American Women Essay Example for Free

American Women Essay The American society was such a fragmented society in its early days of independence that various sectors of the society have had to free themselves through the hard way. The racial segregation between the blacks of the south and the whites of the north took a long time to resolve, and the solution came only by the war between the two regions when the one mighty Abraham Lincoln intervened. After racism, gender equality took the center stage. The American men could not envisage a situation where their women counterparts could vote alongside them, but with the upcoming of powerful women like Elizabeth Cady Sturton and Susan B Anthony with no exception to Alice Paul in the late 19th Century saw the fight get a notch higher. Actually the centre problem was the Amendment of section nineteen which will have allowed the women of the bigger empire. In this paper we are going to peruse through the whole process of the fight until the actual inception. The history of the women’s suffrage movement can be traced back in 1848. In this year a small women’s Right convention met at Seneca Falls in New York. These ladies were here to initiate their public outcry for equal rights with men . They wanted to be given equal opportunities as men to attend college, to make doctors and lawyers as their men counterpart. Pegged to this they demanded the right to vote, which according to them will open doors for all of the above. Alice Paul, the biggest name in the fight for women’s suffrage, entered battle seven decades after the inception of the fight. She herself had a test of the battle back in England where she had gone to attend her studies but unfortunately her later years ended in jail. She immediately flew back to the states only to find that the fight was underway. The entrance of Alice Paul in the bigger fight saw the battle reenergized and take an even rigorous pace. It is important to note that the first time the women’s suffrage amendment was presented to congress was in 1878 but unfortunately the congress did not give it any vote. In the next four decades the unrelenting women kept presenting it to the congress, all this time the bill yielding no luck. By this time the older generation of women suffragist had gone but the support among the American population had not gone. When Alice Paul and his party (National Women’s Party) gained strength, some states of the United States had already mandated voting for their women. Infact, in 1916 Montana became the first state to elect a woman, Jeannette Rankin ,to the congress. However, the congress was not in any way prepared to pass the suffrage amendment bill. With the congress having a negative attitude towards the bill (perceived as a gender biases) Alice Paul and some other leaders like Harriet Sturton thought to get the attention of the president and the congress. Their first strategy was to organize parades in the major cities, and New York and Washington were the most targeted. Suffragists in thousands and wearing white robes marched along the streets of New York. Some groups of the suffragist rode on horse back carrying banners flying high, but this could not change the mind of the president (then President Wilson). Therefore, another move was looming-picketing was to begin at White House. No sooner had picketing begin than was Alice Paul thrown in jail. She spent almost six weeks in and when she was released any move to stop picketers bore nothing. The exaggerated stories on the newspaper only helped to anger suffragists even more and helped more women join the movement. The mistreatments of the arrested suffragists, including forced feeding for those in prison hospital deterred not the free suffragists. These women were so courageous and that’s why in one of the president’s speeches to the public Paul courageously stood up and asked â€Å"How about votes for women? †(Doris, 1918) She could only be manhandled and led away for custody mistreatment. Still during the mistreatments one of them cried out and said â€Å"It was Alice Paul, the strongest weapon left with which to continue our battle†¦Ã¢â‚¬  (Doris, 1918). Therefore, it was evident that these women were not going to let up soon, not until their demand was attended to. On January 9th 1918 President Wilson officially declared his long awaited support for the women’s suffrage movement. The events that followed saw a speedy move to pass the suffrage amendment bill, first beginning with the Susan B Anthony Amendment, which was to give suffrage to all American women citizens. Hardly a year later on August 26th, 1920 the amendment was verified in Tennessee, becoming the 36th state to do so. With this the Nineteenth amendment was officially introduced into the American constitution. For Alice Paul and her colleuges the first part of the battle had been won, next was the Equal rights Amendment which was to protect and guarantee women protection against discrimination. Eight decades down the line the battle still continues but the war can be said to be more than won. The approach and the strategies employed by Alice Paul and her friends can be said to intellectual. Their demonstrations never involved violence infact when she was asked if at all she threw stones herself she strongly resisted,-â€Å"No, indeed. I never did and I never shall. I think such deeds belong to rioters and women are seldom rioters† (Doris, 1918). I personally like this attitude in Alice Paul. The contemporary U. S politics is characterized by powerful women politicians like Madeline Albright, Condoleezza Rice, Jendayi Frazier and many others. I am of the opinion that these politicians should be made to understand that any political ovation they do enjoy today was fought for by the more powerful women like Alice Paul and Anthony B, who came before them. They should also realize that U. S politics make a big difference in the whole world: there is no nation in the world where women have been given a high profile than in the U. S, save for the fact that the empire hasn’t produced any woman president. All these, courtesy of suffragist women movement. We now turn our attention to the movie, evidently acted by young Americans who were actually touched and directly affected by the acts of the suffragist movement. Iron Jawed angels was acted in 2004 and it narrates the suffrage movement of the early 20th century. Having received its filming in Virginia under the production of HBO films in 2004, it is said to have received a standing ovation at the Sundance. The play focuses on the two defiant and powerful women in the history of the United States, first Alice Paul, whom Hillary Swank acts, and Lucy Burns acted by Frances O’Connor. In essence the movie attempts to explain to bring out how these activists formed a more radical wing from the conservative and older main stream wing. In the real sense the movie is a clear show that actually women are not objects but complete characters just like their counterpart men. The play also acknowledges the fact that although these women had different backgrounds but they are united in their common goal of women’s suffrage movement. The play continues to Harvey the fact that in this country dominated by male chauvinism, it was no easy go as the women of this radical wing clash with their conservative counterparts and also a divided public opinion. It is also extra hard given the male dominated leadership of the country led by president Woodrow Wilson (acted as Bob Gunton) himself. The actors also bring out the idea that along the way in the course of the fight sacrifices are looming with many of the activists being thrown in jail and going a step further ton strike on food. These lead to forced feeding by the hospital nurses. This forced feeding wins them a name, Iron Jawed Angels: the title of the play. These ladies have a strong will which actually sees them realize their dream one fine day in 1920. By the time the movie was being cast in 2004 it was clocking 84 good years since the end of the suffrage movement. Many in this generation had not experienced the reality of the bitterness of living without accessing the necessary human rights enjoyed by any member of the society. To an eighteen year old American girl in college it is just a common right for her to access to . I tend to feel the real bitterness this young woman engages when the plain truth dawns on her that actually it isn’t any other opportunity for her to attend her college tutorial classes alongside male counterpart, who also ought to realize the opportunity was mistakenly meant for them alone about close to ninety years ago. Needless to add, the movie is real timely to these somehow ignorant population of the whole truth behind the struggle for equal rights among the men and women of the great empire. Asking me to scoop out my view of the accuracy and effectiveness of the movie to the contemporary American society, I Imagine the American college lady who has just been watching this actors in the theatre. The pain of the hard swallowed saliva drips along her saliva as it comes to her realization that she is their as a result of a sacrifice made by somebody else.The play is this effective and accurate! References: Stevens, Doris. Jailed for freedom: American Women win the vote. 1920. Ed. Carol O’Hare Troutdale: Newsage Press, 1995. Graham, Sally Hunter. Woodrow Wilson, Alice Paul, and the Woman Suffrage Movement: Political Science Quarterly 98 (1983-84):665-79. http://www. gutenberg. org/etext/3604 http://iron-jawed-angels. com/ http://movies. go. com/iron-jawed-angels/d776839/drama

eating disorders :: essays research papers

We have all heard the typical stereotypes of the â€Å"perfect body.† Who really has a perfect body anyways, and what does it look like? Are all girls supposed to be tiny and twig like, and are all guys supposed to be macho muscle men? No, and if this were true then that’s how we would have been created, but were not, so be proud of who you are. Thanks to media and today’s culture people are destroying their bodies. We cannot put all the blame on the media though, psychological and mental disorders such as depression, anxiety, guilt, the loss of control, and the need for attention, are among some of the factors that can lead to eating disorders. The three disorders commonly referred to are obesity, anorexia, and bulimia. Each disorder is dangerous to the body, and in many cases can lead to death. Eating disorders affect 70 million people worldwide, and in a single persons life approximately 50,000 people will die because of this terrifying disease. Obesity is the increase in body weight caused by excessive accumulation of fat. It can be caused by many factors including the ingestion of excessive calories, inactivity, and insufficient exercise. Overeating may also result as a pattern established by family and cultural environments, leading to an emotional dependence on food. Some experts, however, may say that obesity is based upon genetics and physiology, rather than a behavioral or psychological problem. There are many myths regarding obesity, for instance, those who are obese eat more than the non obese. A study in 1979 proved that 19 out of 20 obese individuals eat the same amount as the non obese. People believe that obese individuals are emotionally disturbed, but although they deal with immense social pressures, they do not posses more or less emotions then others. Body fat is said to be unhealthy but in actuality some body fat is beneficial. Another myth is that the obese are at greater risk of cardiovascular disease. Th is is true with yoyo diets which cause weight to fluctuate throughout adult life. It is thought that obese people are lazy and unfit, but many do exercise and live longer than those who are thin, unfit, and do not exercise. Everyone gets â€Å"fat† with old age. Weight increases with age because people become less active, metabolism slows, and you loose muscle mass. Obesity is not untreatable; radical treatments include shutting the jaw, stapling the stomach, and intestinal bypass operations.

Classroom Discipline Essay

Effective discipline is a challenge for all educators. â€Å"The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today† (â€Å"The Discipline Dilemma: Problems and Promises. †). Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. Effective discipline begins with rules, enforced with logical and meaningful consequences. Desired behavior is encouraged and positively reinforced. Teachers who manage their classroom efficiently use discipline as a teaching tool so students benefit and learn stability, order, respect, and values of law. â€Å"Strictly speaking, discipline means to teach, not to punish† (â€Å"Discipline as Teaching†). Setting clear, firm rules and expectation which leave little room for interpretation will establish a solid foundation by which a classroom will function. Begin the school year by setting clear rules, and using good morals and values to build positive expectations. The use of positive language will promote the behavior desired from students. Setting positive rules and expectations will give teachers and students the right mindset to start the school year off right. Start the school year off by setting clear rules. â€Å"The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline† (â€Å"Discipline in K through 8th Grade Classrooms†) The first day of school, while teachers are getting to know students and vice versa, is a good day to establish what is expected before any misbehavior can occur. Involve students in the rule making process. This allows them to voice what they expect of their classmates. Depending on the age of students, teachers may get unusual requests for rules; however, students may also have expectations of their peers which the teacher may not have thought of. Students should not make all of the rules for the class, so their input should be limited to an appropriate, manageable number. After rules are made, they should be discussed and posted where they can be easily seen. Students should fully understand what is expected so little room is left for them to interpret what they is desired. There should be a time for questions about rules so students can get clarification on any rules they do not understand. Students should also be able to demonstrate their understanding by putting the newly established rules to use in practice scenarios. By posting rules where they are easily visible, students can be easily reminded of what is expected of them. Most importantly, teachers should be prepared to change and revise rules if they are not functioning in the intended way. Include students in the change. They should give their input on why the rule is not working and how it should be modified to suit its purpose. Teachers are ultimately responsible to make changes. Once a new or modified rule is established, it should be put into effect and students should be reminded of the change when necessary. The use of good morals and values to build positive expectations will help students build character qualities that will enhance the learning environment. â€Å"The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). Positive expectations tell what qualities are desired and how those qualities can be achieved. For example, honesty is a quality desired by all teachers and would be achieved by telling students to tell the truth all of the time. The quality is stated in a positive manner, instead of using the negative, â€Å"do not lie. † Use a mission statement to define what is desired and expected. The statement should give purpose to classroom rules. It should give a general explanation of what is expected and should communicate positive expectations effectively. The mission statement should also be used to troubleshoot behavior, by asking students if their behavior agrees with the expectations in mission statement. Give appropriate expectations so goals are attainable. When goals are reached, teachers should acknowledge the achievement and set higher goals. Students should have individual and class goals. Students learn and mature in different ways, making individual goals just as important as goals set for the class. Responsibility is a goal all teachers have for their students and as such a goal is reached, students should be given more responsibility and independence. Teachers should use positive language to promote the behavior they want from students. Effective teachers communicate in a way that promotes what is desired, rather than what is not desired. Rules and expectations should inform students what to do instead of what not to do. Teachers should refrain from using words like â€Å"do not,† â€Å"never,† among others. Rules should be put in a format that states a direction and an action. For example, â€Å"When getting in line, always line up in two lines with boys in one line and girls in another. † Telling students what not to do will leave students guessing what they are supposed to do. Teachers should speak using positive words, even when giving feedback on a negative situation. Teachers should set the example of positive behavior for students. Most students look up to their teachers. Sometimes, teachers are the only positive influence on students. In light of this, teachers should behave accordingly and be cautious of what they say and do in the presence of their students. When rules are not followed, teachers must enforce limits of rules with fair and effective punishment. It is necessary for students to be held accountable for their actions. Teachers should use action to enforce rules and communicate effectively with students to reach an understanding and solution. Students should be held accountable for their actions. â€Å"They [teachers] hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have done and what happens as a result of those actions† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). When students are held accountable, they are learning that all of their choices have consequences. Broken rules should be enforced immediately. Teachers should correct misbehavior and broken rules as soon as they are noticed. Punishment should be done privately; however, correction should be immediate. If a teacher ignores one broken rule or behavior, the student will continue to test the limits of the established rules. Enforcement should be simple and should let the student know you see what is happening. For example, â€Å"It’s a good thing I like you,† â€Å"Here’s the deal: I’ll pretend I didn’t see that, and you never do it again,† â€Å"Consider yourself scolded,† â€Å"Can you solve that? Or do you need me to intervene,† â€Å"Am I driving you over the edge? † and â€Å"That’s inappropriate† (â€Å"Learning to Discipline. â€Å"). When rules are being enforced, teachers should focus on the rule broken, not the problem. For ten rules, there could be fifty problems. When enforcing rules, the problem should not be the focus. For instance, a student is talking while another student is addressing the class. When correcting the behavior of the student who is talking, the teacher should focus on the rule: Be respectful to all students and teachers. The situation can easily be corrected by saying something like, â€Å"You were talking while another student was giving a book report. Our rules say we are to be respectful to all students and teachers. † This method allows students to understand that talking is not always a problem, but they must follow the rules. Use action to enforce rules when needed. â€Å"Teachers must use action, not anger to control behavior† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). Teachers should avoid yelling at students as a control measure. Anger will upset students instead of correcting their behavior, and they may later lash out in anger. Action shows students the teacher is in control. When action is required, it should be swift and firm, without negotiation. If teachers threaten punishment, they should follow through. Punishment should be given the same day it is warranted, if possible. Once a punishment has been decided, students should not be allowed to negotiate the punishment or its terms. Use a variety of consequences and vary them for different students; not all students will respond to the same consequences. At the same time, using the same punishment over and over will not be effective. Subject work should not be given as a punishment. Use positive punishment when possible, giving students a chance to apologize in writing or in front of the class, or  rectifying a situation. Consistency is essential when disciplining students. Avoiding favorites is one way to ensure discipline will be consistent. Similar infractions should have similar consequences. If more than one student is being punished for the same offence, all of the students should receive a similar punishment. Effective communication is essential when correcting and disciplining students. A one-on-one conversation should take place that identifies the broken rule, explains the punishment and gives feedback. When speaking to students, teachers should ask for input from the student about the situation. In gathering information, teachers need to know the difference between a mistake and misbehavior; mistakes happen while learning while misbehavior is intentional. To maintain the dignity of students, teachers should have a one on one conversation to identify the reason a rule was broken and to gather any additional information needed to make a logical decision about a punishment. â€Å"Through conversation and social interaction with more capable adults and peers, students can negotiate ways to reach an understanding and/or a solution to the problem at hand† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. â€Å"). When enforcing discipline with a punishment, teachers should explain the wrong doing and why it goes against classroom rules. It is important to remember to focus on the rule, not the problem. Furthermore, the punishment should also be explained in detail to avoid any confusion. During the one-on-one conversation, teachers should give feedback on the negative behavior and why it is not desired. Include ways to keep the behavior from resurfacing. Also, talk about ways to further improve. Things discussed in this conversation should stay between the teacher and student. Reinforcement and encouragement of positive behavior by teachers is necessary for students to exhibit good behavior. The teacher must set the standards and go about efficiently and consistently shaping the appropriate behavior Teachers should encourage positive behavior. They should be a positive influence, but not force students to change. Teachers will be encouraging positive behavior by empowering students to make good choices on their own, while recognizing the consequences of the wrong choices. Ask questions before a rule is broken that requires the student’s thought and reflection. When teachers give students options regarding which choices to make, students will then think about the end result and the consequences of their choices. It is also necessary to reinforce positive behavior in a way that encourages students. Students learn to behave only as certain behaviors are reinforced. When reinforcing behavior, teachers should recognize good attitudes and the desires of their students to learn. Rewards are always a good idea when reinforcing behavior; however, students should understand a reward is something you earn, not something required. In effectively managed classrooms, the teacher is the authoritarian. Teachers should plan ahead and be prepared. The teacher should also be the final authority, especially concerning how students are to be and how the class schedule will run. In a classroom, the teacher is responsible for the learning that takes place. Successful teachers are prepared before coming to school, so they can begin reaching as soon as the late bell rings. Teachers must have lessons planned in advance and have daily objectives for each subject to be taught. Teachers should strive for a productive classroom where students are learning and achieving. â€Å"†¦two goals teachers should have: productive classroom environment and student satisfaction. â€Å"No teacher can truly succeed without achieving both goals† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers†). Teachers should also be the authority for their students. It is the job of the teacher to lead students. Teachers have a duty to their students to structure their class schedule and decide how class time is best utilized. Teachers also have the responsibility to make an organized seating arrangement that allows students to learn and be productive, and allows for the teacher to reach each student. â€Å"Authoritarians know that students work and learn best in well-organized, directional, and purposeful classrooms† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). In conclusion, discipline is the foundation of a successful classroom. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. With established rules and positive expectations, students will know what behavior is desired. Teachers should be prepared for discipline problems with firm and fair action. Effective classroom management will allow for a productive and purposeful classroom. Whatever the causes of student misbehavior, there’s no denying that being able to skillfully handle it is a prerequisite for getting kids engaged in worthwhile content or moving peacefully from class to class. Works Cited Conte, Anthony E. The Discipline Dilemma: Problems and Promises Education. 2. 115. 308. Chemlynski, Carol. Discipline as Teaching. Education Digest. 3. 62. 42. Geiger, Brenda. Discipline in K through 8th Grade Classrooms. Education Digest. 2. 121. 383. Curwin, Richard L. `Discipline with dignity: Beyond obedience. Education Digest. 4. 63. 11. Metzger, Margaret. Learning to Discipline. Phi Delta Kappan. 1. 84. 170. McDaniel, Thomas R. A Back-to-Basics Approach to Classroom Discipline. Cleaning House. 5. 67. 254 Brainard, Edward. Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. Cleaning House. 4. 74. 207.

Spains North African Enclaves of Melilla and Ceuta

At the onset of the Industrial Revolution (circa 1750-1850), European countries began scouring the globe looking for resources to power their economies. Africa, because of its geographic location and its abundance of resources, was seen as a key source of wealth for many of these nations. This drive for control of resources led to the Scramble for Africa and eventually the Berlin Conference of 1884. At this meeting, the world powers at the time divided up the regions of the continent that had not already been claimed. Claims for North Africa Morocco was viewed as a strategic trade location because of its position at the Strait of Gibraltar. Although it was not included in the original plans to divide up Africa at the Berlin Conference, France and Spain continued to vie for influence in the region. Algeria, Moroccos neighbor to the east, had been a part of France since 1830. In 1906, the Algeciras Conference recognized France and Spains claims for power in the region. Spain was granted lands in the southwest region of the country as well as along the Mediterranean Coast in the North. France was granted the rest and in 1912, the Treaty of Fez officially made Morocco a protectorate of France. Post World War Two Independence Spain continued its influence in the north, however, with control of two port cities, Melilla and Ceuta. These two cities had been trading posts since the era of the Phoenicians. The Spanish gained control over them in the 15th and 17th centuries after a series of struggles with other competing countries, namely Portugal. These cities, enclaves of European heritage in the land the Arabs call Al-Maghrib al Aqsa, (the farthest land of the setting sun), remain in Spanish control today. The Spanish Cities of Morocco Geography Melilla is the smaller of the two cities in land area. It claims approximately twelve square kilometers (4.6 square miles) on a peninsula (Cape of the Three Forks) in the eastern part of Morocco. Its population is slightly less than 80,000 and it is situated along the Mediterranean coast, surrounded by Morocco on three sides. Ceuta is a little larger in terms of land area (roughly eighteen square kilometers or about seven square miles) and it has a slightly larger population at approximately 82,000. It is located north and west of Melilla on the Almina Peninsula, near the Moroccan city of Tangier, across the Strait of Gibraltar from mainland Spain. It too is located on the coast. Ceutas Mount Hacho is rumored to be the southern Pillar of Heracles (also vying for that claim is Moroccos Jebel Moussa). Economy Historically, these cities were centers of trade and commerce, connecting North Africa and West Africa (via the Saharan trade routes) with Europe. Ceuta was especially important as a trade center because of its location near the Strait of Gibraltar. Both served as entry and exit ports for people and goods going into and coming out of, Morocco. Today, both cities are part of the Spanish Eurozone and are primarily port cities with much business in fishing and tourism. Both are also part of a special low tax zone, meaning that the prices of goods are relatively cheap when compared to the rest of mainland Europe. They service many tourists and other travellers with daily ferry and air service to mainland Spain and are still points-of-entry for many people visiting North Africa. Culture Both Ceuta and Melilla carry with them the marks of western culture. Their official language is Spanish, although a large portion of their populations are native Moroccans who speak Arabic and Berber. Melilla proudly claims the second largest concentration of modernist architecture outside of Barcelona thanks to Enrique Nieto, a student of the architect, Antoni Gaudi, famous for the Sagrada Familia in Barcelona. Nieto lived and worked in Melilla as an architect in the early 20th century. Because of their close proximity to Morocco and connection to the African continent, many African migrants use Melilla and Ceuta (both legally and illegally) as starting points to get to mainland Europe. Many Moroccans also live in the cities or cross the border daily to work and shop. Future Political Status Morocco continues to claim possession of both enclaves of Melilla and Ceuta. Spain argues that its historical presence at these specific locations predates the existence of the modern country of Morocco and therefore refuses to turn over the cities. Although there is a strong Moroccan cultural presence in both, it appears as though they will remain officially in Spanish control in the foreseeable future.