Prussian Needle-Gun - Austro-Prussian War

Creation of the famed Prussian Needle Gun began in 1824, when gunsmith Johann Nikolaus von Dreyse first began experimenting with rifle designs. The son of a locksmith in SÃ ¶mmerda, Dreyse spent 1809-1814 working in the Parisian gun factory of Jean-Samuel Pauly. A Swiss, Pauly tinkered with various experimental designs for breech-loading military rifles. In 1824, Dreyse returned home to SÃ ¶mmerda and opened a business producing percussion caps. Utilizing the knowledge he gained in Paris, Dreyse began by designing a muzzle-loading rifle that fired a self-contained cartridge. These cartridges consisted of a black powder charge, a percussion cap, and a bullet wrapped in paper. This single unit approach greatly reduced the time needed to reload and permitted a higher rate of fire. When the weapon was fired a long firing pin was driven by a coiled, conchoidal spring through the powder in the cartridge to strike and ignite the percussion cap. It was this needle-like firing pin which gave the weapon its name. Over the next twelve years, Dreyse changed and improved the design. As the rifle evolved, it became a breech-loader which possessed a bolt action. Revolutionary By 1836, Dreyses design was essentially complete. Presenting it to the Prussian Army, it was adopted in 1841 as the Dreyse ZÃ ¼ndnadelgewehr (Prussian Model 1841). The first practical breech-loading, bolt action military rifle, the Needle Gun, as it became known, revolutionized rifle design and led to the standardization of cartridged ammunition. Specifications Cartridge: .61 acorn-shaped round, paper cartridge w/ black powder and percussion capCapacity: 1 roundMuzzle Velocity: 1,000 ft./sec.Effective Range: 650 yds.Weight: approx. 10.4 lbs.Length: 55.9 in.Barrel Length: 35.8 in.Sights:Â  notch and front postAction:Â  bolt- actionolt-action The New Standard Entering service in 1841, the Needle Gun gradually became the standard service rifle of the Prussian Army and many other German states. Dreyse also offered the Needle Gun to the French, who after testing the weapon declined to purchase it in large quantities citing the weakness of the firing pin and a loss of breech-pressure after repeated firing. This latter issue led to a loss in muzzle velocity and range. First used by the Prussians during the 1849 May Uprising in Dresden, the weapon received its first true baptism by fire during the Second Schleswig War in 1864. Austro-Prussian War In 1866, the Needle Gun showed its superiority to muzzle-loading rifles during the Austro-Prussian War. In battle, Prussian troops were able to achieve a 5-to-1 superiority in rate of fire to their Austrian enemies due to the Needle Guns loading mechanism. The Needle Gun also allowed Prussian soldiers to easily reload from a concealed, prone position while the Austrians were forced to stand to reload their muzzle-loaders. This technological superiority greatly contributed to the swift Prussian victory in the conflict. Franco-Prussian War Four years later the Needle Gun was back in action during the Franco-Prussian War. In the years since Dreyse had offered his rifle to the French, they had been working on a new weapon which corrected the issues they saw with the Needle Gun. Despite its success during the Austro-Prussian War, the French criticisms of the weapon had proven true. Though easily replaced, the rifles firing pin had proven fragile often lasting only a few hundred rounds. Also, after several rounds, the breech would fail to close completely forcing Prussian soldiers to fire from the hip or risk being burned in the face by escaping gasses. Competition In response, the French designed a rifle known as the Chassepot after its inventor, Antoine Alphonse Chassepot. Though firing a smaller bullet (.433 cal.), the Chassepots breech did not leak which gave the weapon a higher muzzle velocity and greater range than the Needle Gun. As French and Prussian forces clashed, the Chassepot inflicted significant casualties on the invaders. Despite the effectiveness of their rifles, French military leadership and organization proved vastly inferior to the Needle Gun-equipped Prussians and led to their swift defeat. Retirement Recognizing that the Needle Gun had been eclipsed, the Prussian military retired the weapon after their victory in 1871. In its place, they adopted the Mauser Model 1871 (Gewehr 71) which was the first in a long line of Mauser Rifles used by the German military. These culminated with the Karabiner 98k that saw service during World War II. Selected Sources New York Times (December 25, 1868): The Needle Gun - Dissatisfaction with it in the Army

The Harlem Renaissance and Slave Narratives - 1431 Words

The Harlem Renaissance began around the 1920’s and was the hub of African American artistic endeavors, with less discrimination, more freedom, and amazing strides in politics and economics which was very different from how the slaves lived and hoped, but there still were similarities like a will for a better life, and hope for the future which both embraced even though they were in a dreadful position. Of course there also are differences, in this case that Harlem writers and artist were more educated and saw education as a stair way towards progress and equality, where the slave authors didn’t have education and didn’t care about it, the second difference is their purpose and their audience which are both different in the slave narratives†¦show more content†¦Ã¢â‚¬Å"The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable. Happily perhaps, for myself, I was soon reduced so low here that it was thou ght necessary to keep me almost always on deck.† Here Equiano explains to us the condition and atmosphere that the slaves are in, but fails to tell us what he thought of the white men who had allowed him on the deck. If Equiano had been educated like most of the Harlem Renaissance writers he could have written a magnificent narrative. Unlike the slave narratives the Harlem writers like Langston Hughes wrote stories and poems which were full of artistic creativity and were complex unlike the slave narratives. In the poem The Weary Blues† Hughes informs the readers (black or white ) about the Blues which was a style of music invented by African-Americans around the end of the nineteenth century, typically expressed sorrow and was influenced by the struggles of the previous generations of African Americans. â€Å"Droning a drowsy syncopated tune, rocking back and forth to a mellow croon, I heard a negro play. Down on Lenox Avenue the other night by the pale dull pallor of an old gas light He did a lazy sway, he did a lazy sway.† From the two examples you can see that Hughes’ poem is much more sophisticated and that it has a lot moreShow MoreRelatedThe Influence Of The Harlem Renaissance On African American Literature1144 Words   |  5 PagesThe Affect of the Harlem Renaissance on African American Literature The second half of the eighteenth century introduced a new expression to the literary world. The new expression was a voice that belonged to the African American writers. The African American writers wrote with a flair and brought a new perspective to the realm of literature. Literature, as America had known it, consisted of works from Christopher Columbus, John Smith, William Bradford, and Mary Rowlandson; these writers capturedRead MoreNarrative Of The Life Of Frederick Douglass Essay1792 Words   |  8 Pagessummary of his book, narrative of the life of Fredrick Douglass: an American slave 1845. Frederick Douglass was an African-American social reformer, abolitionist, orator, writer, and statesman. Frederick Douglass was the most important black American leader of the nineteenth century. He was born in February of the 1818 and died February 20, 1895. Douglass was a firm believer in the equality of all peoples, whether black, female, Native American, or recent immigrant. Narrative of the Life of FrederickRead MoreIncidents In The Life Of A Slave Girl Essay1513 Words   |  7 Pagesof a Slave Girl’ is one of the most important fugitive slave narratives. She wrote during the same time as Frederick Douglass, although she was hesitant to publish her story. She was a part of the abolitionist movement and was a former slave, very much like Frederick Douglass. Frederick Douglass was an influential writer and abolitionist speaker who was born into slavery in Maryland as Frederick Bailey. He worked as a slave on farms in the Eastern Shore and enjoyed more freedom than the slaves usuallyRead MoreThe Harlem Renaissance : The New Negro Movement843 Words   |  4 Pages The Harlem Renaissance, also known as the New Negro Movement, was an important time period for African American culture in the United States. It was an innovating period where many unknown artists became prominent for their talent and ethnic heritage, and brought upon many new connections between races. As a cultural movement, the Harlem Renaissance brought changes to America that would have long term effects on how art is created, viewed, and accepted. â€Å"The Renaissance was more than a literaryRead MoreThe Harlem Renaissance By James Weldon Johnson Essay1885 Words   |  8 Pagesera that aided in shaping a new black cultural identity. This new cultural identity was called the Harlem Renaissance. The Harlem Renaissance was a cultural manifestation that lured African-American writers, artists, musicians, photographers, poets, and scholars to Harlem, New York. The Harlem Renaissance shifted the paradigm for cultural and social settings. The blueprints for the Harlem Renaissance began years earlier with African-American genre of literature. James Weldon Johnson was one such writerRead MoreThe Emergence Of The United States As An Independent Country, And African American Literature Essay1769 Words   |  8 Pageswrote her first work â€Å"Bars Fight†, a ballad about an attack of Deerfield. The Ballad was preserved orally until it was published in 1855 in Josiah Holland’s History of western Massachusetts. Wheatley was the contemporary of Lucy Terry. She was also a slave, born in West Africa. She was sold into slavery at the age of seven and transported to North America. She was purchased by the Wheatley family of Boston, who taught her to read and write and encouraged her poetry when they saw her talent. Because ofRead MoreAnalysis Of The Poem September Cotton Flower By Jean Toomer1586 Words   |  7 Pagesamongst doleful situations. From every ending comes a new beginning. The poem, â€Å"November Cotton Flower†, written by Jean Toomer, describes (the conditions when slaves were under the Harlem Renaissance) the conditions in which slaves were under during the Harlem Renaissance where there seems to be no prospect for a brighter future for the slaves in the society. Throughout the poem, Toomer develops his theme of hope and desire for a brighter future by exhausting literary devices such as metaphors, structureRead MoreEssay on Langston Hughes a Harlem Renaissance Man1463 Words   |  6 Pagescall today, the Great Migration. Many African Americans found themselves in a district of New York City called Harlem. The area known as Harlem matured into the hideaway of jazz and the blues where the African Ameri can artist emerged calling themselves the â€Å"New Negro.† The New Negro was the cornerstone for an era known today as the Harlem Renaissance (Barksdale 23). The Harlem Renaissance warranted the expression of the double consciousness of the African Americans, which was exposed by artists suchRead More The Role of Female African American Sculptors in the Harlem Renaissance1689 Words   |  7 PagesThe Role of Female African American Sculptors in the Harlem Renaissance The Harlem Renaissance, a time of global appreciation for the black culture, was a door opening for African American women. Until then, African Americans, let alone African American women, were neither respected nor recognized in the artistic world. During this time of this New Negro Movement, women sculptors were able to connect their heritages with the present issues in America. There is an abundance of culture and historyRead MoreAfrican American Relationship With The South : A Dual Perspective1204 Words   |  5 Pagesrepresentative of the African American description of the South, reflects on the various experiences that blacks went through. Lee J. Greene of the University of North Carolina at Chapel Hill notes that the southern black novel mainly featured narratives from slaves, who gave detailed experiences of their lives in the South. At one point, black writers in the South focused on identity and self-definition; the focus was majorly centered on promoting the African Amer ican culture, hence prolonging its uniqueness

Frankenstein and Bladerunner Essay Free Essays

A holistic understanding of a text can be only be pursued by the audience only when they are able to pinpoint the intended values of the composer and resonate these values with the time and context of the text. It is evident that through a comparative study of Mary Shelley’s 1818 novel Frankenstein together with Ridley Scott’s 1992 film Blade Runner, despite the one hundred year gap between the two texts, the values each composer wishes to deliver to the audience echo the concerns of humanity and its susceptibility against themselves. Frankenstein explores how humanity’s obsession with scientific and medical developments in the 19th Century while Blade Runner explores the societal vales of consumerism and capitalism in the 20th Century. We will write a custom essay sample on Frankenstein and Bladerunner Essay or any similar topic only for you Order Now Evidently, it is clear through the comparison of the texts as to how the social values of each society bring detrimental outcomes for humanity. A theme that is seen in Frankenstein is the danger of unrestrained scientific progress and creation, a theme most evident when Frankenstein bestows the â€Å"spark of life† upon his creature in his effort to â€Å"pour a torrent of light into our dark world†. Here Shelley alludes to the sciences of the period of enlightenment or in particular, Galvanism which held the belief that corpses could be reanimated through an electrical current, or â€Å"spark†. The characterization of Frankenstein serves to symbolize the desire of humanity to be able to create and control aspects of life which were limited to god. This becomes clearer as Frankenstein states, â€Å"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. Here, Shelley uses a listing of descriptive language which embeds positive connotations in order to depict the naive hopes of humanity’s desire to create and control life and nature. As the plot unfolds, it becomes evident that this desire only leads to false hopes as Frankenstein’s creation states, â€Å"You are my creator, but I am your master; obey! †. Here, the paradoxical statement by the creation is indicative of how humanity’s desires will ultimately backfire when the power to create and control is unchecked and abused. Ultimately, the monster is responsible for the death of many associates of Frankenstein as well as Frankenstein himself which shows the ultimate backfire of scientific progresses on humanity. Scott’s Bladerunner recognizes the same flaws within humanity as Mary Shelly’s Frankenstein. He portrays a world where humanity’s hunger for power, control and technological advances ultimately leads to their downfall. In the opening scene, Scott portrays the dominating figure of Tyrell’s building through the use of a panoramic shot, where the large and tall building juxtaposes with the other buildings of the society. In order to give more focus on Tyrell’s building, a dolly shot is used and together with eerie background music, the director creates a mysterious atmosphere concerning Tyrell’s practices. Tyrell’s company alludes to the rise of capitalism and consumerism in the twentieth century, where this lead to large transnational corporations being one of the dominant forces of globalization. This can be witnessed in the low angle shot of the high rise buildings, which embed Coca Cola and Pan Am Airlines advertisements through neon lighting. The forces of globalization can be further recognized with the oriental background music which accompanies the advertisements together with a follow up mid shot depicting a large screen with a Japanese geisha dominating the screen. This alludes to the dominant Asian culture in LA alludes to the aggressive Asian Tiger Economics of the late 20th century, where the drastic rise of Asian countries such as Japan and China was seen. Hence, by blending these notions of social values with the dystopian depiction of LA, where the continuous rainfall and the absence of sunlight indicates the destruction of nature and its endowments, Scott is foreshadowing a society which humanity has ultimately destroyed with their own hands. Once the responders understand the contextual influence on the two texts, the responders are then able to grasp the core idea of both texts – humanity’s negligence in their power. Both texts indicate the self-destructive nature of humanity’s empowerment to which responders can reflect upon in correlation with their contemporary society. Firstly, Frankenstein portrays how the ambition to redefine human limitations through creation is bound to result in failure, and accordingly create something monstrous. Frankenstein’s Creature is the very embodiment of the monstrosity that humans are capable of creating. The symbolism of light in, â€Å"until from the midst of this darkness a sudden light broke in upon me† conveys Victor’s instinctive awakening to the possibility of creating a perfect being impervious to diseases. The contrast between the ‘darkness’ and ‘light’ hints the didactic purpose which Shelley tries to convey to her responders. Such a taboo act of trespassing the domain of the divine providence signifies the beginning of Frankenstein’s blindness. Frankenstein is quick to realize that he has created a monster, as shown by the regretful tone in, â€Å"I beheld the wretch – the miserable monster whom I had created. † This depicts that untamed human ambition can lead to the inadvertent creation of the ‘grotesque’ and through this, Shelly is alluding to the ideology that creation is the work of God and should not be attempted by humanity. Blade Runner examines this notion of the negligence of humanity’s empowerment on a much broader scale than Frankenstein. This is achieved by depicting the detrimental consequences of humanity’s misuse of power upon an entire country. Frankenstein was a forewarning of the dangers of human ambition of that context, but Bladerunner portrays the aftermath of the overambitious quest for knowledge in the future if the misuse of power cannot be contained by depicting a dystopian world. Appropriately, the human beings in this alternate future seem artificial and lacking humanity except for the protagonist Deckard. Deckard is the primary voice of the director, where Scott portrays his ideas on how humanity should be living through the actions of Deckard. In Bladerunner, Deckard is a character who distances himself from the social norm of technology and the rigid structure of society. He is indicative of the traditional ‘human’ who responds emotionally and takes part in conventional human actions. Although this notion is strongly evidenced towards the end of the film, the director foreshadows Deckard’s humanitarian characteristics from the beginning of the film. The idea of Deckard holding human qualities can be witnessed in the scene when Deckard is reading the newspaper. A dolly shot is utilized by Scott in order to capture the setting of the city and gradually focus on Deckard. Through this shot, the responders recognize the strong juxtaposition between the social values and Deckard. Deckard is reading the traditional ‘newspaper’, whilst in the background, numerous television screens showing the news can be seen. This contrast in effect highlights that Deckard abides by the more ‘traditional’ conventions of humanity and through his heroic portrayal, it becomes evident that Scott wishes to address that in order for humanity to survive, it will require us to restrain ourselves from being too consumed with social cults and conventions which invoke control, creation and power. In order to fulfill an understanding of a text, responders need to identify and understand the true intentions of the composer. When both Frankenstein and Blade Runner are read on parallel, although their contexts are different, the problematic issues resonate with each other and furthermore, responders can also illustrate that these texts induces the responders to reflect on the contemporary society to understand that the social values of our time, although they may seem standard may be in fact detrimental for humanity. How to cite Frankenstein and Bladerunner Essay, Essays

Mens Agitat Molem an Example by

Mens Agitat Molem by Expert Prof Nelly | 15 Dec 2016 Its all in the mind.- Arnold Schwarzenegger (Kehoe, 2004) Need essay sample on "Mens Agitat Molem" topic? We will write a custom essay sample specifically for you Proceed The human mind is the most powerful tool that can be used by an inpidual. Our brain may act as versatile as a computer but our mind power is the operating system that runs it all. The power of our mind is even greater than positive thinking. Why is that so? Undergraduates Very Often Tell Us: How much do I have to pay someone to make my assignment online? Professional writers recommend: Find Your Helping Hand! Let me use an analogy. Water is a substance which always takes the shape of its container, whatever it may be. In the same manner, our mind power can be designed or established based on the ideas that we conceive on it because it is a thing of habit. It is like a garden on where we can plant seeds that will grow someday to be our destiny, and yes, we are the gardener. Nevertheless, it is our responsibility to wisely choose what seeds are planted in the garden, what we inscribe in our minds for we are the sole master of our destiny. Since our mind power can change us, internally, it can also change the whole picture, or the whole world. It can even move mountains. With our mind power, we can erase some, if not all, of the most alarming issues that our society is facing. We can move mountains. One mountain that I would definitely like to move is the continuing abuse and addiction to drugs. According to the 2005 National Survey on Drug Use and Health (NSDUH), approximately 3.5 million Americans aged 12 or older reported trying heroin at least once during their lifetime, representing 1.5% of the population aged 12 or older (Substance Abuse and Mental Health Services Administration, Results from the 2005 National Survey on Drug Use and Health: National Findings, September 2006). Alarming, isnt it? But with the use of the education that I acquired from the University of Oregon, I can put an end to this problem. Through education, I will be a good example to all the young people out there. I will awaken the sleeping minds of those who chose to become a victim of drug abuse by increasing their awareness of the serious damage that can be inflicted to them. Most importantly, I will ascertain that all the sales of drugs are monitored so as to prevent the increasing number of people who abuse drugs. And lastly, to those who are already held captive by the drugs, I will have them freed through rehabilitation. Another big mountain to move is the different kinds of pollution that are mercilessly trying to kill Mother Natureair pollution, water pollution, and land pollution. I will reduce the level of damage that air pollution has done by promoting more smoke-free zones and by controlling the kind of fuel used in automobiles. To control the amount of pollution in water, I will ask everyone (in this big world) to lend a hand by not throwing garbage anywhere. I will also educate the people against littering by hosting anti-litter campaigns and solid waste management programs. The world we live in is interacting with all its components, thus, a change in one of the many aspects will cause a great deal of change in the grand scheme of things. One persistent push can make everything move. One determined step can start a never-ending journey. And one person can make a lasting difference. Because nothing on Earth is so great that a person with a positive and strong mind power cannot move. If you need similar unique paper, can buy essay on our site. References: Kehoe, J. Learn Mind Power. 2004. http://www.learnmindpower.com. Online. May 25, 2007. http://www.increasebrainpower.com/mind-power.html. Online. May 25, 2007. Peters, T., Peters, S. Online magazine. http://www.topics-mag.com/edition01/problems.htm. 1997-2007. Online. May 25, 2007. Substance Abuse and Mental Health Services Administration, Results from the 2005 National Survey on Drug Use and Health: National Findings, http://www.whitehousedrugpolicy.gov/drugfact/index.html. Online. May 25, 2007. http://www.whitehousedrugpolicy.gov/drugfact/heroin/index.html. Online. May 25, 2007. http://www.botany.uwc.ac.za/sci_ed/grade10/ecology/conservation/poll.htm. Online. May 25, 2007.

Feminist Research Methods

Feminist Research Methods Introduction It is imperative to understand what entails feminist research methods before discussing the ways that these methods can be used to empower women. It is vital to get clarity of why these particular methods are referred to as ‘feminist research methods’.Advertising We will write a custom essay sample on Feminist Research Methods specifically for you for only $16.05 $11/page Learn More The study of methods and methodology shows that the unique differences are found in the motives of the research, the knowledge that the research seeks to expound, and the concerns of the researchers and the research itself. Feminist Research Methods Empowers A feminist research is an investigation that is conducted by women who recognize themselves as feminists and this investigation has a specific purpose for finding out (a ‘why’), certain types of questions and issues are to be known about a topic (‘what’) (Lather 571). Femini st studies use identifiable methods of finding out how and these characteristically base their success on the experience of women in a world where women are seen as subordinates to men. Feminist research methods, if they exist, then how are they different from the usual research methods in the conventional study? In response to these concerns, there are actually no distinctive feminist research methods from the conventional ones. They are innovations to the discipline-based methods made to the usual survey methodologies, experimentation and ethnography methods (Lather 572). The main argument of feminist research methods in this context explores the viewpoints of women like in networking, conversation, genealogy and multi-person consciousness. Partly, the dedication to the societal change of a situation where women are recognized for their contribution to the society entails a commitment to the subjects of the research (Monkman Stacki 174). A feminist research addresses these concer ns to a greater length. It can therefore be seen as a way of raising consciousness for the subjects.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More When women get involved in this type of studies as active members of the research process, they need space to question and resolutely assess their experiences (Lather 575). These methods also allow recognition of the relationships and the links that connect places, events and their lives and social world (Ramazanoğlu 137). The empowerment comes in a way that the research methods bring out education and knowledge and the confirmation that women’s experiences are part of a greater social structure. Feminist research methods also help to show that women contribute to development of meaning and participate in processes of analysis based on their experiences (Ramazanoğlu 138). The discussion among women and the availability of femi nist research methods are an opportunity to try women’s abilities in a male dominated community. There are social struggles through power, culture, class and gender. Through all these, women have to be recognized and appreciated (Ramazanoğlu 139). This is what emancipates and empowers the women. Even though the feminist research is intended to empower women, it often faces tough challenges. Looking at it from the women’s viewpoint, the attainment of knowledge can help to restructure the power imbalances in the research relationship and hence achieving the objectives of informing the society (Lather 577). In summary, the advent of this type of study design, the feminist research has played a very big role in reconstruction of the domain of conventional research. This has been exposed by new perspectives of research showing the reality of the social status. Issues like gender ethics, discrimination and female subjugation have helped bring out women consciousness empow ering them by offering legal reason for social change concerning issues of gender which adversely affect humanity (Bryson 67). What Methods and Tools Would You Employ To Empower Women In Development Projects? At a time when women across the world and especially in Asia are more exposed to the impact of economic downturn the ever before, examining the methods and tools used to safeguard and improve their participation is development project is necessary. Many international organizations for women empowerment focus on initiatives of poverty reduction.Advertising We will write a custom essay sample on Feminist Research Methods specifically for you for only $16.05 $11/page Learn More These projects help in addressing the basic needs of the targeted people (Bryson 67). Besides, these organizations focus mainly on provision of the necessary infrastructure which facilitate women’s empowerment like construction of roads, drilling of water and so on (Parvin e t al 48). Essentially, a project which provides safe and clean drinking water helps the women to significantly reduce the time they take to do their household chores. In most cases these have been the tasks of women. As a result, they get more time to take part in the income generating activities in their communities and the girls get an opportunity to attend school rather staying at home to do these household tasks (Bryson 69). In such cases that women are able to manage their time well and have some spare time that is not utilized by activities outsides their home. There are high chances that this liberated time could end up being quickly occupied by other new household tasks again. Whereas the connection between the empowerment of women and the community development is obvious, the connection between these two factors is not totally informal and subordination of women does not come out of poverty per se (Oakley 45). Because of the tendency of the problem to affect the entire soci ety, development of infrastructure, provision of income generating initiatives, support of the women self help groups and institutions of legislations that protect against discriminations are the tools for empowering women. These methods have a broader goal which is wider that human development and human development on the other hand is much greater than empowerment (Bryson 69). Nonetheless, there is significant overlap of the ideas from each of these concepts. The overall definition of what entails women empowerment is that ‘they are all processes that women need to take charge of and own in order to improve their position in the society’.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The elements of ownership and control need a wider range of opportunities where women can choose from and this understanding of overlaps the concept of human development when it is looked at from the perspective that empowerment is a process of increasing the number of options for survival (Oakley 45). In the Asian Countries The ability of women in achieving better heights in the society is often limited by a number of factors and on top of it all is the agency. Essentially, there is a limitation of women’s own ideas of what they can possibly do by themselves (Parvin et al 48). There have been laws especially those fashioned in line with religious beliefs and influenced by patriarchal society defining what is legal or illegal for women to do. Besides the societal norms are much stronger and selfish in defining what the woman should and should not be doing (Oakley 48). These beliefs and influences the activities women can engage in especially their ideas of empowering themselv es. Many of them having lived under such influences have internalized views like ‘I am a woman and I am able to do or not to do this because it’s against the society values, attitude and previous experiences’ (Oakley 48). There are also objective limits restricting the activities that are acceptable and not acceptable for women. In Asian nations, women have mostly been pushed aside by the ownership laws, political rights, access to employment since the woman’s place was determined to be at home, and the inheritance laws where women do not have right to inherit family property (Parvin et al 48). There is also the limit to the space and activities of women in other societal concepts and therefore tools of empowerment for Asian women do not have particular agent of change but facilitate empowerment as a process of change to be driven by women. Agency and education An important tool in Asia has been to build the agency and also ensure the people own and feel t hat sense of agency. In Asia, the ability of women to define their goals and act upon them to better their lives is pertinent (Parvin et al 48). The sense of agency is therefore an internal aspect of feeling able to act and also having that potential to do so. Agency is build by providing education. It’s quite clear that lack of it or poor quality education for girls and women contribute greatly to their low status in the society. Many girls in Asia have previously not attended schools because they were required to stay at home and take care of the home with their mothers. When they marry their role is to take care of the home, children and the husband (Parvin et al 51). The community at large must confront the attitude and assumptions which keep girls out of school. It is proper to have creative methods of changing the viewpoints of the society concerning education for girls (Kumar 110). To set up the platform for increasing the enrolment of girls, some laws must be stringen tly applied. Child labour should be abolished for good so that school going children can have only one job, to attend school. India and Pakistan have suffered considerable problems with child labour issues (Parvin et al 56). There should not be cases of early and forced marriage. These have been the primary factor why girls in Asia like in Saudi Arabia, Oman, India and other nations in the region have been abandoning school. With many activists outreach organization, the problem has significantly reduced (Letherby 123). For Asian women, social, political and economical empowerment has had an insightful impact on the position of the women. Generally, women’s position has allowed them to cause impacts that bring changes economic development and favors development equality and enjoyment of human rights. There have been considerable changes and more and more women have gotten into schools, university and even formal employment like clerical work, service industry and in manufactu ring sector. Even though today the proportion is still small, it is growing at a considerable consistent rate (Oakley 49). The Asian nations are adversely affected – especially the idea of sex selection abortion targeting girls. Most Asian have now set the primary school education compulsory for both girls and boys in many nations in East and South East Asia. More women are enrolling in secondary schools also. South Korea and Thailand have enrollment is the same for both boys and girls. On the other hand, Philippines’ enrolment of girls is rising above that of boys. Other countries like India, the proportion of women attending college is increasing yet it remains lower compared to that of men especially for college and university enrollment (UNESCO 2000). Countries like Iran Kuwait, Bahrain, Yemen, Saudi Arabia and Qatar among other has strategized to empower women by education. This is because education is the only resource that can improve individual’s welfare in terms of economy and social advancement. Middle East countries used to exclude girls in education but this has changed dramatically in the recent times. The secondary and college education has been offering the girls the skills and knowledge to increase labor force. The challenge to this strategy has been that even though more girls are getting enrolment, sometimes they learn very little to allow then to prepare to compete and survive 21st century job market. Access has increased significantly but the quality is a challenge. The Arab Human Development report shows that the ability of access to education has not been able to offer the required credential for the women to get into employment and compete favorably in Arab societies. Power structures and Gender-based violence In order to act on the goals an individual sets, she must be aware on the implications of the power system on these goals. There are norms, legal frameworks and other discriminatory forces in the community (Nap les 98). Gaining awareness of all these is hence very important. Women in Asia have been subordinate to different power structures for so long. These structures include social class, gender, ethnicity and even place of residence (Naples 98). Unless women get awareness rising, they will continue to suffer under these gendered factors. Without awareness of these structures, women cannot act; therefore there will be no change. Because of the power structures that are oppressive, women have suffered domestic violence as victims of sexual, physical and psychological abuse. These harmful practices are mostly gender biased since Asian culture has rated men as superior gender (Naples 98). Human rights in the past have not been discussed openly and strongly (Letherby 123). As much as gender awareness is an individual thing, empowerment comes to a group and societal level. Women can come together and motivate each other for action (Letherby 123), For instance, the fight against violence campa igns done by women groups. Rising above the gendered power structures is what give the women power to stand up for their rights and human begins since basic rights like right to respect and dignity are inalienable (Naples 98). Empowering efforts would entail provision of medical care for victims of gender or sexual violence, psychological (counselling) services and legal action for the perpetrators. Self Esteem and Economic Development Living in a community where women are subordinates and subject to different types of oppression habitually causes naturalization of the predominant power relations. These often happen to a greater level that those oppressed begin to consider their powerlessness as natural cause or a justified phenomenon (Naples 99). It may lead to self oppression in which feminist theorists refer to the phenomenon as internalized oppression. The concept of building women self-esteem is that they must not feel that they are destined to be under men as a matter of fate rather to make them feel worthy, valuable and deserving of better regard in the society. This way, they can stand up for themselves and build better future based on their ambitious goals that come with high self esteem (Letherby 123). At a communal level, self-esteem develops into the feeling of the ‘right to exist’ and be successful in life competing equally against men. With shared goals and options, women can have a sense of belonging and therefore rise above the gendered power structure. Education is one way of attaining the self-esteem but in this case, setting up income generating activities for women would give them power and confidence faster (Ramazanoğlu 137). Women will be more confident and will have resources to help them fight oppression and take charge of their lives. Conclusion There are several ways that the issues of feminist research methods and empowerment of women can be addressed to attain better understanding of these issues. Feminist see it as a problem when women are ‘left out’ out of positions of power, history and even the daily events and communications. They tend to ask questions regarding circumstances that lead to women being ‘left out’. The problem comes when there is general assumption that it was deliberate and the root cause was men’s fear and contempt of women. To have a solution to such concerns, feminist research methods were devised to make demands against the inevitable resistance from men. These researches are perceived to be targeting to change social institutions and scientific knowledge. To get to the power needed to stand up against men, women have been striving to get permanent solutions like getting their own homes, increasing education and income, seeking for equal pay and insisting on equality in all aspects of life. Bryson, Valerie. Feminist Political Theory: An Introduction. Basingstoke: Palgrave MacMillan. 2003 Kumar, Ranjit. Research Methodology: A Step-By-Ste p Guide for Beginners, Sage, p. 110 Lather, Patti. ‘Feminist Perspectives on Empowering Research Methodologies,’ Women’s Studies International Forum, 2002, Vol. 11, Issue 6, pp. 569-82 Letherby, Gayle. Feminist Research in Theory and Practice, Buckingham: UK, Open University Press. 2003. Monkman, Karen and Stacki, Sandra. ‘Change Through Empowerment Processes: Womens stories from South Asia and Latin America,’ Compare: A Journal of Comparative and International Education, 2003, Vol. 33, Issue 2, pp. 173-189 Naples, Nancy. Feminism and Method: Ethnography, Discourse Analysis, and Activist Research, New York: Routledge. 2003 Oakley, Ann., Experiments in Knowing: Gender and Method in the Social Sciences. Cambridge: Polity, 2000 Parvin, Gulsan., Ahsan, Reazaul., and Chowdhury, Mahmudur., ‘Women Empowerment Performance Of Income Generating Activities Supported By Rural Women Empowerment Creation Project (RWECP): A Case Study In Dumuria Thana, Bangla desh,’ The journal of Geo-Environment, 2004, Vol. 4, issue 3, pp. 47-61 Ramazanoğlu, Caroline. Feminist Methodology: Challenges And Choices, Thousand Oaks: CA, Sage Publications. 2002. The Arab Human Development report, Challenges to human security in the Arab Countries. Report. UN Development Programme, 2002. Retrieved from www.arab-hdr.org/publications/other/ahdr/ahdr2002e.pdf UNESCO Regional Office for Science and Technology. Annual Report 2000: UNESCO Annual Report. Cairo, UNESCO Regional Office for Science and Technology, 2000

5 Calls for a Comma Before Because

5 Calls for a Comma Before Because 5 Calls for a Comma Before â€Å"Because† 5 Calls for a Comma Before â€Å"Because† By Mark Nichol Use of the word because as a subordinating conjunction to link a main clause to a subordinating clause should be simple, but a sentence’s meaning often hinges on whether it’s preceded by a comma. A straightforward sentence such as â€Å"We’re off to see the wizard because of the wonderful things he does† requires no comma; the meaning of this sentence â€Å"This is what we’re doing, and that is why we’re doing it† is unambiguous. But when the sentence begins with a negative proposition, that’s not the case, as these examples show: 1. â€Å"Few adult Romanians speak English because it was forbidden during the Ceausescu era.† This sentence, as (not) punctuated, absurdly implies a meaning of â€Å"This is not the primary reason adult Romanians speak English,† accompanied by the expectation of a follow-up sentence identifying one or more other causes for bilingual ability despite its prohibition. But it doesn’t mean â€Å"There are more common reasons adult Romanians speak English†; it means â€Å"This is the reason few adult Romanians speak English.† Insert a comma, and the sentence tells you what, and then tells you why: â€Å"Few adult Romanians speak English, because it was forbidden during the Ceausescu era.† 2. â€Å"They don’t want to diagnose or treat Lyme disease because it is very costly to do so.† Oh. Then why do they want to diagnose or treat Lyme disease? Again, a comma makes it clear that this sentence doesn’t serve to set up one or more alternate reasons; rather, the subordinating clause provides an explanation for the reluctance: â€Å"They don’t want to diagnose or treat Lyme disease, because it is very costly to do so.† 3. â€Å"Dementia can’t be ignored by the larger community because individuals with the disease cannot manage independently.† Why, then, can dementia be ignored? That’s not what the sentence is trying to tell you. It’s explaining why the general populace should attend to the affliction: â€Å"Dementia can’t be ignored by the larger community, because individuals with the disease cannot manage independently.† 4. â€Å"I wouldn’t recommend chicken pox parties because of the risk.† Tell me, then, why you would recommend them? (Aside: Said parties are often organized by groups of parents to deliberately expose their kids to chicken pox to get it over with.) The subordinate clause explains the statement in the main clause: â€Å"I wouldn’t recommend chicken pox parties, because of the risk.† 5. â€Å"The model couldn’t be applied to other sectors because it evolved to care for water, not civilization’s infrastructure.† The implication is that the model could be applied to other sectors, but not for the reason stated. But the point is that it couldn’t be applied, and the reason follows: â€Å"The model couldn’t be applied to other sectors, because it evolved to care for water, not civilization’s infrastructure.† See how a comma’s presence or absence can drastically change a sentence’s meaning? Sometimes, it’s important even when the sentence doesn’t begin with a negative proposition: â€Å"I know he got the biggest raise in the department because his wife told me† reads as if the writer is aware that the person got the raise because the person’s wife told the writer that the person got the raise and the sentence turns into a Moebius strip. A comma nips this perpetual-motion machine in the bud: â€Å"I know he got the biggest raise in the department, because his wife told me.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureThe Four Sounds of the Spelling OUMood vs. Tense

Military Leadership in the Union Armies Term Paper

Military Leadership in the Union Armies - Term Paper Example The battle continued for four years from year 1861 to 1865 and then ended with the surrender of the Confederate and outlawed slavery throughout the Country.1 Union party was served by more than 2.2 million military men, whereas approx 1.4 million people fought from Confederate side. The military personnel had gained professional military education and worked under the leadership of officers from diverse backgrounds. These military officers were professionally trained West Pointers, businesses persons and political officials. Initially confederate had strong leadership, but Union had led by poor commanders. Later on, Union replaced such officials and employed adept and potential military men who had command experience, thereby brought victory to the Union.2 This paper analyzes battlefield strategy and leadership of Military officials in Union Army which led the forces to defeat Confederate men. The US Civil War never faced shortfall of enthusiasm because many young people wanted to jo in the army in 1861. All these people volunteered because they were excited to fight in defense of the Union military force, in anticipation of quick promotions as lead by their experience. The trouble created in the process of volunteering was a severe lack of leadership, planning and organization at the loftiest levels.3 The American Civil War supplied a multitude of commanders and sensible comparison amid battle conditions and issues. The Union military army had a specific requirement for efficacious armed combat commanders during the Civil War and those commanders and officers were essentially needed to be specifically educated and well trained to lead the people in war which would in turn defend and uphold the new nation. This unique need was realized and understood by government and politicians, so they made efforts for military training.4 Though, all military leaders had not developed through gaining formal military education and training. Many cells of professional officials were formed by the United States Naval Academy at Annapolis and the United States Military Academy at West Point. These cells were comprised of professional military officers who had complete knowledge of military science so as to create an intense impact on the demeanor of the American Civil War. Throughout the Civil War, Abraham Lincoln was the President of United States and at the same time served as the Commander-in-Chief of the Union armed forces, the highest-ranking military officer .5 The military personnel had the authority to elect the junior officers, whereas the state governors nominated the senior officers, and the President Lincoln nominated the generals.6 The significant military leaders for the Union army included Ulysses S. Grant, William T. Sherman, George B. McClellan, George Meade, John C. Fremont, Ambrose Burnside, Joseph Hooker, Irvin McDowell, and Winfield Scott.7 This paper throws light especially on the role played by Generals George B. McClellan, Ulysses S. Grant, George Meade, and William T. Sherman. During the American Civil War, George Brinton McClellan was a major general. He served as the general-in-chief of the Union Army for a short period from November 1861 to March 1862, and coordinated the renowned Army of the Potomac. In the beginning of the war, McClellan’s attempts for raising a well-trained and devised army for the Union had been very important. Peninsula Campaign initiated by McClellan in 1862 got failed, as his army receded due to