A White Girls Burden

â€Å"A white girls Burden†, written Amy Finnegan is an article about a social movement, which happened in 2012, this is most commonly referred to as Kony 2012. This movement was started by a group of 3 regular Californian guys who had typical lives who were motivated to started an organization on this situation which is called invisible children, which was first formed in 2003. The video titled â€Å"Kony 2012† is 30 minutes long and quickly made an appearance on many social networks and newspapers across North America, â€Å"sparking wide spread concern about the lords resistance army (LRA) war in central Africa†.Finnegan, 2013). Once this video became viral thousands of people became moved about this issue and started to help fundraise thousands of dollars to help the cause from all ages of people. â€Å"Invisible children mobilizes predominantly young, privileged, evangelical Christian, female Americans to participate in a unique form of† non-wave-maki ng activism† (Finnegan, 2013). Aside from fundraising people were also reaching out to all the contacts and sources they had to further raise the awareness of the war in Africa. Soon after the video was released invisible children had already raised 1 million dollars after a week.The founders of the organization â€Å"invisible children† all had faith and were into religion, however they did not want to mix religion and business. Invisible children made a social movement unlike many others, through social medial and non-violent actions. â€Å"Distinct from activism that seeks to make social change by engaging institutions through civil disobedience or public protests, invisible children promotes legal, institutional forms of engagement. † (Finnegan, 2013). Some major events that invisible children has achieved is hosted the largest lobby day ever about an African issue in U.S history, they have also successfully gained several minutes of unscheduled airtime with Oprah to raise awareness about this conflict. In â€Å"less than an year, of the lords resistance army disarmament and northern Uganda recovery act, at a bipartisan piece of legislation that mandated that the Obama administration provide funds for the northern Uganda recovery and transitional Justice initiatives, and eventually send 100 military advisors to the region in October 2011† (Finnegan, 2013). Invisible children have also being contacted by George Clooney, and other popular films like Blood Diamond.However there are 3 ain problems discussed in this article regarding invisible children, firstly the media seemed to misrepresent Uganda and what one knows about it. Secondly, † invisible children also promoted policies that are highly controversial† and lastly † Americans shallow an ill-informed understanding of Africa, and a distorted picture of their own role in social change. † (Finnegan, 2013). Invisible children have focused on gaining the att ention on young people because these types of people are the future and are becoming more passionate and involved in stories and issues similar to this concern all around the world.Mobilizing young people to become active on these issues is very important and very effective to changing the world, young people are more socially active online and do participate in other subjects such as invisible children and stopping Joseph Kony. This issue is still going on but has gotten better; problems like this cannot be solved overnight but throughout the past 2 years have made a significant ditterence and will continue to get better. Because ot the generous donations and support a lot has been done regarding this issue and has led others to become aware of different problems, situations, organizations, and groups around the world.

Attributional pattern amongst men and women Essay

Attribution is the process by which male and females explain causes of events and behaviors. Men and women make different explanatory attributions so that they can understand the world and also seek to reasons for certain events. With the help of explanatory attribution, men and women make judgement based on causes of a certain event or action. They make judgement even if the event turns out that the proposed cause of the event is not related to that event or behavior. People make interpersonal attributions when their actions or their motives are questioned. They are required to explain reasons for their actions. Interpersonal attribution takes place when the cause of event or action takes place between two people. In most cases, one person will want to a positive image, in the interpersonal attribution. An example is given of a sibling who breaks their mothers tea pot. The sibling will most likely blame the other siblings that the blame is shifted from himself or herself (Shaver, 20 09).Various theories have been developed to help understand attributions. Naà ¯ve psychology theory states that people analyse, observe and explain actions or behaviors with explanations. Although people have different explanations to events, their explanations are categorized into two; internal or personal and external or situational attributions (Kowner, 2008). Internal attribution is always made whenever the cause of an event or behavior is assigned to a person’s characteristics as ability, mood, effort, attitudes, personality or dispositions. On the other hand, situational attribution is made when a cause of a particular action or event is assigned to the situation in which the action or event was seen such as other people, task or luck. The two types cause different perceptions of men and women engaging in a particular behavior or event. Correspondent inference theory argues that men and women make inferences about other people when their actions are chosen freely, result in a small number of effects that are desirable and are unexpected. They make inferences by considering the context in which a particular behavior took place. This theory illustrates how men and women figure out personal characteristics of a person from behavioral evidence. They make conclusions based on expectedness of behavior, effect on one’s behavior and on the degree of choice (Kowner, 2008). Covariance model is a theory that argues that people assign behaviors to factors that are present whenever a set behavior occurs. This means that people explanations in a logical, fashion, rational and they attribute the causes of behavior or event to factor that covaries closely with that event or behavior. This theory explores three types of information that make an attribution action of a person’s behavior (Shaver, 2009). The first information is census or the information on how others in the same situation and under the same stimulus behave. The second one is distinctive information or how people react to different stimuli. The third one is consistency information. It refers to the frequency of one behavior as observed under similar stimuli but in varied conditions. Three dimension model proposes that individuals have initial affective responses to several potential consequences of extrinsic and intrinsic motives. These motives in turn influences how one behaves in the future. According to the three dimension model one’s perception leads to a positive outcome and very high expectancy of future victory such as perceptions result to a greater willingness to follow the same activities in the future. The willingness is higher than perceptions that result to negative outcomes and low expectancy of future successes. This cognitive and effective assessment affects future actions when people are confr onted with similar circumstances (Stebbins,2010). I started the research with the understanding that men and women are motivated need to understand casual structures of their environment, to understand why a particular event took place and to the source such an event can be ascribed. I discovered it is important to evaluate several differences between men and women. I reviewed relevant literature to support my research. in a research study by Weiner, he argued that people interpret environment in a way that they maintain positive self image. He further argued that people attribute their success and failures to factors that enable them to feel good about themselves. I also reviewed an article by Westman. Westman(2011) argues that the casual attribution deals with how individuals understand causes of their failures and successes. He argues that attributions can be viewed from three dimensions: stable or unstable, controllable or uncontrollable and internal or external. Individuals who attribute their successes to stable, internal and controllable factors are said to be highly motivated and continue to succeed than people who attribute their failure to unstable, uncontrollable and external factors. His research indicates that men and women attribute their behaviors or actions to different sources.In this research, different methods of collecting information and data were used. Primary sources used were interviews and conversations while secondary sources used includes journals. Research shows that there are differences between men and women attributions in technical classrooms. Attributions that students make in schools explain how their failures and successes are being affected by future expectations, decisions and results. This can be used to explain the causes of underrepresentation of girls in the field of engineering and computer science. The study revealed that there is no big difference between boy’s and, and girl’s on how they assess their accomplishments, in their perceptions and attributions for success or failure. However, girls behaved differently than boys. This was evident from the fact that boys asked more questions related to the field of study while girls asked questions of teachers and made few statements of self assurance. Research revealed that girls earned 30% of bachelor’s degree in computer science and 22% of bachelors degree in Engineering. This shows that girls are underrepresented in technological fields. The explanation for this under representation in sciences, mathematics and technology careers, are interaction of factors. These factors link achievements, efforts and enrollment decisions to girls’ expectations for success. Their expectation of success is influenced by their past successes, self perceptions on abilities and attribution of job value and difficulties (Shaver, 2009). Research reveals that females are socialized in a way that they have low self esteem and motivation in â€Å"male’ fields. This was explored by evaluating reasons that girls give for their failures and successes. It was found that students attribute failures and successes to four makes: effort, task difficulty, experience and luck. The four causes can then be sentenced as being internal or external to a person. Research showed that girls have a higher external locus of control than boys. This makes them less motivated. On the other hand, males view their energy and internal abilities as the reasons for their successes and failures (Medcof, 2008).Research distinguished four types of attributions. Girls have an external bias in their failures hence end up blaming themselves. They also have an external bias to success such that they do not take credit for their success. Males were seen to behave differently. They have an external bias to failure and an internal bias to success. Closer examination of externalities and internalities indicate that there is no complete design for girls and boys in success and failure. Girls are reported to have greater attribution of success to luck and attribute failure to task difficulty while men attribute their success to use of skill and bad luck to failure. These resultss do not rule out the possibility that controllability and stability could be the determining factors rather than externality and internality. Stability refers to what matters. Attributing the success to stable factors of low ability or task difficulty causes one to have a helpless attitude. Research revealed that the motivation is promoted by attributing success to high ability. It was found that males tend to take mastery oriented approach (Shaver, 2009). The interview was carried out to determine the attribution pattern in boys and girls. In an interview, boys and girls attributed uniformly their remembered success in reading or mathematics test to the ability. They all had a hard time answering questions about failure because it was difficult for students to imagine that failure was taking place. Chi-square test was used to compare the occurrences of observed verbal behaviors in boys and girls. The test was categorized into two; questions about peers and teachers. The second category is comments such as assured or unsure, success or failure and independent or dependent. The question asked sought to explore the differences in behavior between boys and girls. A significant number of questions were asked of peers and teachers (Chi-square= 15.85, p=.00, df=10). Both sexes addressed same number of questions to peers. However, girls asked more questions than that expected of teachers. Girls did not seem to have more problem than boys in t ask. Teacher proximity was also examined as a possible reason for girls asking more questions. Teacher questions were classified in terms of proximity of teachers when questions were asked. the three classifications include assisting teachers working in the group, close teachers and far teachers. The chi-test was significant (Medcof, 2008).test Chi-square p-value Degree of freedom. Questions addressed to peers and teachers 15.568 0.000* 1 Questions to teachers about teacher proximity 31.458 0.000** 2 Assured or Unsure Comments 4.834 0.208 1 Success/Failure Comments 2.303 0.105 1 * p < 0.05 ** p < 0.001It was seen that girls tackled more questions of teachers during the teachers during the teacher interaction with the group. Girls were also likely than expected to ask for teachers’ help even if it meant getting up and find a teacher. On the contrary, boys did not go to search for a teacher. It was also observed that girls asked more questions when teachers were close. The assured and unsure comments showed a statistically significant difference between male and female. Research found out that men and women can make mentally, motivating and realistic attributions. There are several factors that affect attribution. These factors include masculinity of the job, age of the participant, contrived versus authentic task, operational definition of failures and successes, operational definition of factors included, the relationship of attribution to expectations and beliefs. Differences between a man and a woman are strong when the job is considered to be performed better by men than women (Medcof, 2008). The field work was carried out to support the discussion of internal and external attributions.The field work was carried out with 20 participants (10 males and 10 females), and it aimed to find differences in attributional patterns between males and females. They were asked to read this paragraph: «One day John noticed that a neighbou, Bill, was planting some flowers in the garden. John had plenty of free time, so he helped Bill plant the flowers. Several weeks later, Bill, the man whom John had helped previously, noticed that John was painting a fence in his yard. Bill had plenty of free time, so he offered to help John paint his fence. »Afterwards, they were asked to say why they believed Bill helped John to see whether they would give reasons that suggest an internal attribution, for example,  «Because he likes to help » or an external attribution, for example «Because he owes him a favour. »The results were the following: Males: 6 gave reasons that suggested external attributions and 4 provided reasons that suggested internal ones. Females: 3 gave reasons that suggested external attributions and 7 provided reasons that suggested internal ones. Differences between men and women in internal attribution to effort and ability determines how one views his or her self worth. It was found that society placed high ability as a reason for this failure and men uses high ability as a reason for their successes. As people grow older, there is a direct relationship between ability and effort. Students can protect their self worth by preventing assessing their ability negatively such as attributing their failures to low effort (Stebbins, 2010). A survey of students in 4th and 6th grade before and immediately after taking a math or spelling exam found that there is sex differences in the way they attribute performance. Performance was different in the two genders because task was classified as either feminine or masculine. It was found out that men made stronger attributions to internal causes of success and external causes for failures in masculinity typed tasks. Similarly, women made stronger attributions for successes and more external attribution for failures in feminine typed tasks (Mcelroy, 2013). A research of the impact of age of participants on attribution showed that there is strong colleration . younger children are reported to attribute their effort to success than older children. As a child grows order, low achievers begin to determine their low ability and attribute it for failures. They start being less optimistic about their potential of efforts to success or to make them be smart. In attribution research, success is frequently operationally referred to as a minimum score. Success may also be defined by one’s self assessment (Mcelroy, 2013). Disturbing findings found out that girls view a certain level of score or accomplishment less favorable than boys with similar accomplishments. This research revealed that its individual’s perception about success that is important other than the objective grade. Attribution is found to have a relationship with beliefs, achievement behaviors and expectations. Meece(1982) established that if there is no linkage between students attribution to their beliefs and expectations, then there is no need of explaining sex differences in terms of persistence, performance and achievement behaviors of choice. Self derogatory attributions in girls result in low expectations for success in the future. Males have high confidence in their abilities which make them have high expectations of succeeding in the future. Females take less pride in their success because they attribute their success to unstable factors. Past failures and successes and attribution to such events leads to emotions of ha ppiness, guilt or shame. Unlike men, women may blame themselves when they are victimized sexually. Stereotypes and beliefs in various cultures blame females for sexual victimization. Supporting attitudes for sexual coercion include: female say, â€Å"no† when they mean â€Å"yes,† females who go to male houses means they are consenting to sex. Some cultures believe it is not bad to force a woman to have sex so long as they had engaged in a sexual relationship before, and that male cannot control their urge when aroused. Women are also blamed for sexual coercion for dressing provocatively. Women are encouraged in these cultures to â€Å"look at themselves† whenever they are victimized. Hence a woman attributes sexual coercion to herself. Self blame has been known to lead to depression symptoms, low self-esteem and trauma. Self blame and guilt refers to feelings that are unpleasant that accompany beliefs that one ought to have thought and acted differently with implications of insufficient justification and wrong doing. Self blame and guilt consist of distress, guilt feelings and internal attributions commonly referred to as a cognitive component. Research revealed further that women in abusive relationships blame themselves and have low self esteem. They make stronger internal attributions in sexual coercions than men. They also experience stronger guilt feelings than men (Stebbins, 2010). Conclusion                      It is clear that the socialization of females plays a important role in attribution. Girls are less likely than boys to take advantage of chances to get involved in â€Å"male† career like engineering and computer science. Girls who are considered successful in these courses and often attribute their success to performance exhibit a behavior that would be regarded as self depreciating. Such behaviors are learnt and internalized before an actual experience and before making attributions that are self depreciating. Teachers should provide positive technology experience for girls and also address cultural messages. They should also be aware of learning styles of girls and accommodate it. Attribution can be used to explain the difference between a man and a woman. From the research, attribution assumes that people are rational, systematic and logical thinkers. This is not true, and it has been criticized because it does not address social, historical and cultural factors that affect and shape attribution. References Bailey, R. C., & Stout, C. (2009). Congruency of Ability Attributions and Interpersonal Evaluation. The Journal of Social Psychology, 121(1), 151-152. Chadee, D. (2011). Theories in social psychology. Malden, MA: Wiley-Blackwell. Chandler, T. A. (2010, November 1). Self-esteem and causal attributions.. Genetic, Social, and General Psychology Monographs, 1, 7.External Attribution | Encyclopedia of Psychology. (n.d.). Psych Central.com. Retrieved March 15, 2014, from http://psychcentral.com/encyclopedia/2009/external-attribution/ FoÃÅ'ˆrsterling, F. (2009). Attribution: an introduction to theories, research, and applications. East Sussex, UK: Psychology Press ;. Graham, S. (2013). Implicit Theories as Conceptualized by an Attribution Researcher. Psychological Inquiry, 6(4), 294-297. Internal Attribution | Encyclopedia of Psychology. (n.d.). Psych Central.com. Retrieved March 15, 2014, from http://psychcentral.com/encyclopedia/2009/internal-attribution/ Jones, E. E. (1972). Attribution: perceiving the causes of behavior. Morristown, N.J.: General Learning Press. Kowner, R. (2008, June 22). The Perception and Attribution of Facial Asymmetry in Normal Adults. The Psychological Record, 1, 12.Kruglanski, A. W. (2012, May 2). Attribution; basic issues and implications.. Science, 2, 5.Mcelroy, J. C. (2013). Inside the Teaching Machine: Integrating Attribution and Reinforcement Theories. Journal of Management, 11(1), 123-133. Medcof, J. (2008). An integration of some attribution theories. Hamilton, Ont.: Faculty of Business, McMaster University. Savolainen, R. (2013). Approaching the motivators for information seeking: The viewpoint of attribution theories. Library & Information Science Research, 35(1), 63-68. Shaver, K. G. (2009). An introduction to attribution processes. Cambridge, Mass.: Winthrop Publishers. Stebbins, P., & Stone, G. L. (2010). Internal-external control and the attribution of responsibility under questionnaire and interview conditions.. Journal of Counseling Psychology, 24(2), 165-168.Voyles, M. W. (2009, September 22). Gender differences in attributions and behavior in a technology classroom.. Journal of Computers in Mathematics and Science Teaching, 2, 6.Weiten, W., & Upshaw, H. S. (2011). Attribution Theory: A Factor-Analytic Evaluation of Internal-External and Endogenous-Exogenous Partitions. Personality and Social Psychology Bulletin, 8(4), 699-705. Westman, A. S., & Canter, F. M. (2011). Relationship Between Internal-External Control Score And Trait-Situational Attribution. Psychological Reports, 40(2), 678-678.Wongà ¢Ã¢â€š ¬Ã‚ Onà ¢Ã¢â€š ¬Ã‚ Wing, B., & Lui, G. (2007). Culture, Implicit Theories, and the Attribution of Morality. Behavioral Research in Accounting, 19(1), 231-246. Stebbins, P., & Stone, G. L. (2011). Internal-external control and the attribution of responsibility under questionnaire and interview conditions.. Journal of Counseling Psychology, 24(2), 165-168. Source document

The Government Should Regulate Artificial Intelligence

Xin Zhai Prof. Sanchez WRT 150-08 28 October 2016 The Government Should Regulate Artificial Intelligence People have already realized that Artificial Intelligence (AI) gradually occupies our life in different aspect and presents in different forms. AI will help big companies to cope with their data analysis and provide them with the best-calculated strategy. AI robots have already been employed in some countries like Japan to help with old people or patients who suffer from mental illness. Besides, in governmental and some important social areas like weather forecasting and military training also benefit a lot from AI. Moreover, AI has already defeat human in chess playing by its institutionalized system, which means that AI has already acquired the ability of self-learning to some degree. It is an incredible step that a robot can develop this kind of capability of self-learning. 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Utilitarianism in Crime and Punishment Essay - 1874 Words

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Arts and Crafts of Elizabethan Era Essays - 611 Words

Queen Elizabeth’s reign had a very large impact on the blossom of arts and crafts in late 1500’s and early 1600’s of England. She had a great passion for arts, crafts, and literature. This inspired several artists, play writes, author, and architects to move their practice to the England. Some authors include William Shakespeare, Francis Bacon, and Thomas Wyatt. Architects include John Brayne, also included famous artist Nicholas Hilliard. The collection of arts in England mad this country very popular. Nicholas Hilliard was one the few famous artists in the Elizabethan era. Nicholas was born to Richard Hilliard (an English goldsmith) and Laurence Wall. As a young boy Hilliard became attached to the household of leading Exeter Protestant†¦show more content†¦In 1600, he wrote Treatise on the Arte of Limning, which was an account on his method and special sidelights for individual mericual and engaging temperament. Nicholas struggled with financial situat ions; this led to a short imprisonment for debt. Researchers say: â€Å"His Treatise also states that he derived his sensibility from that of the painter Hans Holbein the Younger, a German portraitist working in England, whose influence doubtless accounts for Hilliard’s preference for even, nondramatic lighting and firm contours, as seen in the miniatures An Unknown Youth Leaning Against a Tree Among Roses and An Unknown Man Against a Background of Flames.† Nicholas Hilliard was very valuable to the artistic nature of England during the Elizabethan era. There were not many different types of known art at the time of Elizabethan era. The main type of art at the time was portraiture. Portraiture is the practice of making portraits. Many families, or people of power would have an artist compose portraits that would usually be displayed in the main entrances of their households. The intent of the portrait is to display the likeness, personality, and even the mood of the person. William Shakespeare lived in the time known as the Elizabethan Era. It was named this because of the rule of Queen Elizabeth I. Art flourished during her reign because she loves art immensely. Her favorite artist was Nicholas Hilliard; he often painted portraits for her. Isaac OliverShow MoreRelatedThe Rise Of The Elizabethan Theatre1846 Words   |  8 Pagesresults of centuries upon centuries of exploration and growth in not only the art of live performance, but th e very core of storytelling as well. Throughout its rich and exciting history, however, it’s difficult to find a period quite so prosperous for the art of western storytelling as the Elizabethan era: an era which sparked exponential growth that would be built upon for centuries to come. 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To explore the issue, Woolf invents a fictional and mythical sister, Judith, for William Shakespeare and compares the barriers brothers and sisters would have encountered in achieving success as playwright. Imaginatively, Woolf despairs ofRead MoreEssay about Ben Johnson and William Shakespeare 1275 Words   |  6 Pagescenturies because they endear the audience to the human experience. Ben Jonsons literary style was influenced by the Greek and Roman classics (Mulryan). He had a distinctive style that was potent and candid. He preferred realism to the standard Elizabethan romantic plays that he considered flighty and fanciful. He was the master of satire (Baskerville). His characters in his plays were generally flat (dominating characteristic) and represented the follies of man. His decision to include the harsherRead MoreThe Child Safety Is Important Essay1366 Words   |  6 Pages(termination of parental rights) is the best option at this point, then so be it. 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Analytical Discussion of Cold Mountain by Charles Frazier Essay Example For Students

Analytical Discussion of Cold Mountain by Charles Frazier Essay The story of Cold Mountain is of a war and adventure across the mountainous terrain, but, most of all it is a love story. Before the blossoming love is torn by the separation of war, Ada and Inman venture into the woods together to say their goodbyes. There Inman recites to Ada a story told to him by an Indian woman. At the end of the story, Ada had nothing but a satirical remark regarding the validity of Inmans tale. It wasnt until later that she realized that it had not been about an old woman but about his own fears and desires.p 254 The moment in the woods made them recognize their differences. Their love for each other would not let them return to each others company until they had both settled their personal troubles. The war left Inman wounded physically and spiritually. Inman had seen so much death it had come to seem a random thing entirely. He could not even make a start at reckoning up how many deaths he had witnessed of late. It would number, no doubt, in the thousands. Accomplished in every custom you could imagine, and some you couldnt come up with if you thought at it for days. He had grown so used to seeing death, walking among the dead, sleeping among them, numbering himself calmly as among the near-dead, that it seemed no longer dark and mysterious.p 230 The death and violence that Inman saw and enforced upon those he met distanced him even more from the person he once was. Much of this was attributed to the many encounters he had with his own death. At every turn there seemed to some other way for him to die, and another possible way for him to escape it. Each encounter or thought of that day to be his last benefited him. He began to view the world around him in different light. The optimistic thought lasted but a minute, and he continually returned to his gloomy way of living. The image he now possessed disturbed him so much that he could not bear the sight of himself. He looked down into a pool and caught sight of his visage looking up at him, wavery and sinister, and he immediately frabbled his fingers in the waterfor he had no desire to look upon himself.p 299 There was slow progression to Inmans scorn toward people and nature. As his journey continued, he found himself to treat those around him with more respect. No only was this apparent with the people he encountered, but it was also obvious with his reaction to nature. Not far into his journey, Inmans confrontation with Juniors three-legged dog showed his inhumanity toward the living. The dog ran low to the ground and completely soundless on a trajectory straight to Inman Before it got to him, Inman kicked and caught it under the chin with a boot toe. The dog collapsed and lay motionless  in the dirt. p 211 The dog was evidently not a threat to Inman, but he persisted to fight anything that wanted to challenge him. He showed persistence to harm animals again when he encounter the bear and its cub. Without wanting to kill the bear, he ended up doing so anyway. As a tender way to relieve the cub of its loss, he shot the cub, and killed it also. Although Inmans actions do not seem to be improving the intentions of them show progress. Unlike Inman, Adas journey is not mapped out. Her journey is within herself and her property to find the best in both. Adas life begins to fall apart after her fathers death. She did not possess many qualities that would give people a reason to like her. Many of her friends had fallen away, finding her too bristly and eccentric.p 66 Besides the absence of her social skills, a lady told Ada that she was the most naive girlp 181 she had ever met. .u689cf9d6479dbef0545d5a388751a945 , .u689cf9d6479dbef0545d5a388751a945 .postImageUrl , .u689cf9d6479dbef0545d5a388751a945 .centered-text-area { min-height: 80px; position: relative; } .u689cf9d6479dbef0545d5a388751a945 , .u689cf9d6479dbef0545d5a388751a945:hover , .u689cf9d6479dbef0545d5a388751a945:visited , .u689cf9d6479dbef0545d5a388751a945:active { border:0!important; } .u689cf9d6479dbef0545d5a388751a945 .clearfix:after { content: ""; display: table; clear: both; } .u689cf9d6479dbef0545d5a388751a945 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u689cf9d6479dbef0545d5a388751a945:active , .u689cf9d6479dbef0545d5a388751a945:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u689cf9d6479dbef0545d5a388751a945 .centered-text-area { width: 100%; position: relative ; } .u689cf9d6479dbef0545d5a388751a945 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u689cf9d6479dbef0545d5a388751a945 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u689cf9d6479dbef0545d5a388751a945 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u689cf9d6479dbef0545d5a388751a945:hover .ctaButton { background-color: #34495E!important; } .u689cf9d6479dbef0545d5a388751a945 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u689cf9d6479dbef0545d5a388751a945 .u689cf9d6479dbef0545d5a388751a945-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u689cf9d6479dbef0545d5a388751a945:after { content: ""; display: block; clear: both; } READ: Running in the Family EssayAda had lost more than a father when Monroe died. She also lost guidance. She depended upon her father to supply everything for her, including knowledge, and ways to think. The intelligence Ada had did not amount to much after her fathers death. Ruby aided Ada in her struggle for survival, and gave her much needed answers and friendship. Ruby stressed a life of working for what you wanted, and not just buying it. This method of thinking caused Ada to do things for herself. Ada developed an interest in nature that was not as superficial as before. She declared outloud when she said, I am living a life now where I keep account of the doings of part icular birds.p 239 This served as an important revelation for Ada. Never before had she concerned herself with things, especially in nature. Ada developed better relationships with people by being around Ruby. Their relationship, alone, taught Ada to express her emotions to someone other than her father, instead of neglect them. Ada realized it was the first time they had embraced, and Ruby stood with her arms to her sides and was just a hard knot of a person in Adas arms.p 373 However, it was not until the moment that Ada sat with Stobrod in the snow, and killed an animal for them to eat that she had matured to a person who knew how to take care of others and herself. At that same time, Inman went to drink from a creek when a salamandermoved among the stones. Inman lifted it out and held it cupped in his hands and looked at the salamanders faceHe returned the salamander to its place and walked backp 392 When these two moments occur, both their journeys seem to be complete. The physical separation of Cold Mountain is not so restraining on each of them, and the paths leads Ada and Inman to each other. They find each other just as Adas father fell  in love with Adas mother. For many years they lived their separate lives, but it was in the time apart that circumstance made them come to appreciate each other. Because the tradition of history repeating itself will never seize, Ada and Inmans future faced the same pattern as Adas parents did.

Women The Abused Gender in Literature and Life free essay sample

A study of four books where the trauma of the women characters are explored. The paper explores four books which are linked by the trauma of the women characters The Bluest Eyes (Toni Morrison), Jasmine, (Bharati Mukherjee) Bastard Out of Carolina (Dorothy Allison), and White Oleander (Janet Fitch). The paper shows how each book involves the story of a young woman who suffered abuse through no fault of her own and that although they take place at different times, different locations and to different types of young women, they are linked. The author touches on the thread of abuse towards women in real life. As a young girl she shows her strength when she saves the village women from a wild dog. Throughout her life in India, Jasmine, a young Punjab girl undergoes a series of changes. She is the embodiment of the fatalistic beliefs of the Hindu religion as she goes through cycles that allow her to become a mature woman in a new country, America. We will write a custom essay sample on Women: The Abused Gender in Literature and Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The story is told from the perspective that young woman in America as she recalls the life she lead in India, and how she came to America. Behind her is the oppression of females. Ahead of her is hope for a better life. In her is the clash of beliefs from the fatalistic Hindu, to the optimistic American. Along the way her name is changed several times until she winds up with the non-ethnic Jane, instead of Jasmine.