Sworn Virgin free essay sample

This essay is about one of the third gender roles. â€Å"Sworn Virgins† While researching I came across very interesting sites that talked about these woman that became men in their society. These Albanian women were from the northern and southern parts of Balkans. This essay will talk about their lives living as a man, the process of it and the reasoning for their choice. Here are the sites I gathered my facts from: www. slate. The common reasons were; at her birth if the family has no male heir and knows they never will, at the death of the familys only male, or at her refusal to marry the man her family wish her to accept as a husband. Often when these women take on this role it will transform who they are instead of being a woman with no rights or powers. She will become a â€Å"Sworn Virgin† a man. We will write a custom essay sample on Sworn Virgin or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And with this status she will be granted all the rights of a man and also the responsibility of a male role as well. Such as being head of household and working. In the process of becoming a â€Å"Sworn Virgin† The Albanian woman will take a celibacy vow to remain chaste for life. In order to complete this transition she will cut off her hair, wear male clothing, and sometimes might even change her name. Traditionally she will do this in front of twelve witnesses. They also pledge to remain virgins and absolutely no sexual interaction of any kind. While doing this research I came across this NY Times article titled Albanian Custom Fades: Woman as Family Man where a woman who was a sworn virgin had been interviewed. When she was sworn in she had done it because there had been no male heir after her father passed away. So it was her duty to become a sworn virgin and live as a male, and even avenge her father’s death. She said that now in today’s world she would not make that same choice. Here is what she said verbatim She says she would not do it today, now that sexual equality and modernity have come even to Albania, with Internet dating and MTV invading after the fall of the Berlin Wall. Girls here do not want to be boys anymore. With only Ms. Keqi and some 40 others remaining, the sworn virgin is dying off.

Battle of Cedar Creek - The Battle of Cedar Creek - Civil War 1864

Battle of Cedar Creek - The Battle of Cedar Creek - Civil War 1864 Battle of Cedar Creek - Conflict Date: The Battle of Cedar Creek was fought October 19, 1864, during the American Civil War (1861-1865). Armies Commanders Union Major General Philip H. Sheridan31,945 men Confederate Lieutenant General Jubal A. Early21,000 men Battle of Cedar Creek - Moving to Contact: After a succession of defeats at the hands of Major General Philip Sheridans Army of the Shenandoah in early fall 1864, Confederate Lieutenant General Jubal Early retreated up the Shenandoah Valley to regroup. Believing that Early was beaten, Sheridan began making plans to return Major General Horatio Wrights VI Corps to Petersburg to aid in Lieutenant General Ulysses S. Grants efforts to take the city. Understanding the valleys importance as a source of food and supplies for his army, General Robert E. Lee dispatched reinforcements to Early. With his army augmented, Early pushed north to Fishers Hill on October 13, 1864. Learning of this, Sheridan recalled VI Corps to his armys camp along Cedar Creek. Though alarmed by Earlys move, Sheridan still elected to attend a conference in Washington and left Wright in command of the army. Returning, Sheridan spent the night of October 18/19 at Winchester, approximately fourteen miles north of Cedar Creek. While Sheridan was away, Major General John Gordon and topographical engineer Jedediah Hotchkiss ascended Massanutten Mountain and surveyed the Union position. From their vantage point, they determined that the Union left flank was vulnerable. Wright believed that it was protected by the North Fork of the Shenandoah River and had arrayed the army to repel an attack on its right. Developing a daring attack plan, the two presented it to Early who immediately approved it. At Cedar Creek, the Union army was in camp with Major General George Crooks VII Corps near the river, Major General William Emorys XIX Corps in the center, and Wrights VI Corps on right. On the far right was Major General Alfred Torberts Cavalry Corps with divisions led by Brigadier Generals Wesley Merritt and George Custer. On the night of October 18/19, Earlys command moved out in three columns. Marching by moonlight, Gordon led a three-division column along the base of Massanutten to McInturffs and Colonel Bowmans fords. Capturing the Union pickets, they crossed the river and formed on Crooks left flank around 4:00 AM. To the west, Early moved north up the Valley Turnpike with the divisions of Major General Joseph Kershaw and Brigadier General Gabriel Wharton. Battle of Cedar Creek - The Fighting Begins: Moving through Strasburg, Early remained with Kershaw as the division moved right and formed just past Bowmans Mill Ford. Wharton continued up the turnpike and deployed on Hupps Hill. Though a heavy fog descended on the field around dawn, the battle commenced at 5:00 AM when Kershaws men opened fire and advanced on Crooks front. A few minutes later, Gordons assault began again Brigadier General Rutherford B. Hayes division on Crooks left. Catching the Union troops by surprise in their camps, the Confederates succeeded in quickly routing Crooks men. Believing that Sheridan was at nearby Belle Grove plantation, Gordon drove his men on in the hopes of capturing the Union general. Alerted to the danger, Wright and Emory began working to form a defensive line along the Valley Turnpike. As this resistance began to take shape, Wharton attacked across Cedar Creek at Stickleys Mill. Taking the Union lines to his front, he men captured seven guns. Under heavy pressure and fire from Confederate artillery across the creek, Union forces were steadily pushed back past Belle Grove. With Crook and Emorys corps badly beaten, VI Corps formed a strong defensive line anchored on Cedar Creek and covering the higher ground north of Bell Grove. Repulsing attacks from Kershaw and Gordons men, they provided time for their comrades to retreat to the north of nearby Middletown. Having halted Earlys attacks, VI Corps withdrew as well. While the infantry regrouped, Torberts cavalry, having defeated a weak thrust by Brigadier General Thomas Rossers Confederate horse, moved to the left of the new Union line above Middletown. This movement caused Early to shift troops to meet the potential threat. Advancing north of Middletown, Early formed a new line opposite the Union position, but failed to press his advantage believing he had already won a victory and due to many of his men having halted to pillage the Union camps. Having learned of the fighting, Sheridan departed Winchester and, riding at high speed, arrived on the field around 10:30 AM. Quickly assessing the situation, he placed VI Corps on the left, along the Valley Pike and XIX Corps on the right. Crooks shattered corps was put in reserve. Battle of Cedar Creek - The Tide Turns: Shifting Custers division to his right flank, Sheridan rode across the front of his new line to rally the men before preparing a counterattack. Around 3:00 PM, Early launched a minor attack which was easily defeated. Thirty minutes later XIX Corps and Custer advanced against the Confederate left which was in the air. Extending his line west, Custer thinned Gordons division which was holding Earlys flank. Then launching a massive assault, Custer overran Gordons men causing the Confederate line to start breaking from west to east. At 4:00 PM, with Custer and XIX Corps having success, Sheridan ordered a general advance. With Gordon and Kershaws men breaking on the left, Major General Stephen Ramseurs division mounted a stiff defense in the center until their commander fell mortally wounded. His army disintegrating, Early began retreating south, pursued by Union cavalry. Harried until after dark, Early lost most of his artillery when the bridge at Spanglers Ford collapsed. Aftermath of the Battle of Cedar Creek: In the fighting at Cedar Creek, Union forces suffered 644 dead, 3,430 wounded, and 1,591 missing/captured, while the Confederates lost 320 dead, 1,540 wounded, 1050 missing/captured. In addition, Early lost 43 guns and the bulk of his supplies. Having failed to retain the momentum of the mornings successes, Early was overwhelmed by Sheridans charismatic leadership and ability to rally his men. The defeat effectively gave control of the valley to the Union and eliminated Earlys army as an effective force. In addition, coupled with Union successes at Mobile Bay and Atlanta, the victory virtually ensured the re-election of President Abraham Lincoln.

The role of educators to promote human rights and social justice Essay

The role of educators to promote human rights and social justice - Essay Example Therefore, this will mean that the social justice activists will articulate their mission as they mention human rights. This is maintained in pedagogy to create a community of learners that understands and values rights of humans recognizing that every human being has to be dignified. The aim of this dissertation is to examine social justice and education by focusing on the integration of human rights in curricula, policies, and practices of secondary schools. The context describes the focus of the research topic in secondary schooling and the terms used in this study.   The third section looks at three issues relevant to the research topic, namely, the relationship between human rights and education, the stakeholders in human rights education, and the integration of human rights education in secondary schools.The function of education within a social justice framework involves the empowerment of learners to become active change agents in the community. Secondary school education i n human rights should focus on developing the learners’ critical thinking skills in relation to their knowledge about human rights. Teaching about human rights entails transmitting information and ideas on human rights and promoting attitudes and values that support such rights. This is associated with the position that teaching for human rights is characterized by examination of fundamental components that consist of human rights including equality, freedom, justice, and life, and the disparaging impact of pain.

Enabling Australian Aged Clients to live independently in the Research Paper

Enabling Australian Aged Clients to live independently in the community through Advanced care Planning - Research Paper Example Data Sources: The data collected for the purpose of this paper are fundamentally from secondary sources such as articles, journals, books, online publications and governmental reports among others. It is owing to the fact that the findings obtained from these sources shall substantiate the need of updated and reliable information regarding the healthcare policies and services rendered to the elderly population in Australia. Discussion: The discussion conducted in this paper attempts to develop an understanding in relation to the issue identified with reference to the theories and the views put forward by various authors. Based on these views, the discussion further elaborates on the critical analysis of the healthcare services rendered to the elderly population by the concerned organizations in Australia. Implications for Health/Discipline: The implications obtained from the discussion of this paper indicate that nursing training and development programs shall be needed to augment th e efficiency level in Australian healthcare units. ... been discussed in this section which includes developing knowledge not only amid the elder population but also amid the younger populace from a long-term perspective. Summary Statement What is already known about this topic? The nursing practices and its importance along with the role of modern services in the healthcare units for serving the patients and aged clients Role played by aged clients within the community in developing, training and controlling the young generation with proper cultural norms; thus influencing the social structure What this paper adds? An explanation of the rising trends of aged clients in the Australian economy and its effects on the social inclinations An account of the modern facilities and policies adopted by healthcare units for serving the aged clients in order to make them live independently and influence them to serve the community well-being Implications for practice and/or policy Suitable policy should be adopted by the healthcare unit in order to serve the patients according to their requirements Suitable policy helps to build a good working environment for the doctors and the nurses along with avoiding the misunderstandings and conflicts existing within the social environment Introduction In many countries, aged people are often identified to be treated impatiently, disregarding their value of life and their contribution to the overall societal development. Hence, at times, the elderly population has to witness challenges in availing better facilities from the community as well as from personal belongings. In protecting the elderly population from these circumstances, government and social bodies can be identified to implement certain steps such as building of old-age homes and supplying the aged member present in the house with

Desire and Disappointment in “A & P” and “A Woman on a Roof” Essay Example for Free

Desire and Disappointment in â€Å"A P† and â€Å"A Woman on a Roof† Essay It may be natural instinct for men to be attracted to a good-looking woman or one who displays more than the usual amount of skin in public. The level and type of attraction varies from one male to another. However, more often than not, the primary expectation or fantasy of the male admirer regarding the female being admired, is not met because these expectations and fantasies are based on his personal conceptions and stereotypes about what women should be and not what the particular woman he chances upon is in reality. The male protagonists in John Updike’s â€Å"A P† and Doris Lessing’s â€Å"A Woman on a Roof† exhibit different expectations on the female characters they meet but in the end, all of them would be disappointed and disillusioned with both the female character and, in turn, their own selves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Updike’s hero is 19 year-old Sammy who works in the checkout counter of a convenience store. One day, three young women walk into the store in their swimsuits. Sammy’s reaction, along with another young but married co-worker, is typical of men their age: they gawk at the woman with sexual desire. Written in the first person point of view of the main character, the reader notes that what Sammy notices about the women are the usual things that men desire in women like â€Å"long white prima-donna legs†¦(and) clean bare plane of the top of her chest down from the shoulder bones†¦(Updike).† Her admiration becomes more than a physical attraction, however, when the store manager reproaches the girls for their out-of-place outfits. In a burst of impulse, Sammy resigns from his job, his reason being that he could not take the embarrassment that the store manager inflicts upon the girls. He imagines his resignation to be a heroic act which he expects the girls to notic. To his disappointment, however, they do not even look back at him. Outside the store, Sammy thinks about â€Å"how hard the world was going to be (Updike)† afterwards. He realizes that the heroism is simply his own conception about what he does and nobody else, especially not the girls, get it. He loses his job in the process and he has too much pride to take it back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The three male protagonists in Doris Lessing’s story, meanwhile, react upon the sight of a barely-clad woman sunbathing on a rooftop. Like Sammy, the men lust at the sight of the woman in â€Å"red scarf tied around her breasts and brief red bikini pants (Lessing).† The initial reaction evolves differently among the three men, however, as the sunbathing woman becomes a daily distraction to their work. Harry, past middle-age, reminds the other two to think of their own wives as they look at the woman. To him, the woman is a possession that should be reined and controlled and the particular woman on the roof must have had a husband that is not doing his job. The newly-married Stanley is confident that women are willing and submissive when they are coaxed. He gets along with Mrs. Pritchett because she responds to him. Tom, the youngest, has an ideal, fairy-tale image of himself. He imagines himself â€Å"at work on a crane, adjusting the arm to swing over and pick her up and swing her back across the sky to drop her near him (Lessing).† He is a hero protecting her from Stanley. All the time while the men watches, yells and whistles at her, the woman remains indifferent. Days later, Harry eventually gives up. Stanley becomes more enraged as the day becomes hotter. Tony remains hopeful but suffers the most as in the end when he decides to finally go and talk to the woman he is rejected and driven away.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Men have been used to classifying women according to types based on superficial images generated by media or during talks amongst themselves. When a man encounters someone that does not fit any of the molds, she disappoints him greatly, more than even she realizes. The characters in the two stories illustrate how hope could turn into disillusionment when a man entertains grand ideas about a woman even before understanding her. Works Cited Lessing, Doris. A Woman On A Roof. Updike, John. A P.

Creationism in Public Schools Essay -- Teaching Education

Creationism in Public Schools Teaching Creationism in Schools The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far more involved and complex. One way to address the question is whether or not creationism, in itself, is a valid idea to be taught in public schools. The answer to this can be yes. Not only should a student in American public schools learn and acquire knowledge in empirical sciences, and other tangible facts both in history and other courses, but he should also learn how to think and make decisions for himself. Unfortunately, as it turns out, creationism is in direct conflict with the biological theory of evolution. Many fundamentalist propose that creationism should replace, or at least be offered as an alternative to Darwin’s theory of evolution. This is not the right approach. Creationism, as exemplified in the book of Genesis, should not be taught in a science course. Science runs on a certain set of rules and principles being: (1) it is guided by natural law, (2) it has to be explanatory by reference to natural law, (3) its conclusions lack finality and therefore may be altered or changed, (4) it is also testable against the empirical world, and finally (5) it is falsifiable. These characteristics define the laws, boundaries, and guidelines that science follows. In a science course, all knowledge conveyed is shown, or has been shown in the past, to exemplify a strict adherence to these qualities. Creationism, unfortunately in the eyes of Christian fundamentalist, does not exemplify any adherence whatsoever to these rules and guidelines of science. Therefore, it should not be included in the science curriculum in public schools, even as an alternative to evolution. Another idea is that which is held by those who subscribe to the idea of scientific creationism. Scientific creationism, as it relates to this topic, states that God was the creator, and that evolution is simply a means, developed by Him, of conservation. Due to this definition ... ...plausible alternative. Even if the Book of Genesis happened to find a place in the English curriculum of public schools, or an any other curriculum for that matter, it would still violate the First Amendment of the Constitution of the United States. Even if all these hurdles were overcome, it would still be hotly debated by different religions as to which story of creation to teach. For all of these reasons, it is impossible for any version of creationism to be taught in public schools in the United States. As one can see, the question of whether or not creationism should be taught in public schools is not so much a question of should it be taught, as it is more of a question of can it be taught. Can the Book of Genesis, or even a version of it be taught legally as part of a standardized curriculum? The answer is no. Can Native American versions of creation be taught? The answer is no. Can any idea of creation, subscribed to by any religion be taught legally? The answer is no. Should it be taught? Yes. Where then should it be taught legally, if not in the public school system? Probably, the best environment would be the home. The best teacher would probably be the parent.

Mexico’s largest cement manufacturer

Cemex, has become a global powerhouse In the cement and construction Industry. It currently controls 60 percent of the cement industry in Mexico (Hill 2009). Cemexs success is a result of a combination of efficient technology such as radio transmitters, satellites, and computer hardware that allow the company to anticipate changes in supply and demand and reduce waste. Cemex's success is also a result of an attempt to dominate the industry by acquiring and buying out competitors worldwide In order to expand. . Which heoretical explanation, or explanations, of FDI best explains Cemex's FDI? I believe that Internalization theory best explains Cemex's FDI because Cemex has taken the initiative to enter into many countries and instead of licensing; they bought domestic cement businesses and have grown into a worldwide powerhouse. According to the textbook, internalization theory explains why firms often prefer foreign direct investment over licensing as a strategy for entering foreign ma rkets (Hill 2009).With the advanced technology that Cemex uses, so licensing would not be the greatest venue for the company to take In order to protect It's â€Å"technological know-how' (Hill 2009). b. What Is the value that Cemex brings to the host economy? Can you see any potential drawbacks of inward investment by Cemex in an economy? Cemex is the third largest cement company in the world, and a powerhouse in Mexico where it controls 60 percent of the market. Cemex is highly focused on efficient manufacturing and customer service. Distributors are rewarded for their sales, as are users.The primary benefit Cemex brings to host countries Involves these competltlve advantages. Cemex acquires companies and then transfers technological, management, and marketing know-how to the new units. Improving their performance. The company has brought several acquired companies back to full production, increasing employment opportunities in the host country as well. c. Cemex has a strong pref erence for acquisitions over greenfield ventures as an entry mode. Why? Cemex has successfully acquired established cement makers in many countries.By acquiring companies rather than establishing them from the ground up, Cemex can avoid some of the delays that could occur in the start-up phase, while t the same time, capitalize on the benefits of an established market presence. Acquiring other businesses is effective because the host economy already knows the demographics and the market. Cemex would be able to make the business better with their technology and research. A Greenfield venture would be risky and not cost effective. d. Why is majority control so important to Cemex?Majority control is important to Cemex because of the ability to Implement its policy of transferring resources. When It does not have majority control It may not be able to transfer its own managing resources to newly acquired companies. Also, Cemex ight want to take advantage of differences in factor costs a cross countries, so it will be allowed to import parts from other places to reduce costs. References Hill, C. W. L. , Richardson, T. , ; McKaig, T. (2009). Global business today. Toronto: McGraw-Hill Ryerson.BUSN 427 WEEK 3 Case study By Jihadmalley Mexico's largest cement manufacturer, Cemex, has become a global powerhouse in the cement and construction industry. It currently controls 60 percent of the cement industry in Mexico (Hill 2009). Cemex's success is a result of a combination of acquiring and buying out competitors worldwide in order to expand. a. Which hat internalization theory best explains Cemex's FDI because Cemex has taken the avenue for the company to take in order to protect it's â€Å"technological know-how' (Hill 2009). . What is the value that Cemex brings to the host economy? Can you see any are users. The primary benefit Cemex brings to host countries involves these competitive advantages. Cemex acquires companies and then transfers technological, management, and marketing know-how to the new units, improving Majority control is important to Cemex because of the ability to implement its policy of transferring resources. When it does not have majority control it may not be able