The Arguments for and Against the Right to Have an Abortion Assignment

The Arguments for and Against the Right to Have an Abortion - Assignment Example Roe v Wade was both seen as a victory and defeat. As the Texas law prohibiting abortion was put under debate and ended with women having the right to choose for themselves (Lively & Weaver, 2006). Because the debate over this controversial legislation has been the foundation of many platforms for politicians, the public has continued to be depressed by this conflict of ideas. There are a number of different reasons why people will come down on the side of making abortion illegal. In Texas, where the Roe v Wade controversy began, the state was justifying the restriction of abortions based on the idea that a fetus is a person and therefore the life interests had to be protected under the due process clause, which is in the 14th amendment. Justice Harry Blackmun, who wrote for the majority did not accept this promise. Although a fetus may be a life under some religious and moral codes, the majority decided that it could not be considered a fetus in a constitutional framework. Blackmun believed that the rights given under due process of the 14th amendment should be extended to women as well. And therefore this conflict came down on the side of women rather than the fetus (Hall & Clark, 2002). In 2005, the number of abortions in the United States was approximately 19.4 per 1000 women. Of that percentage, 3.2 per 1000 were given to women under the age of 15. The right to have an abortion has had a significant effect on the plight of women is not well supported in the United States in terms of providing for and giving care to children when they are left without a partner. The welfare system is not set up to help women raise children, but rather to try and get them out working in conflict with the act of raising children. One strong argument for the legalization of abortion is that the state does not provide enough support, and society has a negative attitude towards women were trying to raise children but do not have the economic  means to do so on their own.

David Cole Interviews Dr. Franciszek Piper Movie Review

David Cole Interviews Dr. Franciszek Piper - Movie Review Example The film is effective in showing the inconsistencies among Holocaust evidences. The presentation of the Soviet’s and Polish’s version of the Holocaust story is done in a logical manner. The new information David Cole gathers from the tour guide and Dr. Piper are, then, placed side by side with past evidences. As a viewer, it was easy for me to follow what David Cole is trying to tell without getting lost in the different sets of evidence presented. David Cole uses evidence from books and photographs that seem to contradict what Dr. Piper and the tour guide say about the camp. In addition, the film allows audiences to interpret the Holocaust story in their own. David Cole does not force the audience to believe in his theory, but he allows the evidence to speak for itself. He offers a new interpretation of Holocaust evidence and, thus, provides a new twist to the Holocaust story. After viewing the film, I realized that there is a lot more to investigate in the Holocaust story. It is important to get the facts straight since history itself is at

Bridge Syllabus 2012-2013 Essay Example for Free

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future regardless of whether you are caught or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class.

How Education Can Contribute To Peace

How Education Can Contribute To Peace First and Foremost, What is world peace? World Peace is an ideal of freedom, peace, and happiness among and within all nations and/or people. World peace is an idea of planetary non-violence by which nations willingly cooperate, either voluntarily or by virtue of a system of governance that prevents warfare. The term is sometimes used to refer to a cessation of all hostility among all individuals. (Wikipedia, World peace) We celebrate world peace on International Peace Day on September 21st. I think, without education, most of us wouldnt even know the meaning of peace. So as long as we learn and devote ourselves and our time, we will be peaceful. Peace has taught us a lot about Education and the same applies to Education. Education has made a big impression on world peace. Has it made a made a big impression on you? What is Education? Nelson Mandela once said Education is the most powerful weapon which you can use to change the world. (Good reads, Quotes) I agree with him because education is in fact an important requirement of life. But this is just my opinion. Lots of people have different opinions about Education. Barack Obama said Im going to insist that weve got decent funding, enough teachers, and computers in the classroom, but unless you turn off the television set and get over a certain anti-intellectualism that I think pervades some low-income communities, our children are not going to achieve (Light a Fire, Educational Quotes) Aristotle said The roots of education are bitter, but the fruit is sweet (Heart quotes, Education) Galileo said I have never met a man so ignorant that I couldnt learn something from him (Heart quotes, Education) But I think, if youre able to read this and understand it, youre educated! Something important struck me as I was going through this website, it said I f you study to remember, you will forget, but, if you study to understand, you will remember. (Heart quotes, Education) Have you ever thought how something like Education has made an impact of peoples lives? But first we must ask ourselves, what is impact? Impact is the effect or impression of one thing on another. Children receive education at some point in their lives to enhance their social and intellectual abilities (Lynda Barrys the Sanctuary of School) Education can be given at any place at any time. But some people dont go to school. Why? When it comes to poor people, we can assume they cant afford it. But when it comes to rich people who can, what is the reason? Well, some rich children feel its ok to not attend school. I call this Lack of Courage. And some are simply influenced by their parents who are somewhat lazy and dont care about the educational rights of the child. When children choose education over drugs, thats a miracle (Bruce Almighty, Movie) Dont you ever wonder what education is like throughout Ethiopia? Education in Ethiopia has been dominated by the Ethiopian Orthodox Church for many centuries until so called official education was adopted in the early 1900s. Previous to 1974, Ethiopia had an estimated illiteracy rate well above 90% and compared poorly with the rest of Africa in the condition of schools and universities. Education received roughly 13% of the national budget in 1992. By 1995 the rate of illiteracy had dropped substantially to 64.5%. Projected adult illiteracy rates for the year 2003 even lower at 61.3% (males, 56.1%; females, 66.6%). (Education in Ethiopia, ONSOI) As of 1999, public expenditure on education was estimated at 4.3% of GDP (Gross Domestic Product).The current system follows very similar school expansion schemes to the rural areas as the previous 1980s system with an addition of deeper renationalization giving rural education in their own languages starting from the primary level (Wikipedia , Education in Ethiopia) Education can be provided into two types of school. Private (Like Sandford) and Government (run by the government where everything or almost everything is free). Ive learnt in both. From knowledge, I can say that students from government school take education more seriously than students from private schools. The reason for this is because that education is the only way to a better life, better job and better health for them. Like for example we, private school students can fail grade 10 and still have a chance in grade 11 (IGCSE) But government school students have only 1 chance in secondary school. If they fail grade 10, there is no IGCSE for them. Learning in a government school wasnt easy for me. I was used to private schools where if you forgot to hand in an essay or assignment, you get another chance. If you didnt hand in your assignment in government schools, youll get a slap in the face or a kick in the leg, which was very excruciating. But it was an amazing experience, getti ng perspectives from both schools and taking it with me to my journey as a student, a student whose obligation is to accomplish hers and hers familys potential. Also, we should consider the values which are essential, education will make you qualified for certain jobs and positions. Without it everybody in the world wouldnt know a thing. I will now demonstrate 11 interesting facts on education that you probably didnt know. 1. One in five adults in the developing world almost 862 million people cannot read or write. 2. Most illiterate persons are female. In more than 20 developing nations, illiteracy rates amongst women exceed 70%. 3. As much as 115 million children of primary school age are not enrolled in school. 4. More than 226 million children do not attend secondary school. 5. Many children who do enroll in school do not graduate with even the most basic reading and math skills because their schools do not have enough teachers, books or facilities to provide a quality education. 6. Across the world many children miss out on their education because: They are made to work to help support their families and many other reasons. 7. in most developing countries, public school is not free. The costs of books, uniforms, and teachers salaries are borne by the students families. 8. School fees and related costs are a co mmon barrier to education. These charges are a greater burden for children from poor families, and disproportionately affect those who are racial and ethnic minorities, members of Indigenous communities and migrants. 9. Girls are more likely to be excluded from school than boys when there isnt enough money to go round. As many as two out of three out-of-school children are girls. 10. Social traditions and deep-rooted religious and cultural beliefs are most often the barriers to expanding girls educational opportunities in undeveloped countries around the world. And last but not least, 11. Educated girls and women are less vulnerable to HIV infection, human trafficking and other forms of exploitation, are more likely to marry later, raise fewer children who are more likely to go to school, and make important contributions to family income. (Facts on Education, Dosomething.org) Have you ever tried and compared education in LEDCs and MEDCs? Why dont we take Afghanistan and Italy for example? Afghanistan had an early childhood development program which provides environmental influences, which gradually interact with the developing abilities and disposition of young children to help develop social, emotional, physical, intellectual, and creative aspects of their personality. However, for the underprivileged children with social, economic, educational or emotional deficiencies, these programs provide stimulations designed to remove obstacles to learning (The EFA 2000 Assessment: Country Reports). The following table is extracted from UNESCO-IBE (2011), (World Data on Education VII ed. Islamic Republic of Afghanistan). It clearly shows the education/schooling system in Afghanistan. In Italy, Education for all means, in the perspective of UNESCO, the commitment of the 187 member countries to provide every human being with the real possibility of achieving at least that minimum educational attainment which allows a person to participate fully in the cultural, social, political and economical life of his/her country. The year 2000 assessment is then for UNESCO a very important step in the way towards that fundamental objective. It gives every country the opportunity of reviewing its recent past in the light of the effort made so that basic education becomes a reality for all (The EFA 2000 Assessment: Country Reports) Since 2008, the Pearson Foundation (Independent non-profit organization that aims to make a difference by promoting literacy, learning, and great teaching), the nonprofit arm of one of the nations largest educational publishers, has financed free international trips some have called them junkets for education commissioners whose states do business with the company (New York Times, Free Trips Raise Issues for Officials in Education) Many people in the world are trying to promote education for all. One of those people is Barack Obama. Barack Obama is encouraging people to follow the Education law, Similar to the Chinese government trying to encouraging the Chinese population to follow the One child policy. If you dont know, Education law is the area of law relating to schools and that deals mainly with schools, school systems and school boards charged with educating our children. President Barack Obama said No Child Left Behind. Obama said a few years ago that he was frustrated that Congress didnt act to change the law that he has said is flawed, so he was moving forward with an effort to let qualifying states circumvent it. His plan allows states to scrap a key requirement that all children show they are proficient in reading and math by 2014. To qualify, the states must submit a plan showing how they will meet certain requirements such as enacting standards to prepare students for college and testing for those standards, and by making teachers and principals more accountable by setting guidelines on evaluations (Fresno bee, Thursday, Oct. 13, 2011) Shiza Anam, a six year old girl, is living with her mother, two brothers and two sisters in red light area, Lahore. Her mother is a worker who hardly earns an amount of Rs. 7000/ month (US $ 83 / month) from prostitution. With this limited income she is hardly able to meet the daily expenses of food and other requirements of the family. Her mother is not able to bear the expenses of her education and health care. Her two sisters and two brothers are also not going to school as her mother is not in a position to bear the expense of their educations. Her mother wants her to be a prostitute in future but she does not want to be a prostitute. She wants to get an education and to become a teacher in her life. She thinks that education is the best way to fight against deprivations, poverty and to get rid of the prostitution. But her mother does not have enough resources for her education. She does not know about her father as her mother is a sex worker. Her mother also does not know about her husband and the father of Shazia Anam. Currently Shaiza is going to Sheed School but she is looking towards the donors to help her to meet the expenses of her education. (Givology, learn to give, give to learn) Millions of people around the world can relate to Shizas story. To conclude, Education is an essential necessity of life and we all have the right to learn and respect anothers freedom of learning. I think positive change is possible. Youths are fighting for jobs and education is a campaigning organization fighting against mass unemployment. The Scottish say fight their system demand our future. Wisconsin families support a strong public school system because education is the key to creating a better future for our children by attracting companies and jobs to our community. In Addis Ababa, education is a key weapon in preventing girls from falling victim to child trafficking (Education in Ethiopia, UNICEF) If you want to be in education, said Canada, you cant be prepared to accept failure. (Fighting for education, and nations future, Harvard University) Word Count: (Excluding citations): 1993 Work-Cited List World Peace Wikipedia, 24 November, 2008, Web. October 31, 2012, Good Reads Famous Quotes, 22 November 2010, Web. October 31, 2012, Education Heart Quotes, June 27, 2008, Web. October 31, 2012, < http://www.brainyquote.com/quotes/quotes/h/helenkelle101301.html> The Sanctuary Of School Lynda Barry Essays and Term Papers, 14 April, 2011, Web. October 31, 2012, < http://www.studymode.com/subjects/the-sanctuary-of-school-lynda-barry-page1.html> Education in Ethiopia Onsoi Blog, 25 July, 2012 ,Web. October 31, 2012, What are county EFA reports? Country Reports, 2000, Web. October 31, 2012, < http://www.unesco.org/education/wef/countryreports/home.html> Free Trips Raise Issues for Officials in Education Education, The New York Times, October 9, 2011, Web. October 31, 2012, Most states to seek exception to education law Publication, Daily Sparks Tribune, 30 October 2011, Web. October 31, 2012, < http://dailysparkstribune.com/view/full_story/16040963/article-Most-states-to-seek-exception-to-education-law> TVET formal, non-formal and informal systems World TVET Database, 2011, Web. October 31, 2012, < http://www.unevoc.unesco.org/worldtvetdatabase1.php?ct=AFG>

A look at Nora’s transformation from beginning to end Essay -- Literar

Many human beings, in particular women, are always searching for the especial individual and do anything in order to get what they expect. Love is a crazy feeling in which the heart leads the way and sometimes we can consider those in love under a spell. The brain has no saying and common sense is lost against this so-called â€Å"feeling of love.† I will be discussing the play a â€Å"Doll’s house† by Ibsen and in particular the transformation that Nora undergoes throughout the play until she recognizes that she is not in love with Torvald. This play was set in a time were women were dependent on man most of the time and were not able to define themselves. The only duties given to a wife, like Nora, were to be a good House wife, Take care of the children and satisfy Torvald. Hence, the name of the play â€Å" A doll’s house† in which Nora is depicted as a doll from beginning to the point in which she finds the real world that she lives in and deci des to run away. Nora Helmer, a beautiful woman that has dedicated the past years to be the perfect house wife and admirable woman to society. Her life has been filled with good clothes, enough to live with and the good reputation that goes along with being married to a prospective bank manager. Nora’s early years belong next to her father and the pampering and dependency began, she was then passed down to her current husband, Torvald. In the play we are introduced to Kristine, an old friend of Noras and a character that allows us to witness the way Nora speaks about her marriage life and it ultimately shows the dependency of Nora to Torvald. Nora greets Kristine and goes to talk all wonders about her family. Kristine announces that she has neither children nor husband and this to Nora is unbelieva... ...her head that she was nothing but a doll, someone who would do as told and a human being without any independence. This has made her realize she is not in love with Torvald and what she used to call home, is not home anymore. She has to get away and make up her own life, what she wants of it and how she wants to be treated. Indeed, Nora has transformed into a woman of choice and one that can make her own decisions in regards to her life. She has become free from Torvald and his â€Å"perfect life† and realized that maybe they were never in love. Nora becomes aware of the possibility that Torvald was never in love with her but with the idea of being in love with her. She never had a saying in their lives and the children’s life. She had no meaning to her life and she realizes at the end of the play that she needs to educate herself first and then take care of others.

Terrain Force: Universal Invasion :: essays research papers

Captain! Sensors pick up a huge fleet of 12,596 ships they out number us 8 to 3148," Brister said in a futile voice. "Arm all weapons prepare to vent the plague throughout the universe," Kristin ordered."Enemy fleet in range," Mandalon said. "Slow to  ¼ impulse," Austin ordered. "32 ships against an armada of ships? Their stupid," Golduran said. "Magnificent valor. Tell squadrons one through fifty to attack," Austin ordered."Captain, they've crossed the minefield," Robert yelled. "Blow it. All ships prepare to engage," Kristin ordered. The mine field exploded destroying 6,250 vessels. "Lock phasers and fire!," yelled Kristen."You will pay Klingon dog," yelled Scorpius. "To the success of Austin Jarvis, the true Master of the Universe," shouted and praised Dark Specter."Austin has won!," yelled General Moff as Darth Kliptor began to torture the Romulans."Sir, I'm impressed they've really lasted so long now I believe it's time to send in the massive vessels," Golduran implied to his attention. "All ships begin the invasion," Austin ordered. The final assault began on the last of the federation fleet but the heaviest of losses came to the alliance 32 ships four destroyed and 4,471 alliance ships remaining."We are winning this War!," shouted Major Brand. "No we haven't according to this there are 6,250 more ships coming," reported Lt. Brister. "Deploy the bussard ramscoope plague. Lock quantum torpedoes," Kristen Smith ordered. The bussard ramscoops on both warp nacelle were released venting a virogen plague. "Lock and fire!," yelled Kristen. The torpedo hit expanding the plague throughout the universe and knocking the relativity back to the final days of the old universe.On Earth, "Target the sun and prepare to fire," said Eric Menasco. "Don't we can win this war!," yelled the commander Auberjonous. "We can?," Eric replied."Open fire!," Kristen yelled. The new Relativity destroyed Valtron's support ships as all federation and allies fleets made a final stand which destroyed his ship, the Alliance, and the Draak. The portal to the other universe sucked them in; Valtron, the Alliance, and finally the Draak into the abyss. "Welcome home who ever," said a voice. "This is the starship U.S.S. Relativity-A under command of Captain Kristen Smith and damn do you look ever so good," Kristen said.In the abyss, "I was defeated after two-thousand years humans out race3s the humans beat me!," Valtron said as he began to cry. "Your not alone. Valtron," said Austin. "So the Sha' Kurians were defeated as well.

Changes in Gender Inequality in Canada in Sports Essay

Society expects males and females to fulfill specific gender roles – â€Å"attitudes and activities that society links to each sex†. Males are expected to be ambitious, strong, independent and competitive, which â€Å"encourages males to seek out positions of leadership and play team sports†. And females are expected to be deferential, emotional, attractive, quiet and obedient, â€Å"supportive helpers and quick to show their feelings† (Macionis and Gerber, 2011:300). These traditional stereotypes have been challenged and confronted by many women and feminists, and in this paper we are going to look specifically in sports and physical activities. My thesis statement will be that gender inequality has been decreasing over the last 100 years. Women were slowly starting to participate in all sports which were considered to be masculine, and were only available for men to enjoy. One of the first factors which could be linked to the emancipation of women in sport in late 1800 – early 1900s is the safety bicycle. It not only caused a revolution in women’s fashions: women’s sportswear was finally being designed to accommodate more vigorous activity, but â€Å"was also a â€Å"vehicle† through which women broke with traditions and asserted their independence† (Hall and Richardson, 1982: 32-33). Slowly more organizations, sports clubs and tournaments were opening up for women. In the early 1900s, women started to participate in most forms of sport, but were still prohibited from activities there body contact was possible. Period after the World War I and throughout the 1920s was really exciting for sportswomen in Canada and their fans. â€Å"This often called the â€Å"golden age† of women’s sports, it was time when popular team sports like basketball, ice hockey, and softball became sufficiently organized to hold provincial and Dominion championships; when the best athletes, especially in track in field, began to complete internationally and eventually at the Olympic Games; and when women leaders and administrators took control of women’s sports, claiming they knew what was the best for girls and women, although the advice of the man was still needed† (Hall, 2002: 42). In the 1928 Canadian women have joined Olympics in Amsterdam for the first time for the track and field competition. In the mid 1930s â€Å"depression tightened its grip on Canada and the were signs that the Golden Age was over. Reactionary attitudes towards athletic competition for females was taking hold; commercialized professional sport for men was on the rise, meaning that men’s sports were given priority of access to public facilities. Spectators were drawn away from the women’s games to the exclusively male professional sports like ice hockey, football, baseball; it became increasingly difficult to find sponsors for women’s amateur sport† (Hall and Richardson, 1982: 36). World War II took its toll on both men’s and women’s sports. Although many of leagues continued to exist, nobody took athletics seriously. Olympic Games did not start again till 1948. † Post war conservatism has been described by Betty Friedan: women should desire â€Å"no great destiny than to glory in their own femininity†. Careers or commitments outside of their home were unnecessary for their personal fulfillment and undesirable for the satisfactory performance of the housewife role† (Lenskyj, 1986: 83) For the duration of war women were occupying men’s jobs and were laid off as soon as men returned home to resume the rightful place. It was still alright for women to participate in â€Å"beauty producing† sports like figure skating, synchronized swimming, or gymnastics and as long as they looked pretty and feminine on the tennis, badminton courts, golf courses, and ski hills, they were not criticized. But women athletes which were â€Å"sweating on the basketball courts, softball pitches, ice hockey rinks, and the cinder tracks were suspect, their femininity continually questioned† (Hall, 2002: 109). Participation in school, university and community sporting programs however, was hardly likely to pose a threat to femininity. Basketball continued for the most part to be played by girl’s rules. Softball, an already simplified version of baseball, was in some cases was modified further for girls and women. In the 1960s not only women’s femininity was being questions but also their sexuality. In the 1966 the first official â€Å"sex tests† were introduced, with three gynecologists visual examination to confirm that athletes genital sex was, in fact female. â€Å"The introduction of sex tests coincided with significant advances for women in terms of their participation at the Olympic Games, with number of them increasing dramatically throughout the 1960s and 1970s.† For example at the summer Olympics, the 800 meter running was reintroduced in the 1960s. Women’s volleyball, the first team event for women was introduced in1964, along with pentathlon and 400 meter individual medley, swimming event. The 1968 Olympics in Mexico City six more swimming events were introduced and in the 1972 at Munich, the 1500 – meter run, 4Ãâ€"400 meter track relay, and kayak slalom were introduced. So the number of women on Canada’s Olympic team has increased from 11.30 to 22.6 per cent for the Summer Olympic between 1960 and 1972, and from 21.4 to 38.3 per cent for the Winter Olympic Games during the same period. Sex testing at the Olympics originally was called â€Å"femininity control† and was trying to determine who was genetically female, because prior to that where has been a lot of men who were trying to pose as women, which was only found out after the fact and also women athletes were becoming more â€Å"masculine†, therefore it had to be proved that they were actually females (Hall, 2002: 153 -159).The sex testing did not stop until the 1998 Olympic Games in Nagano. By the mid-1970 all across Canada parents started noticing that their daughters were not being treated the same way as their sons when it came to recreational and sporting opportunities by the late 1970s there has been a lot of sports related complaints of sex discrimination. The majority of these cases were involving young girls who wished to play on all male sports teams. The main value of these human rights cases was to bring public interest, concern and â€Å"pressure to bear on eliminating unequal, sex discriminatory sport and recreation programs† (Hall, 2002: 163) In March 1981 Canadian Association for the Advancement of Women and Sport(CAAWS) was established. It started providing women athletes with funding and support. And finally â€Å"in 1982 women were granted equal protection and equal benefit of the law in the Canadian Charter of Rights and Freedoms† (Macionis and Gerber, 2011: 305). Beginning of the 1990s in the most areas of organizational life including sports, has been a subtle shift from â€Å"equality† to â€Å"equity†. â€Å"Gender equity is the principle and practice of fair and equitable allocation of resources and opportunities for both females and males. This eliminates discriminatory practices that prevent the full participation of either gender† (Larkin and Baxter, 1993: 4) In the past decade Canadian women are participating almost in all sports on competitive levels. â€Å" In 1998, in Nagano, Japan, women’s hockey was an official Olympic sport for the first time, and world of Canadian women’s hockey changed forever. The game that originated in Canada had become part of our collective identity, continues to be our most popular sport and it is now played by women – legitimately!† (Macionis and Gerber, 2011:320) Canadian women Hockey team has won Olympic gold medal 3 times in a row: 2002 Olympics in Salt Lake City, 2006 Olympics in Turin, and 2010 Olympic Games in Vancouver. Their achievements have been absolutely amazing. They have showed that they force to be reckoned with. They actually have done better than Canadian male Olympic team. In this 2012 Olympics Games in London, England for the first time women’s boxing is going to be introduced. And there has been controversy of women should wear shorts or skirts. The Amateur International Boxing Association (AIBA) requested that female boxers wear skirts so that would make them more elegant – on the trial basis – at the European Championships and for permanent use in the Olympics. One of Canadian boxers Elizabeth Plank, told Teddy Katz of CBC radio sports news this January: â€Å"Forcing women to wear skirts, I think, it’s sexism†. Eventually AIBA have decided to have optional for female athletes to decide if they want to wear skirts or shorts. (CBC Sports) As we are able to see gender stereotypes and discrimination in sports still exists. Women still do not get as much Media coverage as men do. They are still making smaller salaries than their male counterparts. Women athletes still have to look beautiful and attractive or they might be stereotyped as being lesbian, butch or masculine, if there are not. What about the future? It seems that future for Canadian women athletes seems bright. There are much more opportunities that are coming up for women in sports, for example in the Winter Olympics in Sochi in 2014, Russia – the addition of women’s ski jumping has been approved. Women are going to keep fighting for the equal rights to participate in sports events without being criticized to be unfeminine. Daniels (2009) argues that femininity –masculinity divide still prevents women athletes to be taken seriously in their sports. And the best would be to embrace the polygendered way of being, which emphasizes the similarities between women and men, and that way female athletes will be given the chance to achieve their full sporting potential and be judged for performance, rather than their appearance. References 1. Baxter, Betty and Larkin, Jackie.1993. Towards Gender Equity for Women in Sport. ON: CAAWS. 2. CBC Sports, Feb 19, 2002 (http://www.cbc.ca/sports/story/2012/02/19/sp-aiba-boxing-skirts.html) 3. Daniels, Dayna B. 2009. Polygendered and Ponytailed. Toronto: Women’s Press. 4. Hall, Ann M. 2002. The Girl and the Game†. ON: Broadview Press Ltd. 5. Hall, Ann M and Richardson, Dorothy A. 1982. Fair Ball. Ottawa: The Canadian Advisory Council on the Status of Women. 6. Lenskyj, Helen.1986. Women, Sport and Sexuality. Toronto: Women’s Press. 7. Macionis, John J and Gerber, Linda, M. 2011. Sociology.7th ed. Toronto: Pearson Canada Inc.