Attitudes Towards Women In World War II Essay Example for Free

Attitudes Towards Women In World War II Essay 1. Source C is written by a Historian, this means that she will have had a long time to gather together her facts, and write using a variety of sources. This will give the source more depth, and it could also include information from more than one source. However, it is written by a woman, who is commenting on the history of women, so it could therefore be slightly bias. This woman could be writing to prove a point, or get recognition for women (i. e. for a feminist movement). On the other hand, source D was a speech made by the Deputy Prime minister of Britain in 1942. It is highly likely that this speech would have been used as a form of propaganda in Britain to keep the moral of women up during the war. They needed to do this to encourage the women to sign up to work in the factories, as the men were away fighting on the battlefields. It is evident in the tone of the source that the government were falsely praising the women to keep them happy. It was a very dull job, and they were trying to make the work they did sound positive, preformed with dead accuracy by girls.. It is evident that in source C the author is analysing the source, and giving her opinion. Such derogatory remarks. It seems that she is giving a very opposed opinion to the magazine article she is commenting on, and all the information that this gives the reader is her opinion of they way women were portrayed at that time. Despite the fact that we do get some quotes from the source she is analysing, we are only given the selection she chooses, and she has chosen those particular parts to back up her opinion. It does appear that women were depicted during the Second World War as empty-headed frivolous creatures. However, this is only part of the source, and we cannot get the full picture, as the author has picked out certain parts to back up her opinion. The original might depict a different opinion, but we are unable to find that, as we are not given that here in source C. Source D gives us the impression that women were viewed as very skilled, and they could pick up things very quickly, precise engineering jobs would have made a skilled turners hair stand on end are preformed with dead accuracy by girls who had no industrial experience. However this seems very strange, because the general opinion by men during the Second World War was that women were un-skilled and should stay in the home, so it appears that the government were lying to women (i.e. propaganda) so that they could fill in the jobs for men when they were away. The speech was made at the peak of the war, and it would have been crucial that they had enough women to work in the factories. To summarise, I think that source C is more useful as evidence about attitudes towards women in the First World War, as it depicts a more realistic view of what people thought at the time. Women were viewed as insignificant, and more concerned about how they looked. Although it is a bias opinion from a female historian trying to back up her views, it does seem a more historically accurate. Source D could not be used as an accurate view, as it is government propaganda, purposely being used to keep the moral of women high. 2. Source G is being used as an advertisement for Female wardens, and Mrs Peeks pudding. It also seems to be being used to make men more comfortable with their wifes going into service. It appears to be a form of propaganda; therefore, it is less reliable as a source of information. The first window in the cartoon strip shows a man sitting at the table with his wife eating a meal. In most situations this would not be the case, as men were usually sent away to fight. This does appear to make the advert less accurate. This source shows that men only thought women were useful for putting the meal on the table, or at least it was their duty to do so. The husband in the first caption states cold dinner again! as if it was his wifes duty to provide him with a hot meal every night. The following caption quotes the wife saying oh dear, Ill have to resign from the post, I just cant get Jim a hot meal at night. Here we see that the woman is hanging on by every word that the man tells her, as if he was superior to her. This very much depicts the attitude that men had to their wives at that time. The last box on the cartoon strip quotes the man saying I guess youve resigned your job? here we find the man expecting the woman to drop everything that she does, so that she may be of service to him. The woman replies, Mrs Peek is looking after your dinner. Again we find the man being superior to the woman. I think that overall this source depicts well the attitude of men towards women in the Second World War. The man expects the woman to drop everything so that she may be of service to him, and that her job does not mean any thing, and the woman seems to agree with it as she knows no other. The only thing that makes the source less reliable is that it seems to be a form of propaganda. 3. When World War II came around, every man In Britain was encouraged to sign up to the forces, and fight for their country, or join some line of service. Originally only men had been asked to sign up, and it was out of the question to ask women to, as they had no skills in work, they were just useful around the home. However, it had not occurred to them that there was going to be a shortage of people to work on the farms, and in the factories when the men had left to go and fight. The government were left with no other option than get the women to fill in the spaces; the women were conductors on the buses taking over until the men came home again (source F) Before the war women had fought hard for equal rites, and when the war started it seemed like a great opportunity had opened up. Most women were happy to start with, but then they were treat badly, and they were most definitely not treat with the same respect men were. The people in the country were very resentful, they didnt make it easy for you, we werent really welcome. It was hard work for the women, they had been put into hard jobs with no training, but they seemed to manage it, preformed with dead accuracy by girls who had no industrial training. It was a new experience for women, and they had been launched straight into it unexpectedly. Before the war a lot of women were happy not to work, but due to the war, they were forced to sign up. This came as a shock to a lot of women. Source J is evidence of this, it shows a copy of an official government announcement to women stating: there must no longer be any doubt in anybodys mind that every available woman in Britain will have to serve to win this war. It wasnt a decision they could make themselves any more, it was a duty to their country. Despite all of the new opportunities that had been given to women, after the war the men started coming back, and they took back their jobs too. The end o this war brought many unheard and undreamt changes. All of the opportunities they had been given had been taken away from them, and it became clear to women that they had only been there to fill in the gaps when the men were away fighting. At first, the war seemed a great opportunity for women to get recognition, and they thought that they had eventually earned what they were fighting for. However they soon realised that they were just there to fill in the space of the men, and when the men got back, they were pushed out of the jobs. It did bring about changes for them at first, but only during the war. When the war was over, everything went back as it had originally been, however, it had made people realise that women were actually capable of doing the work that the men did, and it opened a lot of paths for the future.

The Giver by Lois Lowry Chapter Summary

The Giver by Lois Lowry Chapter Summary Chapter Summaries Each summary must have at 4-5 sentences. Chapter 1: In chapter 1 in the giver we learn about what jonass life is like in the community. We learn that there are a lot of rules. Like you cant fly a plane over the community and if you disobey the rules then you get released. Jonas is going to the ceremony of twelve in december, which he is nervous about. We also find out that people get assigned to families and in a family you can only have a female, a male and two children. That is what we have found out in chapter 1 Chapter 2: In chapter 2 we learn about what the ceremony of twelve is and what happens there. The ceremony of twelve is where all of the elevens go to a ceremony and recieve their life assingnment. The elders watch the elevens very closely to see what jobs will fit them best. Jonass parents are in law and order and nurturers. Jonas does not know what job will fit him best and he is worried he will get a job he does not like. That is what happened in chapter 2. Chapter 3: In chapter 3 Jonass father had talked about how there was this baby, (He worked at the nurturing job so he took care of babies) who wasnt doing very well so they were talking about realeasing him. So his father had brought the baby home. Many of the people in the community had dark eyes, but the baby had light eyes, like Jonas. Lilly had said he looks like you Jonas. Which had brought back a memory for him, It was that there had been a time where he had gotten called out on the loudspeaker. HeÂÂ   had been playing a game with asher and took an apple which you are not supposed to do. That is what had happened in chapter 3. Chapter 4: It had been almost time for the ceremony of twelve. There were only a few volunteer days left. Jonas usually didnt do volunteer jobs with his friend asher, but since there were only a few days left it didnt really matter. He had gone to look for ashers bike and found it at the House of the old with fiona. He went in and did his work in the bathing room at the house of the old. That is what happened in chapter 4. Chapter 5: In chapter 5 it explained how every evening jonas and his family told the dreams they had that night. Jonas rarely dreamed but that day he had vividly dreamed. In his dream he was at the house of the old, he was with there with fiona and no one else, and she was not taking him seriously. Then he admitted to his family that he had wanted to bathe her. His parents started talking to him about how those were stirrings, they gave him pills that every parent had to take, i think that they control your feelings. That is what happened in chapter 5. Chapter 6: In chapter 6 they were going through all the ceremonies. The ceremony of the ones twos threes fours fives six sevens eights nines tens and elevens. The ceremony of twelve has not happened yet and that is jonass. The ceremony of eights was where lilly was and that is where you start your volunteer hours. At all of the ceremonies you recieve something different. Like at the tens you get your long hair cut off, at the ceremony of nines you get a bike. All of them are different. That is what happened in chapter 6. Chapter 7: In chapter 7 they went through the ceremony of twelve. Every one of the elevens turned twelve and recieved their life assignment. All of his friends got the job they wanted. Whenever it was his turn, they skipped over him! He was so embarrassed he wanted to shrink up and disapear. That is what happened in chapter 7 Chapter 8: In chapter 8 all of the jobs had been given, except for jonass. The chief elder had finally called jonas up to the stage she apologized for all of the confusion and went on. Jonas has not been assigned, he has been selected to be the reciever of memory. The reciever of memory must have many traits which we think you have all of. There is one though that none of the community understands but the current reciever said the chief elder, the trait to see beyond. Jonas was about to say no you picked the wrong person, but then all the faces in the audience changed just like the apple. Then he understood. That is what happened in chapter 8 Chapter 9: In chapter nine he was about to go home from the ceremony of twelve with asher. When he went up to ask he said sure with his normal smile, but there was something different, a slight hesitation. The same thing happened when someone went to congratulate him. When he got home he read his rules which were surprisingly sparse. There were only 8 rules. You can lie, You cannot apply for realese, and a bunch of other ones. He was surprised at some of them and amazed how some people would actually do that. That is what happened in chapter 9. Chapter 10: In chapter 10 it was the first day of jonass training. He rode his bike to the house of the old with fiona because she will get her training there as well. Jonas had gone to the back of the house of the old to recieve his training. He was surprised at all of the locked doors and a little scared, but the attendant cheered him up and said the reciever of memory just needs his concentration. When he went in he was amazed by all of the nice furniture but even more amazed by all of the books, he only thought three existed!! The older reciever of memory asked if he knew what snow was, jonas said no, then we have got a lot of work to do. That is what happened in chapter 10. Chapter 11: In chapter 11 the older Reciever Of Memory asked Jonas to take his tunic off. The old man put his hands on Jonass back and gave him the memory of snow. It was very cold and he could see his breath. In the next memory the reciever gave him the memory of sunlight. It was very warm and hot. Jonas had a question, the chief elder said it would be painful but it actually has been very enjoyable. The old man said that it would be painful soon and that they would have one more memory. It was sunburn, it had hurt but he thought it was interesting. When the training ended the old man seemed tired. That is what happened in chapter 11. Chapter 12: In chapter 12 every one of the twelves was talking about there first day of training. Jonas wanted too to talk about his training but he is not supposed to and he would not know how to explain it. Then he went back to the house of the old with Fiona after school. When Fiona started rushing in to go to her training her hair had changed just like the audience and the apple. Once he got to the Giver Jonas asked about it. The Giver said that he was beginning to see the color red. Jonas did not understand this so the Giver had to explain. He explained that in memories things had a shape and size like now but they also had color. Jonas did not understand much so the Giver gave him the memory of a rainbow. Chapter 13: In chapter 13 Jonas starts to see every color every so often. He sees flashes of color every so often. Now when Jonas goes to the Givers house for training he often sees the giver rocking on the floor. He asks whats wrong but the giver just asks for him to go away. Hes worried about the giver so he asks to transmit the memory of pain to him. Thats what happened in chapter 13. Chapter 14: In chapter 14 the Giver gave Jonas a memory when he was on the sled again but on ice. He started zooming down and fell and twisted his leg. The pain lingered in him for the rest of the day. As the days went on, Jonas begun to feel more and more of the pain and understood it better, every day it got worse. That is what happened in chapter 14. Chapter 15: In chapter 15 Jonas went into the Annex room and realized that he would get sent away, he saw that The Giver looked in pain. Ill go now sir, Jonas said quickly, unless there is something i can do to help. The GiverÂÂ   had asked him to take some of the pain. Jonas had quickly took of his tunic and lay on the bed. The Giver had placed his hand on him and he braced himself for what was to come. It was warefare, wounded people were everywhere. When he could not go on anymore the memory stopped and he looked at The Giver. The Giver looked away from Jonas not bearing what he could have done to him. Chapter 16: In chapter 16 it was after Jonas had recieved the memory of warfare. He didnt want to go back, but he did. Ever since the warfare memory, the giver had given him happier ones and less bad ones. There are a lot of good memories too, the Giver had said, and there was. Jonas had seen a birthday party. Jonas asked The Giver what is favorite memory was. The Giver then gave it to him. It was a memory of christmas. That is what happened in chapter 16. Chapter 17: In chapter 17 it was an unscheduled holiday. That meant that all the kids were off school, training and volunteer hours and the parents were off work. Jonas had went to find Asher. He had found him at the playing field. They were playing a game where you have a pretend weapon and you shoot people with the fake weapon. Jonas had started to play when he walked out on the playing field but then he froze up. All of the other children backed away because they didnt know what was going on. It had reminded him of the memory of war. Everyone was gone except for Asher and Fiona. Jonas asked them not to play it again. You cant tell us what to play said Asher, then Fiona had rode off with Asher and Jonas felt he had lost his friends. That is what happened in chapter 17. Chapter 18: In chapter 8 Jonas had a lot of questions for the giver about the last reciever in training. It seemed like it caused the giver pain to talk about her. I loved her like i love you the giver had said, her name was rosemary. He asked what had happened why it had been a failure. She had applied for release and then all the memories were loose, The Giver had said. I cannot apply for release said jonas, its in my rules. But it wasnt in hers. That is what happened in chapter 8. Chapter 19: In chapter 19 Jonas was interested in the release of the newchild. Jonas asked the giver about it. My father is doing the release today, Jonas had said. The Giver wished that they would not do that. Jonas wished that he could see it. The Giver had the film out and was ready to show Jonas but he thought that his father would be mad. When they started watching it it started out in a room with a table and some equipment. His father brought two children and weighed them. The smallest one had to be released so his father took a needle with medicine in it and put it in his head, that had killed the baby, Jonas was in shock at what his dad had done.

Overview Of Science Teaching Yesterday Today And Tomorrow Education Essay

Overview Of Science Teaching Yesterday Today And Tomorrow Education Essay The development of science education in the United States is said to have been pushed by a perceived lack and deficiency with laggard innovations in science and the declining quality of students the science curriculum has produced. Reforms in the science curriculum in the past were triggered by Soviet Unions Sputnik launch and how the event placed the US behind their Russian counterparts (Matthews, 1994). Today, in the era of globalization, a growing concern is the declining standards and performance of American students in mathematics and science. The challenge falls upon the entire American education system to ensure scientific literacy among its citizens and equip them with the scientific competency to become productive members of a democratic society. This paper discusses the evolution of science education in the United States in order to evaluate how the science teacher or educator could initiate reforms in the classroom or the systemic setting. Science Education: The Past It is a common perception among students that science is a difficult and deplorable subject in school (Krehbiel, 1999). Responsibility has fallen upon policy-makers and science teachers to make the sciences more appealing to students. As Stephen Jay Gould said, We think that science is intrinsically hard, scary, or arcane, and that teachers can only beat the necessary knowledge, by threat and exhortation, into a small minority born with inborn propensity (as cited in Osborne, 2007, p. 117). Why has science education acquired this brand or label as a seemingly impossible subject which only a handpicked few could appreciate and comprehend? The history of science education suggests that the rigidity, prescriptive curriculum, and standardized form of science teaching as a subject based on memorization of facts on a very wide range of science content might have contributed to this perception (Matthews, 1994). The standardization of science teaching in the late 1800s was undertaken in order to address the problem of the lack of qualified science teachers. The school curriculum concept grew out of the London School Board in the United Kingdom in 1870, prompting the training of science teachers who can ably teach science courses to the general public. In the United States, the standardization of science education came in the 1890s and there was a great debate on what ideology should guide the school science curriculum: citizen science or professional training. In 1892, a group called the Committee of Ten was tasked by the National Education Association (NEA) to make recommendations for a school science curriculum. This commi ttee emphasized on science teaching as a citizen science that is important in grooming professional scientists in the future. As a result, the entire American education system applied the curriculum recommended by this Committee (Wallace and Loughran, 2003). The emphasis was theoretical and stressed on the teaching of facts and principles of the disciplines. The approach was foundationalist, where the curriculum attempts to make the future scientist learn all the basic concepts of every science discipline. Cohen opines that the tradition of attempting to make students memorize a series of dry facts was impractical because no practicing scientist readily memorizes such as the density of various substances, the atomic weight of different chemical elementsà ¢Ã¢â€š ¬Ã‚ ¦ the distance in light years from the Earth to various stars (and so on) (as cited in Osborne, 2007, p. 173). This tradition still dominates science education today, but has also been challenged with the introduction of other ideologies to guide science teaching. One is the applied approach where science is taught in relation to how everyday things function and contribute to society, and the liberal or humanistic approach, where emphasis is given on the implications of science in a historical and cultural sense (Matthews, 1994). Science Education: The Present The same concerns still exist in science education today. Attitudes toward science and mathematics among students remain negative and parental support for a science-geared education has declined (Osborne, 2007). K-12 science educators in many states in the US still follow the rigid, theoretical tradition in science teaching and conform strictly to the curriculum and content prescribed among age groups. Policy makers and education lobbyists have expressed concern that emphasis on facts and theories have resulted to teachers who merely cover the material, without teaching the material. The process of science is overlooked and the student fails to develop critical thinking skills and appreciation for the scientific method. Osborne (2007) articulates the tension in science teaching today. She argues that the science curriculum is geared at developing future scientists, hence, the stress on factual and theoretical presentation on a wide range of content. This contributes to the perception that becoming competent in science is practical only to students who want to pursue a career in the sciences someday. The aim of scientific literacy for all citizens is missed if this kind of thinking is not corrected. According to Krehbiel (1999), science teachers have the responsibility of clarifying to students that science competency is not only suited for the future scientist, it is also beneficial to non-scientists. Scientific literacy contributes to the development of problem-solving skills that greatly benefit non-scientists and can be applied in everyday life. Science education development today wants to enhance the competency of teachers. Teachers are central to the development of scientific literacy which is the end goal of science education (Osborne, 2007). Their qualifications and their attitudes play a great role in accomplishing this mission. State Boards have specific requirements and credentials for science teachers. Studies have shown that teachers who possess subject-specific degrees are better qualified to influence positive science outcomes among students than those who do not (Cronginer et al., 2003). However, secondary characteristics such as teachers attitudes and belief systems play a major role in motivating students to learn. Wallace Loughran (2003) suggest that there are many factors that contribute to the belief systems of science teachers, such as social pressure (or the need to conform to prescribed methods of instruction) and the apprenticeship of observation (or the mirroring of style of teaching they experienced a s students in their science classes). Attitudes about practice reflect upon a science teachers teaching style, which in turn influence comprehension. Teachers who consider themselves as transmitters of knowledge apply a teacher-centered style of instruction where the main goal is the delivery of the content or subject matter (Wallace Loughran, 2003). A teacher who espouses this tradition adheres strictly to the organization of content while the needs of students are secondary considerations only. Lesson plans are designed to conform to prescribed content with no concern for student readiness or aptitude. Wallace and Loughran (2003) identify this method as the most dominant form in science teachers. An alternative style is the student-centered method which focuses primarily students comprehension. A teacher who practices this style first considers his or her students prior knowledge or aptitude before planning lessons and concentrates on forming social interactions or collaborative relationships with students (Wallace L oughran, 2003). Science Education: The Future If the international rankings of American students in science and mathematics are predictive of the quality of science education, then there are great challenges to be overcome in the near future. As American students lag behind their European and Asian counterparts in science competency, reforms in policy and corporate support are today heavily emphasized to produce more globally competitive students in the future. Microsoft founder Bill Gates has contributed billions to encourage students to take science course in college. Organizations such as Tapping Americas Potential provide scholarships for more students to graduate with degrees in science, mathematics, and engineering (Osborne, 2007). In the education system, policy reforms are also under way. In 1996, the National Committee on Science Education Standards and Assessment (NCSESA) came up recommendations on how to better produce more scientifically literate students for the future. Standards related to science teaching were presented in the book National Science Education Standards, such as: The vision of science education described by the Standards requires changes throughout the entire system. What students learn is greatly influenced by how they are taught. The actions of teachers are deeply influenced by their perceptions of science as an enterprise and as a subject to be taught and learned. Student understanding is actively constructed through individual and social processes. Actions of teachers are deeply influenced by their understanding of and relationships with students. (p. 30) Among the reforms in elementary and secondary science education emphasize on the need for inquiry-based and hands-on curriculum used in schools. It has been a major thrust advocated in the National Science Education Standards and the American Association for the Advancement of Science. Conclusion The development of science education has been made possible by the careful study of its past, an assessment of the present, and a positive outlook on the future. Remnants of the heavily theoretical orientation of science teaching of the 19th century are still practiced today. At present, there has been a noticeable decline in the competency of students in science and mathematics, pushing the drive for more reforms in science education. The recommendations, while focusing on the systemic need for science education reform, also highlight the important role of the science teacher in achieving better science outcomes among students. Teachers competency, decisions about the content, peer interactions, behaviors, attitudes, and belief systems significantly influence students comprehension, appreciation, and attitudes toward science.

Gap Exploitation Essay -- essays research papers

Gap Inc. was founded in 1969 by Donald and Doris Fisher in San Francisco, California, with a single store and a handful of employees. Today, they’re one of the world's largest specialty retailers with three of the most recognized and respected brands in the apparel industry - Gap, Banana Republic and Old Navy. Gap Inc. has more than 153,000 employees supporting over 4,200 stores in more than 3,100 locations in the United States, United Kingdom, Canada, France, Japan and Germany. Their 2004 Sales were well over $15 billion, bringing in a net income of $1.03 billion, a 115.7% income growth from previous year. Gap Inc contracts factories in 64 Countries, allegedly also making clothes within the US . And by â€Å"Made in the USA,† they mean, â€Å"Made in the indigenous countries that, out of desperation, joined the United States in hopes of gaining more stable government regulations, yet remain excluded from basic employment rights and minimum wage laws.† The â€Å"guest workers† from countries like Saipan, who joined the United States in 1975 to be citizens of the â€Å"land of the free,â€Å" commit themselves to conditions that are simply shameful to basic human rights. Once committed, workers who toil for 12 hours daily behind barbed-wire fences, eat infested food, sleep on cots in dormitories that they are forced to pay more "fees" for, and work "off the clock" hours that they aren't paid for, can’t escape from the madness, unless they can pay a mandatory $10 thousand dollar fee for this â€Å"privilege.† Despite over 1,000 citations over a mere 5 years in Saipan, GAP remains stern on their refusal to pay a settlement with exploited workers. One worker was quoted: â€Å"Before 1997, we called for the strike because we were forced to work overtime with no opportunity to take a holiday, we wanted to go home for the holiday. But now we have so many holidays, and we have no money to go home. There is nothing in balance†¦ I have no question why people commit suicide.† Of course, not all of the factories that GAP contracts could possibly conduct themselves like that, right? They have model factories like the Shin Won factory in Guatemala, acclaimed by industry reps and retailers, as well as winning several exporting awards in recent years. From afar, Shin Won is just an average factory ... ...other loan for $20 from a loan shark.† To think that these are just individual problems or â€Å"special cases† is outright foolish. 24 of 27 factory workers in Lesotho said that they owed money to loan sharks. Even more shocking, many loan sharks are supervisors at the factories in which these people make a living. This means that the supervisors can deduct money from the checks of people who borrowed the money. What does this mean to the workers? Weeks of work without pay, and the need to, you guessed it, borrow more money. How could so much corruption ensue in these factories when the Gap’s 90 inspectors are paid to keep tabs on violations of their Code of Conduct? One Lesotho worker had this to say: â€Å"In our factory we have this policy that we have two separate time sheets, one for the buyer and for the owner. Whenever the buyer comes, they show that person a sheet which does not have our actual salary. The management does not show the buyer our original time sheet, the one which shows what we are actually paid. We have two time sheets, and we have to sign both sheets. If I don’t then I will get fired. I have no other option but to sign both sheets.†

Slavery and Reparations Essay examples -- Slavery Essays

â€Å"Slavery, colonialism and neo-colonialism have caused inestimable damage to billions of people throughout the world. They have also formed the basis for the accumulation of immense wealth in the hands of a small elite†¦ The slave trade involved the brutal relocation of tens of millions of people in which families, communities and societies were destroyed and in which millions lost their lives in the most inhumane conditions. At the same time, slavery was a fundamental element of the strengthening of mercantile trade and the rapid accumulation of capital that formed the basis for the emergence of the capitalist system as we know it today. Colonial conquest entailed the further oppression of the people of the colonies in the form of dispossessing people of their land and their livelihoods, destroying their cultures and social and political structures and subjecting them to the rule of the colonial powers. Colonialism, in both its early expansionary phase and the imperialist phase in which the colonial powers carved up the world amongst themselves, created the conditions for the further accumulation of capital as well as the concentration and centralization of this wealth into fewer and fewer hands. Neo-colonialism continues and intensifies this oppression, leading to levels of poverty and destitution†¦ never witnessed before. The big transnational corporations, the governments of the North and the international institutions, including the World Bank, International Monetary Fund and World Trade Organization, are working with new elites in the South to perpetuate the process whereby the rich get richer at the expense of the poor getting poorer.† (JubileeSouth â€Å"Reparations Towards Another World†) An institution that lasted f... ... African Americans, then supporters, activists, lawyers, and the Black community all could stand behind one unified proposal. A proposal that is similar to Japanese-American redress that would seek to compensate individuals, the Black community through education and trust funds that would appreciate over time, and finally be recognized for the atrocities that slavery had on the African American existence in America. There is no question that slavery was both morally and ethically wrong, but somehow our country has become very comfortable with ignoring the impact that slavery had on the Black community. Even though slavery ended over 200 years ago the disadvantages of being Black in America still exist, and until the U.S. government begins to rectify their actions, blacks will continue to lose opportunities and will be no better off than their emancipated ancestors.

Mexican food Essay Essay

Despite the popularity of Taco Bell and Chipotle across the country, many Americans don’t really understand Mexican food. Most people who live in America don’t get to see the true beauty of food. We have fast food and microwavable food, while Mexican food is fresh and homemade. Mexican food varies by region, and there are certain ingredients that are used throughout Mexico. Mexican food has its roots from different countries. Each region in Mexico has its own type of food. Meat dishes are popular in the north, while in the south more dishes with vegetables and chicken are common. Communities along the sea enjoy a lot of seafood dishes; using fish like grouper, red snapper, mojarra and snook. Lobster, crab and oysters are abundant. Some Mexican recipes incorporate influences from South America, the Caribbean and Africa. Common foods, such as tacos and tamales, receive a special touch in each region of Mexico. White corn, beans, squash, tomatoes and chiles are the staples that have formed the foundation of Mexican cooking. The Mexican Indians relied on the combination of corn and beans for their protein, and they included small game, birds and fish whenever available. They either simmered or smoked the food. They did not have bread, but invented tortillas made of corn. When the Spainards arrived in Mexico, they brought influences from the Romans: wheat, bread, olives and olive oil, the Germanic tribes: pork and lard, and the North African Moors: sheep, chickens and spices, such as cinnamon and cumin, fruit, rices and nuts. The Mexican Indians incorporated these ingredients into tacos, stews and tamales which we now consider typical Mexican cuisine. Chiles, one of the most recognizable flavors in Mexican cooking, was originally cultivated in South America. Mexicans continue to use dozens of varieties of chiles in cooking. Anchiote seeds and paste often season chicken and fish; dried and smoke jalapeà ±os give Mexican soups, salsas and sauces a smoky flavor. Mexicans cooking also uses canella (white cinnamon), which has a more delicate flavor than its American counterpart. In conclusion, Mexican food is unique in many ways! The food they eat can be exotic but delicious . Most food that they cook is healthy, filling, and is well desired. Different types of food comes from different regions of Mexico. Chiles is one of the most used ingredient of Mexican food. The ingredient can be used as a spice and was originated in Mexico.

Growing Number of Kindergarten Franchises to Drive Revenues of China Preschool Industry: Ken Research Essay

The preschool market is the fastest growing sector of the education industry in China presently. Over the span of last seven years, the industry has grown at an annualized rate of 10. 3% from 2006. The industry showcased increasing revenues in the period of 2006-2012, owing to the inflating tuition fees charged by the growing number of the private kindergartens. The enrollment figures have also shown a progressive trend throughout the years, instigated by the growing market presence and awareness about the importance of the pre-primary education amongst masses. Kindergartens in China are responsible for providing both childcare and preschool education to the children aged 3-6 years. The transition of Chinese economy from publicly administered to market-run has put a great impact on the kindergarten market of the country. Private sector funded kindergartens have gained increasing hold over the overall market and had accounted for a dominant share in 2012. Rural areas of China host the maximum of the kindergartens which are primarily run by the education department or are publicly funded. However, with a rising number of private entities adopting the franchised business model to operate in the underpenetrated market of China preschool industry, the urban areas have showcased an increasing share of enrollments over the years. The preschool industry of China is characterized by a high degree of fragmentation with increasing number of players implementing acquisition expansion strategies to build on their market shares. RYB Education, Oriental BabyCare, Gymboree Play and Music are some of the chief brand names operating in the market. Other emerging players include Noah Education holdings, Beijing Hongying Education group, I Love Gym etc. A significant number of publicly led kindergartens also are prominent in China which includes players such as Huijia Kindergarten and Hong Huanlan Education Group. Increasing number of working mothers has led to an increasing demand for the kindergartens in the country. Additionally, the large population base of the country promises an increasing cohort of children aged under- six, which presents huge opportunities for the foreign and domestic investors to attain growing levels of revenues in coming years. Additionally, the talent-based trainings provided in the kindergartens of China, has also welcomed a growing number of children to participate in the preschool programs. However, the trend of bilingual kindergartens is being most prominently witnessed in this sector, stressing the growing importance of early language training, as preferred by parents. The report â€Å"China Pre-primary Education and Childcare Industry Outlook to 2017† provides detailed overview on the preschool industry from various perspectives. The report encloses a comprehensive analysis of the various segments of the market reflecting the present scenario and future growth affected by changing industry dynamics in coming years. Additionally, the report also entails information about the government rules and policies, rational analysis of the macroeconomic factors, along with the competitive landscape of the pre-primary education and childcare industry. The report will help industry consultants, companies and other stakeholders to align their market centric strategies according to ongoing and expected trends in future. For more information on the industry research report please refer to the below mentioned link: http://www. kenresearch. com/education/pre-school-education/china-pre-primary-education-market-research-report/401-99. html.