, and called upon him, in accordance with Californian etiquette, to hold up his hands! The ghost started up with a wild shriek of rage, and swept through them like a mist, extinguishing Washington Otiss candle as he passed, and so leaving them all in total darkness. On reaching the top of the staircase he recovered himself, and determined to give his celebrated peal of demoniac laughter. This he had on more than one occasion found extremely useful. It was said to have turned Lord Rakers wig grey in a single night, and had certainly made three of Lady Cantervilles French governesses give warning before their month was up. He accordingly laughed his most horrible laugh, till the old vaulted roof rang and rang again, but hardly had the fearful echo died away when a door opened, and Mrs. Otis came out in a light blue dressing-gown. I am afraid you are far from well, she said, and have brought you a bottle of Doctor Dobells tincture. If it is indigestion, you will find it a most excellent remedy. The ghost glared at her in fury, and began at once to make preparations for turning himself into a large black dog, an accomplishment for which he was justly renowned, and to which the family doctor always attributed the permanent idiocy of Lord Cantervilles uncle, the Hon. Thomas Horton. The sound of approaching footsteps, however, made him hesitate in his fell purpose, so he contented himself with becoming faintly phosphorescent, and vanished with a deep churchyard groan, just as the twins had come up to him. On reaching his room he entirely broke down, and became a prey to the most violent agitation. The vulgarity of the twins, and the gross materialism of Mrs. Otis, were naturally extremely annoying, but what really distressed him most was that he had been unable to wear the suit of mail. He had hoped that even modern Americans would be thrilled by the sight of a Spectre in armour, if for no more sensible reason, at least out of respect for their natural poet Longfellow, over whose graceful and attractive poetry he himself had whiled away many a weary hour when the Cantervilles were up in town. Besides it was his own suit. He had worn it with great success at the Kenilworth tournament, and had been highly complimented on it by no less a person than the Virgin Queen herself. Yet when he had put it on, he had been completely overpowered by the weight of the huge breastplate and steel casque, and had fallen heavily on the stone pavement, barking both his knees severely, and bruising the kn uckles of his right hand. For some days after this he was extremely ill, and hardly stirred out of his room at all, except to keep the blood-stain in proper repair. However, by taking great care of himself, he recovered, and resolved to make a third attempt to frighten the United States Minister and his family. He selected Friday, August 17th, for his appearance, and spent most of that day in looking over his wardrobe, ultimately deciding in favour of a large slouched hat with a red feather, a winding-sheet frilled at the wrists and neck, and a rusty dagger. Towards evening a violent storm of rain came on, and the wind was so high that all the windows and doors in the old house shook and rattled. In fact, it was just such weather as he loved. His plan of action was this. He was to make his way quietly to Washington Otiss room, gibber at him from the foot of the bed, and stab himself three times in the throat to the sound of low music. He bore Washington a special grudge, being quite aware that it was he who was in the habit of removing the famous Canterville blood-stain by means of Pinkertons Paragon Detergent. Having reduced the reckless and foolhardy youth to a condition of abject terror, he was then to proceed to the room occupied by the United States Minister and his wife, and there to place a clammy hand on Mrs. Otiss forehead, while he hissed into her trembling husbands ear the awful secrets of the charnel-house. With regard to little Virginia, he had not quite made up his mind. She had never insulted him in any way, and was pretty and gentle. A few hollow groans from the wardrobe, he thought, would be more than sufficient, or, if that failed to wake her, he might grabble at the counterpane with palsy-twitching fingers. As for the twins, he was quite determined to teach them a lesson. The first thing to be done was, of course, to sit upon their chests, so as to produce the stifling sensation of nightmare. Then, as their beds were quite close to each other, to stand between them in the form of a green, icy-cold corpse, till they became paralyzed with fear, and finally, to throw off the winding-sheet, and crawl round the room, with white, bleached bones and one rolling eyeball, in the character of Dumb Daniel, or the Suicides Skeleton, a _rà ´le_ in which he had on more than one occasion produced a great effect, and which he considered quite equal to his famous part of Martin the Maniac, or the Masked Mystery. At half-past ten he heard the family going to bed. For some time he was disturbed by wild shrieks of laughter from the twins, who, with the light-hearted gaiety of schoolboys, were evidently amusing themselves before they retired to rest, but at a quarter-past eleven all was still, and, as midnight sounded, he sallied forth. The owl beat against the window-panes, the raven croaked from the old yew-tree, and the wind wandered moaning round the house like a lost soul; but the Otis family slept unconscious of their doom, and high above the rain and storm he could hear the steady snoring of the Minister for the United States. He stepped stealthily out of the wainscoting, with an evil smile on his cruel, wrinkled mouth, and the moon hid her face in a cloud as he stole past the great oriel window, where his own arms and those of his murdered wife were blazoned in azure and gold. On and on he glided, like an evil shadow, the very darkness seeming to loathe him as he passed. Once he thought he heard something call, and stopped; but it was only the baying of a dog from the Red Farm, and he went on, muttering strange sixteenth-century curses, and ever and anon brandishing the rusty dagger in the midnight air. Finally he reached the corner of the passage that led to luckless Washingtons room. For a moment he paused there, the wind blowing his long grey locks about his head, and twisting into grotesque and fantastic folds the nameless horror of the dead mans shroud. Then the clock struck the quarter, and he felt the time was come. He chuckled to himself, and turned the corner; but no sooner had he done so than, with a piteous wail of terror, he fell back, and hid his blanched face in his long, bony hands. Right in front of him was standing a horrible spectre, motionless as a carven image, and monstrous as a madmans dream! Its head was bald and burnished; its face round, and fat, and white; and hideous laughter seemed to have writhed its features into an eter nal grin. From the eyes streamed rays of scarlet light, the mouth was a wide well of fire, and a hideous garment, like to his own, swathed with its silent snows the Titan form. On its breast was a placard with strange writing in antique characters, some scroll of shame it seemed, some record of wild sins, some awful calendar of crime, and, with its right hand, it bore aloft a falchion of gleaming steel. Never having seen a ghost before, he naturally was terribly frightened, and, after a second hasty glance at the awful phantom, he fled back to his room, tripping up in his long winding-sheet as he sped down the corridor, and finally dropping the rusty dagger into the Ministers jack-boots, where it was found in the morning by the butler. Once in the privacy of his own apartment, he flung himself down on a small pallet-bed, and hid his face under the clothes. After a time, however, the brave old Canterville spirit asserted itself, and he determined to go and speak to the other ghost as soon as it was daylight. Accordingly, just as the dawn was touching the hills with silver, he returned towards the spot where he had first laid eyes on the grisly phantom, feeling that, after all, two ghosts were better than one, and that, by the aid of his new friend, he might safely grapple with the twins. On reaching the spot, however, a terrible sight met his gaze. Something had evidently happened to the spectre, for the light had entirely faded from its hollow eyes, the gleaming falchion had fallen from its hand, and it was leaning up against the wall in a strained and uncomfortable attitude. He rushed forward and seized it in his arms, when, to his horror, the head slipped off and rolled on the floor, the body assumed a recumbent posture, and he found himself clasping a white dimity bed-curtain, with a sweeping-brush, a kitchen cleaver, and a hollow turnip lying at his feet! Unable to understand this curious The whole thing flashed across him. He had been tricked, foiled, and out-witted! The old Canterville look came into his eyes; he ground his toothless gums together; and, raising his withered hands high above his head, swore according to the picturesque phraseology of the antique school, that, when Chanticleer had sounded twice his merry horn, deeds of blood would be wrought, and murder walk abroad with silent feet. Hardly had he finished this awful oath when, from the red-tiled roof of a distant homestead, a cock crew. He laughed a long, low, bitter laugh, and waited. Hour after hour he waited, but the cock, for some strange reason, did not crow again. Finally, at half-past seven, the arrival of the housemaids made him give up his fearful vigil, and he stalked back to his room, thinking of his vain oath and baffled purpose. There he consulted several books of ancient chivalry, of which he was exceedingly fond, and found that, on every occasion on which this oath had been used, Chanticleer had always crowed a second time. Perdition seize the naughty fowl, he muttered, I have seen the day when, with my stout spear, I would have run him through the gorge, and made him crow for me an twere in death! He then retired to a comfortable lead coffin, and stayed there till evening.

Conceptual Framework For Research Sociology Essay

Conceptual Framework For Research Sociology Essay ABSTRACT This study focuses on the empowerment of women through various programmes and schemes in the region, country and across the world sponsored and supported by Government or non Government Organizations. This article consists of review of literature on womens empowerment through various programmes. Womens empowerment is an age old concept spotlighting improving the economic status of women and thorough participation for the development of economy. Existing historical data and status of various programmes provides better scenario for stepping in upward direction. Here the study emphasizes from the concept of women empowerment to the empirical evidences taken from various analysis, past surveys, Government Reports and literature available on it. Main aim of reviewing womens empowerment practices bring together the aspect of viewed and neglected parts of empowering women which fulfils the need of implementation of schemes, reach at them in a proper manner after covering the lacking parts. Keywords: Empowerment, Women, Programmes, Conceptual, Empirical INTRODUCTION Empowerment of women is not only limited till the term empowerment applies to the women or special group of women in particular area but also it means to develop them in all dimensions. Here the main concern towards development of women. Study starts not only from that there is strong need for womens empowerment today but why they need empowerment first. Answer of this could be sometime conflicting if there is one suppressed group, really need empowerment whether this could be men or women. A framework for the study based on the ideas and concepts gleaned from existing literature helps a researcher to plan and manage research in a comprehensive manner. Existing literature also helps to know the previous research work done in particular expanse and it acts like a torch as well as backbone for new studies for new researchers. All the researches are exploratory in nature as these carried out in ever-changing environment. Here an attempt is made to put some of the closely related literature review under two major heads. Conceptual framework for Research Empirical framework for Research Conceptual framework for Research In Conceptual framework for research, problem statement can be casted within the context of conceptual or theoretical framework. A conceptual framework is described as a set of broad ideas and principles taken from relevant fields of enquiry and used to structure a subsequent presentation (Reichel Ramey, 1987). As with all investigation in the social world, the framework itself forms part of the agenda for negotiation to be scrutinized and tested, reviewed and reformed as a result of investigation (Guba Lincoln, 1989)1. Although many of the researcher view the Conceptual and Theoritical framework as a synonymous and some cast it into research with slight difference. Most researches report the problem statement within the context of a conceptual or theoretical framework. A description of this framework contributes to a research report in at least two ways because it (1) identifies research variables, and (2) clarifies relationships among the variables. Linked to the problem statement, the conceptual framework sets the stage for presentation of the specific research question that drives the investigation being reported. For example, the conceptual framework and research question would be different for a formative evaluation study than for a summative study, even though their variables might be similar.2 In this way literature survey is found in different dimensions as: Power, Empowerment and Womens Empowerment Participation of Women embodied in the Process of Empowerment Womens empowerment programmes and Economic Empowerment Power, Empowerment and Womens Empowerment At the core of the concept of empowerment is the idea of power. The possibility of empowerment depends on two things viz., power can change and power can expand. If power cannot change, if it is inherent in positions or people, then empowerment is not possible. Shrilatha Batliwala (1995) defined Power as control over resources, ideology and self, exersized in socio Political and Economic Context among individuals and groups. The extent of power depends on how much and how many kind of resources they have, excess to and control over. This leads to power of decision making. Jo Rowland (1997) has identified four different forms of power viz., (1) Power over Control and influence over others, instrumentation of domination, (2) Power to- generative or productive power which creates new possibilities and actions without domination. (3) Power with- a sense of whole being greater than the sum of the individuals especially when group tackles problem together. (4) Power from within- The spiri tual strength and uniqueness that resides in each one of us and makes us truly human. The concept of empowerment is a product of early eighties; it has its grounding in the changes in development thinking of the mid-1970s. The dictionary meaning of the word empowerment is-to give power to (person/group) to give them capacity to perform physical or mental activity, to delegate authority, to give legal rights.3 Rapport (1987) describes the term empowerment as both individual determination over ones own life and democratic participation in the life of ones community often through mediating structures such as neighborhoods, voluntary organizations etc. Staples (1990) defined the term empowerment as means (a) to gain power (b) to develop power; to take or seize power; (c) to facilitate or enable power and (d) to give or grant or permit power. One of the most detailed attempts at defining empowerment is found in Kabeer (1999). Defining empowerment as the ability to make choices, Kabeer contends that the definition entails change, in that only previously disempowered members of society can be empowered. He suggested that empowerment consists of three dimensions viz., resources, agency and achievements. Sunita Roy (1999) reported that empowerment of women should focus on aspects like (a) direct involvement of women in programming and management, (b) effective collaboration with community organizations, (c) organizing and strengthening of womens self-help groups, (d) sensitization and advocacy for gender justice in society, (e) identifying womens need and priorities while generating employment, (f) organizing women in different groups to undertake certain productive activities to earn their livelihood and (g) elimination of violence and discrimination against women at physical, mental, domestic or societal level. Many researchers have stressed the importance of considering the empowerment in multiple domains (Isvan 1991; Kishor 1995; 2000; Hashemi et al. 1996; Mason 1998; Malhotra and Mather 1997; Jejeebhoy 2000; Beegle, Frankenberg, and Thomas (2001); M alhotra et al. 2002). For instance, Malhotra and Mather (1997) argue that: power is multilocational and exists in multiple domainsà ¢Ã¢â€š ¬Ã‚ ¦it is important that any discussion regarding [empowerment] specify whether this is within the family, social or political spheres, and whether the locus of control is within the household or the community4 (p. 604). Malhotra et al. (2002) suggested: womens empowerment needs to occur along the following dimensions: economic, socio-cultural, familial/interpersonal, legal, political, and psychological. However, these dimensions are very broad in scope, and within each dimension, there is a range of sub-domains within which women may be empowered.5 Empowerment is viewed broadly as increasing poor peoples freedom of choice and action to shape their own lives (Narayan 2005, p.4). Participation of Women embodied in the Process of Empowerment Women have played an important part in our social life and in our history in every branch of national activity from high learning to velour on the battlefield. Today, we pass rapidly through various phases of transition, which requires the rapid changes in our old foundations. The Indian woman, the majority that is, lives in her own time, in the rhythm, of her own history, which does not quite keep time with the clocks of the 21 century. Womens participation in the revolutionary movement (Mehta, 2004) was significant even when they were deprived of basic human rights in mens world. The list of women in India who contributed to the movement for equality is enormous. To name just a few, Sarojini Naidu, Kamaladevi Chattopadhyay, Vijaylaxmi Pundit, Aruna Asaf Ali, and Rajkumari Amrit Kaur took up the fight on several fronts. (Jha and poojary, 1998)6 In general, Empowerment is a multi-dimensional social process that helps people gain control over their own lives. It is a process that fosters power (that is, the capacity to implement) in people, for use in their own lives, their communities, and in their society, by acting on issues that they define as important. Keller and Mbwewe (1991, as cited in Rowlands 1995) describe it as a process whereby women become able to organize themselves to increase their own self-reliance, to assert their independent right to make choices and to control resources which will assist in challenging and eliminating their own subordination. Batliwala (1993) defines power as having two central aspects control over resources (physical, human, intellectual, financial, and the self), and control over ideology (beliefs, values and attitudes). If power means control, then empowerment therefore is the process of gaining control. Kabeer(1999; 437)., in an influential paper, suggests that empowermentà ¢Ã¢â€š ¬Ã‚ ¦refers to the process by which those who have been denied the ability to make strategic life choices acquire such an ability. Women should be able to define self-interest and choice, and consider themselves as not only able but also entitled to make choices (A. Sen 1999; G. Sen 1993; Kabeer 2001; Rowlands 1995; Nussbaum 2000; Chen 1992). Kabeer (2001) goes a step further and describes this process in terms of thinking outside the system and challenging the status quo. Sudharani et al. (2000) defined empowerment as the process of challenging existing power relations and gaining greater control over the sources of power. Empowerment is a process of awareness and capacity building, enhancing an individuals or group capacity to make effective choices, that is, to make choices and then to transform those choices into desired actions and outcomes (Alsop, Bertelsen and Holland, 2006, p.10). Shirin M. Rai et.al (2007) argued, while the local is important as a focus for debates on empowerment, we think the local must be embedded in the global and the national and vice versa. They argued that: (1) empowerment may be sequential, (2) gender balance alone cannot be the process or outcome in a world ridden with poverty and class inequality, (3) we should use the empowerment language, but contest the way it has been neutralized and even abused. Womens empowerment programmes and Economic Empowerment Even though outside work for women often means a double burden, the empirical evidence supports the notion that access to work increases a womans economic independence and with it a greater level of general independence is created.7 According to Hall(1992) economic subordination must be neutralized for women to be empowered. The economic component of empowerment requires that women be able to engage in a productive activity that will allow them some degree of financial autonomy, no matter how small and hard to obtain at the beginning.8 The World Banks Action Plan to achieve economic empowerment through Smart Economics, for example, targets four key markets: land, labor, product, and financial and measures this through policy initiatives to make markets work for women as well as agency initiatives to empowerment women to compete in markets. A prerequisite to empowerment, therefore, necessitates stepping outside the home and participating in some form of collective undertaking that can be successful, thus developing a sense of independence and competence among the women.9 Priority should be given to women in the allocation of work in such a way that at least one-third of the beneficiaries shall be women. [Schedule II, Para 6, NREGA]. The National Commission for Women (NCW), set up in 1992, has a mandate to safeguard the rights and interests of women. Universalisation of ICDS was contemplated by the end of 1995-96 through expanding its services all over the country. Sanjukta Chaudhuri (2010), in her paper Womens Empowerment in South Asia and South East Asia: A Comparative Analysis contributed to the literature on womens empowerment by exploring the time and birth cohort trends of womens empowerment in eight countries of South Asia and South East Asia. The countries included are Bangladesh, India, Nepal, and Pakistan of South Asia; Cambodia, Indonesia, Philippines, and Vietnam of South East Asia. Initially, she estimated the relationship between economic developmen t and female labor force participation rate FLFPR (the U curve)10 using data on 172 countries from 1990 2007. She further examined the influence of time on womens empowerment and performed a series of multiple regressions on six measures of womens empowerment variables separately for the eight countries, using individual level survey data for each country. The indicators of womens empowerment were: economic participation, educational attainment, wage work, fertility, female to male sex ratio of living children, and the ratio of ideal number of daughters to sons. In Rajasthan, Jan Chetna Sansthan have promoted Ekal Naari Shakti Sangathan in Abu Road block, Sirohi in order to help widows and single and separated women It works to ensure a rightful living for single women and addressing their problems. It also works towards getting them widow pension and other benefits under any government schemes. Deepshikha Mahila Bal Utthan Samiti came in to being in the year 1980, with the idea of promoting Welfare Policing Activities. 1.3.1 Gender equity, equality and inequality Gender equality is considered an important issue for the United Nations Development Program (UNDP) because gender inequality is an obstacle to progress, a roadblock on the path of human development (UNDP, 2002, pp.6). Pradhan (2003) discusses the need to bring gender equality where men and women are considered equal in every sphere of life because .if you empower a woman, you empower her children, her community and her country (Pradhan, 2003, pp.51-57). Gender inequality can result in disadvantages and differentials for females in terms of life expectancy and children.s nutrition, denial of choice, lack of political representation, and lack of empowerment (Kabeer, 1999). Sen (2001) notes: à ¢Ã¢â€š ¬Ã‚ ¦inequality between women and men can take very many different forms. Indeed, gender inequality is not one homogeneous phenomenon, but a collection of disparate and interlinked problems. Sen enumerates seven types of gender inequality, including mortality, basic facility, special oppor tunity, professional, ownership, and household inequality. In order to develop economy and increased participation of women, Government addressed the problem related to women and initiate to remove inefficiency through implementing various programmes like, Awareness Generation Projects for Rural and Poor Women, CSWB Scheme, Develpoment of Women and Children in Rural Areas (DWCRA), Family Benefits Scheme, Kishori Shakti Yojana, NORAD Scheme, Scheme for working Women Hostels, Swa Shakti Project, Swayamsidha Scheme, Support to Training and Employment Programme for Women (STEP), Science and Technology for Women and so on. Empirical Framework for Research Relevant research studies conducted in the past has great relevance for new research work and is a helpful tool to conduct research more precisely. Empirical framework for research underlines the derived results from experiment and observations rather than theory. This is categorized into following subheads: Impact of Participation of women in Womens Empowerment Programmes Evaluation and analysis of Womens Empowerment Programmes Constraints experienced by rural women in Empowerment process Impact of Participation of women in Womens Empowerment Programmes Hashemi et al (1996) undertook ethnographic research in six villages for four years to measure the effects of programmes on the empowerment of women. Two villages were Grameen Bank villages, two were BRAC villages, and the other two had no credit programmes. They used a model based on eight indicators of empowerment which were: mobility; economic security; ability to make small purchases; ability to make larger purchases; involvement in major household decisions; relative freedom from domination within the family; political and legal awareness; and involvement in political campaigning and protests Srilatha et al. (1997) observed that a major gain of making the programme of SHGs women centred was that the transition of power from the bureaucracy to the people. Sen (1997) based on a case study in India, stressed the importance of empowerment of an individual in order to gain control over assets. Haimanti Mukhopadhyay (2008) studied the role of education in Women Empowerment in the district of Malda, West Bengal, India. Her Exhaustive survey comprising forty two villages, tried to unearth the status of women, attitude towards girls education in society, problems hindering the education of women, the importance of marriage in womens life affecting education as well as the empowerment of women. During the survey, she felt that there was a very positive change at least among women in Malda district who are much more concerned about their daughters education, as compared to their previous generation. The WHOs (2008) Tackling Social and Economic Determinants of Health through Womens E mpowerment: The SEWA case study experienced the SEWA as a social movement and a programme that aims to empower the poor must be prepared to listen to the poor. Swedish International Development Cooperation Agency (Sida) noted that in implementing gender policies in development, it was time to move from treating the symptoms of gender inequality to address the structural factors that cause it. Women empowerment programmes made it possible to increase empowerment with increased participation of women. Clark et al. (1991) explored the impact of culture on female labor force participation in 135 countries for 1980. They use a combination of religion, political ideology, and world region variables to find evidence supporting the importance of culture in explaining womens labor force participation. Throughout the developing countries, innovative lending programs have emerged and In many of these programs it is common to find that a large percentage of borrowers are women. Based on a 1996 survey of microfinance institution around the world, the World Bank estimated that 61% of all clients were women (World Bank, 1997). 2.1.1 SHG and Microfinance Self Help Group (SHG) is a voluntary association formed for the purpose of engaging small enterprise. To form this organization, it requires a minimum of twelve individuals. K.C. Sharma (2001) maintained that through SHGs women empowerment is taking place. Rekha R. Baonkar [2001] studied the impact of SHGs on women in Goa and observed that individual loans were mostly for productive purposes with cent percent recovery. P.K.Awasthi, Deepak Rathi and Vimla Sahu [2001] in their study in Madhya Pradesh on the impact of SHGs on economic status of women observed that the SHG women were engaged in Mahua, mushroom cultivation, amachur papad making, pisciculture, nursery etc. An interesting study made by M.C. Athavale, K.G Sharma and A.M. Mishra [2001] in Madhya Pradesh under the leadership of Anganwardi worker, on the working of a particular SHG called Yoshoda Mahila Samithi(YMS) has helped the members to do saving and get loan. The repayment was 100%. Rajasekar D [2003] analyzed the impact of the economic programmes of SHARE, a NGO in Tamil Nadu on poverty reduction with the help of data collected from the households of 84 women members. Kabeer(2005) examined the empirical evidence on the impact of microfinance with respect to poverty reduction and the empowerment of poor women in South Asia. Prem Chander Vanguri (2007) highlighted the impact of microfinance programmes on womens empowerment in India. They compared Swashakti, Swayamsiddha, Swaran Jayanti Gramin Rojgar Yojana (SJGRY) and Rashtriya Mahila Kosh (RMK) micro finance programmes for facilitating rural poor women in their access to micro credit. Evaluation and analysis of Womens Empowerment Programmes Pandey conducted a study to assess the impact of Rashtriya Mahila Kosh (RMK). This study is based in the state of Maharashtra and was conducted to examine whether the RMK has been able to achieve its main objectives of reaching credit to poor women, enabling women to achieve economic independence and becoming aware about credit facilities and management. M.S. Jairath [2001] analyzed the growth and development of SHGs in Rajasthan taking two categories: (1) resource poor tribal; and (2) resource better of non-tribal. It was arrived that the average membership, rate of interest, size of borrowings were higher in the former, but the average amount of saving was higher with the latter. Deshmukh Ranadive (2002), in his study on Womens Access to Credit and Rural Micro-Finance in India has addressed issues related to data in the context of micro-finance interventions in rural areas. The vertical approach has shown how the data that has been collected, throws light on the different dimension s of the programme and the participants. NPC (2005) analyzed gender development in India in the context of interstate analysis with the help of state rankings on the basis of calculating the average of the standard values of the 52 criteria indicators. Dwarakanath H.D [2002] analyzed the characteristics and growth of self help groups in Andhra Pradesh and found that the SHGs using the loan facilities from the cooperative credit banks, commercial banks, mahila bank and Maheswaran banks, have produced more than 50 varieties of products. Abdul Hayes, Ruhul Amin and Stan Becker [1998] analyzed the relationship between poor womens participation in micro credit programmes and their empowerment by taking both SHG and non-SHG members in rural Bangladesh. Rajasthan Microfinance Report-2010 revealed that Good quality Self Help Groups create mutual trust and a sense of solidarity among members. This raises their confidence to deal with socio-economic problems of their family and their village, all by themselves. Women empowerment can further be boosted by promoting four ideologies, which can be taken as indicators of success a) Zero tolerance of domestic violence in families of all SHG members in Rajasthan; b) 100% girl child enrolment in educational institutions in families of all SHG members; c) 100% institutional infant delivery; d) 50% participation of women SHG members at village development committees . Milestones should be set for every year in order to achieve the stated objectives while progress should be tracked by measuring the indicators. In Rajasthan Womens Development Programme (WDP), conceived in 1984 when the idea of rural illiterate women mobilizing collectively was unthinkable. And yet, the programme enabled the evolution of womens collectives under the leadership of the Sathin, the grass root worker at village level, working tirelessly on a meagre monthly honorarium of Rs 350. The strength of the Sathins and these collectives was derived from the support structures provided by the partnership between the government and the voluntary agency arm of the programme IDARA (Information and Development and Resource Agency), with its primary role of training and providing creative and critical inputs. Constraints experienced by rural women in Empowerment process During the eighteenth century women suffered from several handicaps like female infanticide, sati (Sharma,1988), purdah (Mathur 2004), child marriage, illiteracy and subsequently forced child widowhood in the19th century. Women were treated no better than domestic animals. Moved by this extreme plight, great social reformers like Raja Rammohan Roy, Iswarchandra Vidyasagar, Sri Ramakrishna Paramhansa, Swami Vivekananda, Swami Dayananda Saraswati, M.G. Ranade, D.K.Karve and Mahatma Gandhi were in the forefront, fighting against social atrocities toward women (Jha and Pujari, 1998).11 Sing K.P (2004) says that among women who were working out of utter economic necessity, the majority were dissatisfied with the time they spend with their children and the time they allocate to their home 57 percent of working women have alternate arrangements for their children either a mother or a mother-in law or a maid to look after their children. Beckers (2005) model of effort allocation implies that an hour of a mans time produces more of value to an employer than an hour of equally skilled and experienced women who has greater responsibilities. This in true influences both employers treatment of equally capable male and female employees and workers subsequent decisions about investing time and energy in household versus market-work. The model implies that small initial disadvantages faced by women in the work-place can lead to extreme results in the division of labour in the household, occupational segregation and earning difference. Footnotes Smyth, R. (2004). Exploring the usefulness of a conceptual framework as a research tool: A researchers reflections. Issues In Educational Research, 14(2), 167-180. McGaghie, William C.; Bordage, Georges; Shea, Judy A., Problem Statement, Conceptual Framework, and Research Question September 2001 Volume 76 Issue 9 p 923. Banerjee NK, Grassroot empowerment (1975-1990) : A discussion paper, Occasional paper No.2, CWDS, New Delhi, 1995, p.2. Malhotra, A. and M. Mather. 1997. Do Schooling and Work Empower Women in Developing Countries? Gender and Domestic Decisions in Sri Lanka. Sociological Forum 12(4), p. 604. Malhotra, A., Schuler, S. R. and Boender, C. (2002) Measuring Womenà ¢Ã¢â€š ¬Ã… ¸s Empowerment as a Variable in International Development (Washington, DC, The World Bank), p. 13; Haimanti Mukhopadhyay, The Role of Education in the Empowerment of Women in a District of West Bengal, India: Reflections on a Survey of Women , Journal of International Womenà ¢Ã¢â€š ¬Ã… ¸s Studies Vol. 10 #2 November 2008, P. 218. Women, Education and Empowerment: Pathways towards Autonomy, Report of the International Seminar held at UIE, Hamburg, 27 January 2 February 1993, edited by Carolyn Medel-Anonuevo,UIE(UNESCO Institute for Education) Studies 5 à ¢Ã¢â€š ¬Ã‚ ¢ 1995, Robert Seemann u Neumann p.15 Ibid., p.15 Women, Education and Empowerment: Pathways towards Autonomy, Report of the International Seminar held at UIE, Hamburg, 27 January 2 February 1993, edited by Carolyn Medel-Anonuevo,UIE(UNESCO Institute for Education) Studies 5 à ¢Ã¢â€š ¬Ã‚ ¢ 1995, Robert Seemann u Neumann p.16. Results confirm the existence and upward shifting position of the U curve. Hence, the U curve estimates suggests that there is a time element involved in womens empowerment. Dr. Sanjukta Chaudhuri, December, 2009, Economic Development and Womens Empowerment, from http://people.uwec.edu/chaudhs/PDFS/Chaudhuri%20Economic%20Development%20and%20Womens%20Empowerment.pdf Haimanti Mukhopadhyay, The Role of Education in the Empowerment of Women in a District of West Bengal, India: Reflections on a Survey of Women , Journal of International Womenà ¢Ã¢â€š ¬Ã… ¸s Studies Vol. 10 #2 November 2008, P. 217.

Sociological Theories Of Crime And Youth Criminals Criminology Essay

Sociological Theories Of Crime And Youth Criminals Criminology Essay Sociology, along with certain other multidisciplinary focuses, provides a number of reasons for why young people commit crimes. Chief amongst these is a lack of employment, the breakdown of the family, urban decay, social disenchantment, social alienation, drug abuse, and a host of others. For example, it had been proposed that integration be viewed through patterns of role relationships  [1]  however on the other hand it had been argued that new legal powers essentially comprise an extension of punitiveness underpinned by stigmatising and pathologies constructions of working class families.  [2]  In both cases, separated by a number of years, a number of factors are to blame the state, parents, and so on but little if any answers are proposed. Sociology in its broadest forms offers a prescriptive view of the world and this can leave it lacking when tasked with answering questions that arise out of its interests but which its interests cannot qualify. As a 2006 study on you th crime in nova Scotia put it, youth crime is multifaceted. On the one hand, most youth commit crime, and most typically grow out of crime as they age. Longitudinal studies further suggest there are several risk factors that place certain youth at increased risk of offending. At the same time, there are youth with many risk factors who never participate in offending behaviour while there are youth with few risk factors who have established criminal careers.  [3]  It is here that sociology comes unstuck, unable to handle the sheer multi affectedness of youth crime with an academic outlook that seeks to place youth into easily identifiable boxes. It is here That criminology, psychology, psychiatry, and social policy step in to try and make sense of this multiplicity and advise on policies which can both decrease the number of youths committing crimes, whilst encouraging those already in such a position to leave it behind. According to most commentators, growing out of crime is on the increase. Furthermore, a lot of youth crime is to a certain extent, to be expected, quite aside for reasons of social delinquency. The establishment of the new youth justices system was a reaction to this fact. As sociologists noted that certain levels of delinquency were normal, a new policy entered in the UK that sought to treat all crimes as punishable by a formal criminal justice sanction. The effects of this have been to label a young offender as an offender from an early age. On youths, this has a number of effects. The first is to further entrench criminality into the culprit, whilst the other aims to encourage the youth of the pointlessness of crime , providing punishments that equal the crime, but that also aim to dissuade against further criminal acts. Questions also arise about how to differentiate between males and females. Goldson and Muncie  [4]  note that women tend to grow out of crime earlier than boys. Whilst a sociological approach to this seeks to question why this may be, the criminological approach must make do with knowing that after the age of 18, youth offending begins to fall, particularly self-reported offending. As youths mature, they tend to swap certain crimes for others. Thus shoplifting and burglary decrease whilst fraud and workplace theft increase as they enter the labour market. These are questions best answered by the statistician than the sociologist. Theories that rely on concepts of individual pathology are redundant in the light of sociological developments in criminology. In recent years, there has been a wholesale turning away from concepts of individual pathology in sociology, necessitated by advancements in criminology which place a greater social burden on the reasons for crime. Haines draws a contrast between individualised explanations of criminal behaviour and approaches which seek to place crime in its situational and social context.  [5]  However, the positivist view that Darwinian notions of physiognomy may in some way be responsible for defining characteristics of a criminal are by now very outdated. More modern theories of criminality, derived in part from sociological studies, but also from the dismantling of the Darwinian myth of universal positivism, have led researchers to take the view that criminals are made, rather than born. That means that they are socialized in a society that views criminal behaviour as entirely rational and in keeping with the social and cultural norms of that milieu. Whilst exceptions still abound, particul arly in the case of the clinically, ill, this view informs much policy thinking and policies aimed at reducing youth crime. There are of course exceptions to this, but they remain very much the exception. Individual pathology is so closely linked with the notion of pathology that it is too universal, cutting across all classes, as to be specific enough to the rigours of criminological profiling. Criminology in its current incarnation looks at why crime exists in society and in order to do that, it needs to look at the ills of society. Taking their cues from Marx and Engels, the modern idea of criminology seeks to give answers that look at social questions as much as pathological ones. Accordingly, the individual pathology model is a control oriented ideology which serves to locate the causes of problems in specific individuals and which supplies the relevant knowledge and understanding to develop the appropriate technologies and social policies for controlling deviant members. Crimi nological theorizing thereby becomes a means of providingà ¢Ã¢â€š ¬Ã‚ ¦a means of legitimating current policies which become justified as forms of treatment rather than punishment.  [6]  In this argument, the archaic individual pathology view becomes not only outdated, but also unfairly punitive, prescribing a series of judgments upon a larger, unclassifiable group. It strips the moral imperative from those enlisted to uphold it, and takes an awkwardly narrow view of society as a whole.

Money Cant Buy Happiness :: Happiness Essays

Happiness is a feeling that everyone aims to accomplish, yet some people seem to only catch a sight of it. Gratifying atonement, a state of well-being, and serenity are the more eminent elements of happiness. David G. Myers and Ed Diener propose the article â€Å"Who Is Happy?† which present aspects of happiness, a theory that recognizes adaptation, cultural world view, and personal goals. I believe through word of mouth and through those whom we look up to, we are told many myths about happiness, especially the biggest myth that money can buy happiness. In Daniel Gilbert’s â€Å"Reporting Live from Tomorrow†, he argues that the definition of happiness is not defined by wealth and that we rely on super-replicators and surrogates to make decisions that we feel will enhance our happiness. Our economic history has proven the idea of declining marginal utility. If we pursue life and liberty without happiness, our lives, quality, and value will slowly vanish, but the absence of wealth has nothing to do with one’s happiness. To begin with, anyone can be happy, it all depends on the type of person they are. There are of course they myths of happiness, predictors of happiness, and life satisfaction. Majority people believe myths that there are unhappy times during one’s lifetime, the stress-filled teen years â€Å"midlife crisis and then the years of old age† (Myers and Diener 12). In reality, people of all ages unveil that no specific time in their life were they happier or unhappier than others. In addition to anyone being happy, genuine happiness is vulnerable. â€Å"If happiness is similarly available to people of any age, sex, or race, and to those of most income levels, who is happiest?† (Myers and Diener 14), the capacity of peoples’ joy is undiminished. Self-esteem, personal control, optimism, and extraversion are four inner traits that classify happy people. People who are happy admire themselves and feel personal control, empowered rather than helpless about their lifestyle. They are also optimistic and tend to be more healthy, successful, and happier than pessimistic people. Also, people that are happy are extraverted and they are happy when they are surrounded by a lot of people and even when they are alone. They are not happy because of their status of wealth. Furthermore, super-replicating beliefs are ideas passed to new generations through surrogates. Surrogates are individuals who have faced a similar situation in which they pass the super-replicating beliefs to.

The Leonis Adobe :: essays research papers

The Leonis Adobe   Ã‚  Ã‚  Ã‚  Ã‚  The Leonis Adobe was built in stages; however, who and when the original portion of it was built is still under research. At first, there appears to have been a simple adobe farmhouse with whitewashed walls. This original portion of the house is believed to date back to 1844, and if this is so it is almost certain that Leonis did not build it. In any event, about 1880 he extensively enlarged and remodeled the house into the gracious Monterey style mansion you see today, and he and Espirtu moved into it and made it their home.   Ã‚  Ã‚  Ã‚  Ã‚  The building of this project was not an easy one. A great deal of research and studying along with skillful work went to the restoration of this mansion. But there is one or two exceptions. For instance, the present living room was originally two rooms, a parlor and living room, separated by a wall just to the right of the front door. The wall was removed around 1925 and has not bee replaced in order to provide a large room for group meetings.   Ã‚  Ã‚  Ã‚  Ã‚  When Leonis enlarged and remodeled the house, he sheathed the outside front of the house, and paneled the interior living room walls with wood. He walled-in the rear and northeast side porches, both upstairs and downstairs, to add more rooms. He added the Victorian fretwork balcony along the front of the house, and other enhancing details and features. The bright colors that highlight the house were discovered under many layers of paint, and presumably were the ones Leonis used. The paint used to repaint the house was carefully matched to achieve the exact feeling the Leonis Adobe brings.   Ã‚  Ã‚  Ã‚  Ã‚  The present living room, the family portraits hang on the wall where they used to hang, but the mirror originally hung where the dining room door now is. This door was cut through in the 1920’s. Before that, as in many of the California houses, one walked along the porch to reach the dining room.   Ã‚  Ã‚  Ã‚  Ã‚  Both the kitchen and the dining room are board and batten construction added during Leonis’ remodeling. The adobe dirt floors were discovered under modern wood flooring that has been removed. The fireplace in the dining room and stove in the kitchen provided the only heat in the house. The stove, while not original to the house, carries a date of 1875.   Ã‚  Ã‚  Ã‚  Ã‚  Out side, at the northwest corner of the house, a large Mexican â€Å"beehive oven† with a shed over it for protection from the rain, was used to bake bread.

Describe the Importance of Continuing Professional Development

Continuing professional Development is a fundamental part of Teachers educational as only a Continuing Learning and training reassures a high level of knowledge and allows Teachers to keep their professional skills and knowledge up to date, examples of CPD consist of:Work based learning.Informal or practical learning, which takes place round life and work experience.Peer mentoring on job-shadowing.CPD gives a new knowledge what may help us to deal with new or complicated situation, can also keep us to complete our goals. It also helps with keeping up to date with the latest Teaching techniques, regular reviews of procedures and practices, such as first aid and Child Protection.Continuing professional development increase the standards of our skills set, to always be updating skills and developing knowledge, to be successful at work we do. In a school it is very important that we take strong interest in continuing professional development, it means that our standards are mostly like t o be high and also would make it more interesting to parents seeking a placement for their child.Being able to work together as a group is very important, illustrating to pupils that team is essential for a society to work in harmony. This should require that each member of the team to take on a specific role, sharing ideas and achievements. Effective teamwork between the school staff is very important as it ensures the smooth running of the school. Teacher team work is dependent on trusting, professional relationships with each other and with their supervisors.As a result of teamwork teachers and teaching assistants improve the way in which they work together well to meet the needs of the children in their classes. Teachers working together and helping each other creates a good environment of team work that improves students performance and work confidence. The people in the school share the workload to allocate appropriate roles and responsibilities.In a school environment the man purposes of the team are to: support and respect each other within the school team including all members of staff and  children provide a safe environment. The main team purpose of team works:to provide a safe emotional environment for children;to motivate children to use their full intellectual potential;to support and respect one another.In my setting there are a number of purposes and objectives of the team in which they work. The purpose and means towards aim and goals, the objective we are trying to achieve is to help all children to achieve their English, Maths and reading.To prepare them to year 2, provide them with all round curriculum for year 1, assist in development and passion for learning and happiness in school and also safety atmosphere. The values form the foundation of the curriculum the following are our nine Hampton values:Expectations.Collaboration.Independence.Reflection.Resilience.Risk taking.Creativity.Enjoyment.Aspiration.Building positive relationships wi th peers and staff, the three aims at the school are: Successful- with an appetite for learning, lifelong passion for learning where they make progress and achieve. Confident- live safe healthy and rewarding livesResponsible-making a positive contribution to our diverse and changing society. Giving general support within a specific class or department. Within a primary school the purpose of the Teacher assistant is to work with the class teacher and in many cases with other adults and assistants who work together.Within a Secondary school the assistant is more likely to work within a specific department or subject that you have a particular strength in, such as Maths, English. A clear understanding of your weekly  and daily activities and tasks should be available through discussions with teachers and access to plans.Supporting a named child- if you work with an individual child you may also work alongside others such as SENCO or external professionals, who may come into the schoo l such as the following:Education welfare officer.Occupational therapist.Speech and language therapist.Specialist teachers.

Montessori, Reggio, High/Scope

Montessori, Reggio Emilia and High /Scope are approaches used in early childhood education. They are some of the best approaches known so far. The learners needs are properly considered, and environmental awareness is emphasized. Independence of the child is also put into consideration. A child’s independence is nurtured, and is allowed to work as a researcher. In these approaches the teachers become facilitators, partnerand co-learners (Curtis &Ohagan, 2001).Montessori is an approach in early childhood education, which was started by Dr.Maria Montessori in 1900s. She was an Italian physician and educator. It is an approach whose methods are both of educational as well as methodology philosophy. It involves schools which are preschools or elementary schools in level. It begins with infants and ends at 12th grade. It also lays emphasis on child’s independence and child’s initiative. Two trained teachers are assigned each classroom (Abbot & Maylett, 1999).In Reggio Emilia it refers to the education based on relationships. It was started in 1963 in Reggio Emilia, Italy. One of its educational philosophies is from which a kid derives guidance as well as inspiration in choosing learning materials and toys. It was first started by people who decided to build their children’s future after or in the past World War II, by selling the old army tanks and used the money to build pre schools. It is an approach which puts children first and the environment should beautifully designed, inspiring and peaceful. It  Ã‚   tries to act as a teacher in its self to children and family (Morgan, 1999).The philosophy of this Reggio Emilia focuses on the child as a leader. The pioneers of this approach tried as much as possible to put themselves in the shoes of the children. It lays a strong emphasis on children’s documentation as well as analysis of the children, as well as their conversation with friends, schoolmates and teachers.High/ scope approa ch was started in United States in 1960s. It is a method of early childhood education which is about running of nursery schools or kindergarten. It is common in U.S and other countries. In this approach children are involved actively in their own learning. The teachers in this case see themselves as partners or facilitators than supervisors or managers. It is an approach which involves water play, sand play, writing, reading, role play e.t.c.   Normally children play in small groupsOne of the attributes which I identify is that of laying an emphasis on the child’s independence. Another one is that of involving or taking a child as a researcher. I believe those two attributes would be useful for me to incorporate in my teachings and learning contexts. In Montessori they lay emphasis on a child’s independence. In Reggio Emilia they take a child as a researcher (Morgan, 1999).In my classroom situation, I expect to let the children experiment for themselves, explore and reason out just as researchers do. On the side of the independence, I expect the children to work independently without any interference what so ever (Moon, Ben-peretz &Brown, 2000).Independence as an attribute will in the first place help the growing child to grow up into a responsible adult or person. A child becomes someone who easily works on his own, someone who knows what is expected of him or her. Such children through this attribute they grow up to know what is always expected of them. They in most cases become loving, responsive and responsible people. The environment becomes somewhere where the children cannot get lost since they have learnt to be independent all along. The teacher in this case becomes a facilitator into responsible parenthood (Morgan, 1999).As an independent person, the child becomes a person of virtues. Someone who loves peace, does not associate with violence, someone with a reconstructive mind and natural intelligence. The child remains at peace with n ature and God or rather spiritual matters. The child tends to have freedom of choice. In this case children become social beings as well as people who develop rationality in problem solving. They become co-operative in social relations, they become imaginative and lovers of beauty or aesthetic value. And they tend to have cultural knowledge which is complex.A child becomes an explorer. There is a lot that exploration has done to humanity; as such the children in this case develop into useful beings to who help in the exploration of this vast and natural world. The child becomes curious, intelligent and full of wonder. A child who grows to know better child and deserves a better place on this planet. Each child becomes very useful member when they grow up in exploring and investigating. In this case the teacher only nurtures, becomes a partner and a guide to a child,. As such children tend to have ready solutions to problems even of their own making (Abbot &Maylett, 1999).Another mos t important thing that a child acquires while being independent is self direction. The children also tend to get confidence and inner discipline. As such the children become able to function normally and live harmoniously with every one as well as their natural environment (Morgan, 1999).The second attribute when the learner is taken as a researcher, it remains important because here the learner becomes a thinker. The learning tends to be a continuous thinking. The children tend to question anything they see; they hypothesize solutions, they predict outcomes, they experiment and reason over their own discoveries, as a result they expand their own thinkingThese children who become thinkers, this becomes a strong and firm foundation for them to become philosophers like Socrates. The importance of philosophy in mankind is widely known and accepted; as such this becomes a very important beginning for them. The child tends to have strength, potential and competence. The child also throug h this attribute tends to make a lot of sense of the world around him.This attribute also gives a child a room to become a better and reliable scientist in future. Today’s world is a world of science, science has done a lot that is beyond just mere talking, science rules the world, and so the children who pass through this attribute of Reggio Emilia will become very useful members in our society; and through the physical interaction with the environment, together with the mental interaction they manage to construct knowledge. Knowledge construction can not come easily to child unless he knows how to experiment and hypothesize (Morgan, 1999).And through this attribute a child does not only become curious, creative, competent, powerful and of full potential, he also manages to realize his rights as well as other opportunities, which way be available. As such the instructor becomes a collaborator as well as a co- learner.This attributes I recommend it for all children who have a ttained the school going age. It is very useful attribute and it can really do wonders for a young child. When the child grows up and is mature enough to know and understand the world around him he can do a lot both for himself and humanity as a whole.As an attribute that make children think it not only helps them to become philosophers but helps them in their everyday life; philosophers are lovers of knowledge and so the children tend to become also lovers of knowledge and people who promote reaching culture (Curtis &Ohagan, 2001)Another very important part of Reggio Emilia approach, especially this attribute where the leaner is taken as a researcher is one area of creativity. This attributes makes the children to be highly creative in their learning. It is very possible because teachers play a very important role of being an endless source of provocations as well as possibilities as such the learners see solutions to their   problems and also their curiosity and awareness widen. The teachers also tend to provide related experiences as well as materials, which the children use in learning, and so this kind of learning does not become an ordinary kind of learning. In this attribute, the children’s emotional needs are also put into consideration.It is therefore a better attribute in a flexible approach. The learner receives from the world so much that his presence is noticed and that he feels respected and valued. And the classroom atmosphere of joy as well as playfulness prevails in this attributes. A strong link is formed between teachers and the learners through time consciousness; about three hours are allocated for learners to be with their teachers throughout. Through this the children learn at an early stage in life how to mange their time properly. They develop early some sense for time management (Moon, Ben-peretz & Brown, 2000)As they also incorporate their memories actively in learning the learner gains a lot by reaching his full potential i n a way which could not be thought possible. The child becomes aware of himself as a whole person. An individual able to achieve, do things, reason out and participate actively in any activity given by all teachers is someone with a direction, as such the leaner becomes in a way fully in control of his own destiny (Abbot &Maylett, 1999).Both of these attributes, the one of independence and taking a child as a researcher, have an excellent philosophy of idealism. There may be no perfect beings but some people are more â€Å"perfect† than others, and so the degree of perfection that any learner attains though these attributes far surpasses many other attributes in other approaches which are known already.In these two attributes the leaner realizes very strongly about the kind of knowledge which is does not come from ones senses. They experience it, and learn it in a better way though these two attributes and so they are the two best for our children who learn through Montessori approach and Reggio Emilia approach.In Montessori, there is a strong emphasis on the school environment, and so is in this best attribute of independence which I have selected, in this case This system does not deduce that a child already knows everything. It believes, in teaching and letting the leaner know what he does not know. And so the student grows knowing that these are other things to learn or know. The case is the same with the Reggio Emilia approach the two systems consider the learner as the most important person and so everything that is to be taught must also be important and useful to the learner even after school.In both of these systems the teachers sweat and struggle to see into it that the learner becomes a better person in as much as possible, and so it should not matter to parents whether these systems are expensive or not. The parents should know that they pay for what is worth being paid for. (Morgan, 1999)The two systems are obviously quite outstanding in th eir attributes and so they deserve to be emulated by all. They display some unique understandings and for sure I recommend them for any parent. Under the two approaches there is just a lot that has been taken care of. If there is any known safety of the lives of our young ones, then it is in the two attributes of Montessori and Reggio Emillia, which are discussed in this report (Morgan, 1999).If only we can all assume that our children do not know everything, then we shall always have something to teach them. Just as the two systems assume and they are the best after comparing them with others.References Abbott, L and Maylett, H (1999); Early Education Transformed; Former press. LondonCurtis, A and Ohagan, M 🙠 2001) Came and Education in Early Childhood: A Student Guide to Theory and practice. Rountledge Falmer. London and New YorkMoon, B, Ben – peretz, M and Brown, S 🙠 2000): Routledge inert national Companion to Education. London and New York.Morgan (1999); The Imagination of Early Childhood Education Bargin & Garvey; Westport London.

1775-1830 Apush Paper

During the early colonial period, indentured servants had filled the role of labor, working primarily in the Chesapeake region in the cultivation of tobacco. However, as the Dutch lost their monopoly on the slave trade, the price of slaves fell, allowing many plantation owners to purchase slaves and encouraging the growth of the slave trade to America. During the Revolutionary War and the decades following, slavery continued to boom, particularly in the South, where the use of slaves in crop cultivation came to dominate the Southern economy. In the North, industry supported the economy, allowing for a decreased need for slave labor. The difference between the economies of the North and South allowed for different levels of importance for slavery in those areas; however, discrimination prevailed throughout the young nation, leading the African-American community of the time to struggle against whites for freedom and civil rights. In the South, the largest contributing factor to the expansion of slavery was the westward growth of America during the early 19th Century. The Louisiana Purchase, signed under Thomas Jefferson, opened millions of acres to settlement encouraging many white southerners to move west into Alabama, Mississippi and Louisiana. These areas with their warm climates encouraged the expansion of the plantation system westward and accounts for the massive growth of slavery in those areas by 1830 seen in the Document C map illustrating the difference in slave concentration of the colonies. Lord Dunmore offered all slaves the opportunity to be free by joining the British military, as explained in his proclamation. The British sought to weaken colonial resistance by the support of the slaves. While many joined the British military to escape slavery, some colonial states offered slaves their freedom if they joined the colonial side after realizing how many slaves were rebelling to the British side. Some free blacks joined the British side because they felt discriminated against and believed they should have the same rights and privileges as whites, as they were denied property rights. In Venture Smith’s â€Å"narrative,† a master consents ted to his salve buying his freedom. Even though the slave could not pay it all in one lump sum, the master allowed him to pay it in â€Å"payments† he paid all he had as the down payment and then earned the rest by fishing and cropping. This example just came to show that not all slave owners were opposed to slaves being free. The Vermont Colonization proposed a 1? contribution from each inhabitant in order to help the society establish colonies on the coast of Africa. The colonies opened the door for emancipation. Some white abolitionists even advocated freeing blacks and relocating them to Africa, as did the American Colonization Society). Between 1790 and 1830, slavery vastly expanded. As slavery decreased in the north, the south more than made up for them due to the production of cotton booming in the south and especially down the Black Belt on the East Coast. Cotton production was already a huge industry in 1790, but it because even bigger when in 1793, the Cotton Gin was invented by a slave of Eli Whitney. The Cotton Gin made separating the cotton from the seeds quicker and easier, making the meticulous work a breeze compared to when it was done by hand. Slavery during the period also grew out of an economic need as the South looked to prosper solely through agricultural means. This meant slavery was simply an economic necessity as huge plantations, particularly those that produced cotton, were heavily labor-intensive. Because of this, slave-owners sought to control their slaves entirely and prevent them from escaping, although some slave holders allowed them to purchase their own freedom, as referred to in Venture Smith’s â€Å"Narrative†. Nonetheless, conditions were harsh leading many slaves to attempt rebellion or escape. In The Confessions of â€Å"Ben,† the document details the plans of one slave rebellion, plotted during Peace time so as to avoid conflict with soldiers or patrols. Rebellions during the period, usually small in scale, were rarely successful in the short term and merely resulted in stricter treatment of slaves, particularly in the Deep South. The harsher the treatment, the more impassioned became anti-slavery rhetoric, particularly in the African-American community. David Walker’s â€Å"Appeal to the Colored Citizens of the World,† shows just how frustrated many had become with the system of slavery, and the determination of the community to free itself through any means. Denmark Vesey was a slave who had bought his freedom and planned what would’ve been the biggest slave rebellion in the United States; however, the Vesey’s conspiracy leaked and he was tried, convicted, and executed. In the North, slavery as a practice was a lost interest as the more industrial economy did not rely upon slave labor for its success. Upper class families often owned one or two slaves to carry on matters of the home, yet the majority of Northerners never owned a slave. That, however, did not mean free blacks received equal rights or good treatment in the North. Paul Cuffe’s Petition and Prince Hall’s Masonic Movement both point out the denial of rights to free blacks, as well as the harsh racism that prevailed throughout the region. Blacks were not allowed to vote, and were often paid less for the same jobs as whites. However, some in the North took up the issue of discrimination looking for ways to solve the struggles of the African American community. Plans for colonization of Africa by free blacks and former slaves were supports by some in the North such as the Vermont Colonization Society discussed in Document H; however, movements like this never picked up wide support and, in the end, amounted to little. During the late 18th century, the 2nd Great Awakening began as the second period of religious revival that extended into the antebellum period. Bishop Richard Allen was the founder of the African American Methodist Episcopal (AME) Church. Allen was granted the title of the first bishop for his hope offering of the religion given to the Black community. In the picture of Document D, an AME meeting is taking place in Philadelphia. Free Blacks often celebrated their freedom, especially since their church was the first independent black domination in the US. Many Northern Whites plead Black causes, turning into abolitionists. Free Blacks were gracious to Whites who worked hard to Improve African conditions. Most White abolitionists were great supporters of the American Colonization Society in order to send them back to their homes in Africa. While some Whites were helpful, others were discriminate like those in Boston, were Black’s lives were endangered due to hate as described in Prince Hall’s Masonic Movement. Disfranchisement gave the right to vote to Blacks in the North where their votes would’ve usually counted as less effective or completely ineffective. Although some slaves were able to buy their freedom or escape to the North, slavery as a practice boomed between 1775 and 1830. The westward expansion of America and growth of the plantation system required a large number of slaves to support the agrarian economy. Free blacks were not spared harsh racism and discrimination, leading many African Americans to campaign for both the freedom of their people in the South and their own personal liberties at home.