The Convention On The Elimination Of All Forms Of...

The Convention on the Elimination of All forms of Discrimination against Women (CEDAW) is a comprehensive international treaty, created to advocate for the rights of women s. It is a highly ratified treaty since one hundred and eighty-six of the UN’s 193 members have agreed to apply its principles to their nation states and to protect and fulfil its terms and conditions (Wakefield 2010, p.22). The aim of the essay is to demonstrate the strengths of CEDAW in promoting gender equality, whilst simultaneously study its weakness in order to determine success of the Convention. This essay will argue that CEDAW has proven to be a successful Convention over the years as it has become part of the global system of law due to its positive influence across national and local system of laws of the states that decides to ratify it. The Convention has also become a good venue for states, NGOS and women s movements to use in order to explore issues relating to discrimination against women, as reflected in the case study of Afghanistan. However, this is to a certain extent, as the essay will reflect that factors such as lack of enforcement, overdue of reports, minimal individual complaints, issue of reservations, culture e.tc. has impeded its potential and disappointed a lot of activists who had high expectations (Merry 2003, p.942). Human rights became known to the world in the 20th century, when it was established that human beings should be treated with dignity and respect anywhere,Show MoreRelatedThe Convention On The Elimination Of All Forms Of Discrimination Against Women1662 Words   |  7 PagesGender Equality The Convention on the Elimination of all forms of Discrimination Against Women (or CEDAW for short) is, in general, regarded as a â€Å"bill of rights† for women. â€Å"The United Nations has encouraged states to recognize women s rights, most importantly through the CEDAW, which was adopted by the UN General Assembly in 1979† (Inglehart and Pippa 7). It aims at creating a number of acts that will ensure gender equality and protect women from all forms of discrimination. CEDAW is ratifiedRead MoreArticle And Write Down Reservation Of Afghanistan1641 Words   |  7 PagesAfghanistan has ratified international Convention on the Elimination of All Forms of Racial Discrimination on 6 July 1983. This convention was adopted by the General Assembly of the United Nations in resolution 2106 of 21 December 1965. While ratification of this convention Afghanistan reserved the right to be bound by provisions of article 22 of the convention. According to article 22, if there was any disagreement between two or more state parties to the convention regarding implementation and interpretationRead MoreThe United Nations A Success Or A Failure?1278 Words   |  6 PagesUN has used this tactic in Liberia, and the result was largely positive. â€Å"Established in September 2003, the United Nations Mission in Liberia (UNMIL) was charged with assisting in the disarmament, demobilization, reintegration and repatriation of all armed parties. The process was launched in December. Within 12 months, nearly 100,000 Liberians had turned in guns, ammunition, rocket-propelled grenades and other weapons.† (â€Å"Global Issues: Disarmament†). Every gun that is made, every warship launchedRead MoreWomen Of A And Become Self Reliant Essay1900 Words   |  8 Pageswomen to sell fishes and become self reliant. For this purpose all the resources and instruments are provided by Gujarat government on a 50 % subsidized rate. Tamil Nadu- Periyar EVR Nagammai Free Education Scheme has been implemented in the State from 1989-90 for women students, irrespective of caste, creed and community, to encourage their education and to reduce dropout rate. This is a major scheme in the field of women s education in Tamil Nadu. Apart from the state schemes, many NGOs likeRead MoreSexual Harassment in the Workplace in India801 Words   |  3 Pagesand the future of all generations. Women constitute one half of the humanity and they are the pivots around which the family moves. She’s looked upon as the nourisher, provider, counselor, developer, and the sharer of all the joys and surrounds of the family. From the ancient time, gradually, the concept of the working women came into existence. In addition to the domestic sphere women have taken professional roles outside their homes, this evolved into dual role of employed women and home maker. Read MoreThe role of women in contemporary Turkey is defined by an ongoing gender equality struggle. Many1200 Words   |  5 PagesThe role of women in contemporary Turkey is defined by an ongoing gender equality struggle. Many women are killed because of the â€Å"Honor crimes†. Women cannot have an abortion easily. Also, they cannot go out alone or live a lone either. There are too many situations that women face in Turkey. Also women have rights to bodily integrity and autonomy, vote, work with fair wages or equal pay, own property, education and have marital and parental rights. Even most of their rights are protected by legalRead MoreWomens Rights in Latin America and the Caribbean1362 Words   |  6 PagesCaribbean, women suffer acute discrimination. Often, the discrimination women face is related to social prejudices regarding appropriate patterns of conduct for men and women. This entrenched sex inequality provides the backdrop for the pervasive and widespread human rights violations women face in the region, with little chance of justice. The most pernicious types of womens human rights abuses in the Americas occur in the areas of womens reproductive and sexual health and rights, discrimination andRead MoreEmployment Discrimination Within The Workplace1079 Words   |  5 PagesEmployment Discrimination in Indonesia As stated on wikipedia.org, discrimination is action that denies social participation or human rights to categories of people based on prejudice. This includes treatment of an individual or group based on their actual or perceived membership in a certain group or social category, in a way that is worse than the way people are usually treated. This could be done directly or indirectly. Direct discrimination could arise from punishments and indirect discriminationRead MoreIntroduction:. The Direct Journey Towards The Convention1552 Words   |  7 Pagesjourney towards the Convention on the Elimination of Discrimination against Women (CEDAW) began way back in 1963 with the United Nations General Assembly adopting the Resolution 1921((XVIII), in which it requested the Economic and Social, Council to invite the Commission on the Status of Women to prepare a draft declaration that would combine in a single international instrument standard on elimination of discrimination against women and articulate the equal rights of men and women. The ResolutionRead MoreDoes Cedaw Make World Better Place For Women? Essay7028 Words   |  29 Pagesplace for Women? Submitted by Ashalika Pandey Research Scholar (Law) University of Allahabad ashalikapandey@gmail.com Contact no.: 09415662408 Table of Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chapter 1: Introduction ....................................................... Chapter 2: Convention on the Elimination of All forms

Biblical Worldview And Education - Free Essay Example

Sample details Pages: 4 Words: 1147 Downloads: 8 Date added: 2019/06/12 Category Religion Essay Level High school Tags: Biblical Worldview Essay Did you like this example? Biblical integration presupposes, on the one hand, a corresponding connection between biblical principles, propositions and values, and on the other hand, with ideas, practices and educational content. Based on the biblical teaching that a person is not only a physical, but also a spiritual person, a Christian history teacher draws pupils attention to how and to what extent spiritual and pseudo-spiritual ideas or quests (regardless of whether they are true, false or entangled) influenced the general course of history or any particular event like the French, American revolutions. The task of the Christian, not necessarily Orthodox, but also Catholic pedagogy is the disclosure of those gifts of God that can contribute to the disclosure of the image of God in man. Don’t waste time! Our writers will create an original "Biblical Worldview And Education" essay for you Create order The Christian approach to education consists in complementing education with spiritual, moral or religious components, it is the restoration of the perception of reality in its entirety including the material and spiritual spheres. Biblical Worldview The biblical worldview and providential view of history prevailed in the position of the church and the Western world from the time of the Reformation to the 20th century. Western nations were committed to biblical truths to varying degrees, but at least they were on the right track. The founders of the United States, including non-Christians (such as Franklin and Jefferson), had a biblical worldview, while now people and even many Christians are dominated by secular and humanistic ideas. Much of the Western Christian world became secularized over the last generations. One of the main reasons for this is that these Christians have lost the biblical worldview. Their ignorance of the truth led to the rejection of Western culture from freedom, justice and prosperity (the fruits of the Gospel) to tyranny, oppression and poverty (the fruits of humanism and secularization). The education system has played a key role in this. Christian Philosophy of Education Modern schools neglect the formation of pious character and are not able to prepare students for the successful performance of their future duties. Most young people, after graduating from school, experience a lack of creativity and entrepreneurial skills, because the skills they acquired in the process of education cover for the most part knowledge absorption. A true education system should give people the skills of producers those who are able to accept knowledge and creatively apply it in many new areas without any detailed instructions from the outside on what to do and how (Noddings, 2018, p. 100). It is possible to note three components that are very essential for the Christian education system: The teacher who shows himself that he is the letter of Christ (2 Cor. 3: 3) is the most important link in the education system (Itin, 1999, p. 91). When you teach, you show more and convey to people what you are, than what you know. In order to be as effective as possible, a teacher (and we are all teachers to a certain extent, because we teach everyone with whom we have a relationship), should master his subject so much that it becomes a part of his life. Content: In the material we teach, the Bible should be central. Although the Bible does not contain all the formal facts from all areas of knowledge, it contains principles and reveals Gods plan for each object. Method: besides the teacher and the content, the teaching method itself must also be Christian. We should contribute to the formation of a righteous character, as well as instill a love of knowledge and prepare people to own the land. Implications for Educational Practice To provide Christian education it is necessary that not only the motives of learning (philosophy) and its content (program) belong to Christ. The teaching method must also be Christian. Using humanistic methods or curricula and supplementing them with a few Bible quotes and prayers is not a way to teach Christians. The principled approach is based on the integrity of education, that is, the movement from the general to the particular. As an example, consider a subject such as history. Instead of studying individual historical events without any unifying factor, the biblical approach involves first a general, holistic view of history, and then a detailed examination of its individual fragments in close connection with the whole. If a student understands this, then there is a standard for him, within the framework of which all the information he receives logically fits, which means that the process of studying is no longer for him simply memorizing facts. Scientific analysis has a very limited place and function. This principle should be one of the guiding principles in the development of an integral Christian education course by us. Such an understanding of the limitations and functions of scientific analysis frees us once and for all from the internal antinomies of the educational theory and practice of humanism. A true biblical approach to education involves much more than studying various academic disciplines and trying to squeeze the Bible into them. The biblical principled approach to education reveals that the source and purpose of all knowledge is inextricably linked with God and His design for man. Every theory of education implies a certain anthropology. The Montessori or Dewey methods are also the fruits of certain religious statements that base education on a particular religious theory of human nature (Knight, 2006, p. 13). It would be difficult to show the truth of this statement separately from the rest. All discourse and discussion on education must begin with certain anthropological starting points. In particular, when we begin to develop a theory of education, we need a deep and thorough analysis of the specific assumptions on which it is based. To achieve this goal, we need to ask how the methods and goals of science and school relate to the life tasks of a person and what is the role of the school in preparing the child for the performance of his life calling. These purely practical questions are directly related to the more fundamental ones concerning the nature and purpose of man (Peterson, 2001, p. 50). Conclusion Conscience, religious ideals, political behavior, economic practice, moral values all this is the result of interaction between the organism and the environment. Regardless of the social or cultural characteristics that a person may have, they are all secondary or acquired characteristics that serve a person to satisfy his basic needs. Biblical revelation about the meaning of human existence in this regard excludes any humanistic or abstract-idealistic view of education. Neither the creation of a qualified worker or a cultural person, nor the integration or social regulation of a person, nor the formation of an independent person or a responsible citizen, nor even an individual rebirth and the ideal of a pious and pious Christian can serve the ultimate goal for education. All such ideals of personality are mostly humanistic and are incompatible with biblical evidence regarding the religious nature of man.

English Importance in the Next Few Years Free Essays

The topic under discussion is that â€Å"compare the importance of English to the other major languages of the world and then tell whether it will be able to sustain its superiority in the next hundred years†. I am for the topic. A language is a systematic means of communication by the use of sounds or conventional symbols. We will write a custom essay sample on English Importance in the Next Few Years or any similar topic only for you Order Now It is the code we all use to express ourselves and communicate to others. It is a communication by word of mouth. It is the mental faculty or power of vocal communication. It is a system for communicating ideas and feelings using sounds, gestures, signs or marks. Language therefore remains potentially a communicative medium capable of expressing ideas and concepts as well as moods, feelings and attitudes and thus makes humans different from other living beings. The latest and the most advanced discoveries and inventions in science and technology are being made in the universities located in the United States of America where English language is the means of scientific discourse. The importance of English as a spoken language began as a result of the colonial era, when European powers took to the seas in order to find new lands and natural resources. The effects of that time can still be felt in the number of English speakers in India, select parts of Asia and Africa, and North America. The influence of English grew stronger in the 20th century, with the increased mobility of populations, the growth of the United States as an economic power, and the presence of international media in everyday life. As of 2010 there are fewer native speakers of English than Chinese, though English is spoken in more places, and more people speak English as a second language. The importance of English in business comes from its use as a lingua franca, or a means of communication between speakers of two different languages. Many of the world’s top languages function this way, including French, Russian and Arabic, but English still has the widest reach. A South Korean businessman traveling to meet the head of an Argentinean conglomerate in Germany will expect the common language for all to be English. Aside from the United Nations, many other international organizations operate in English. After World War II, key financial institutions were created in English, including the International Monetary Fund and the World Bank. The World Trade Organization and a variety of other UN affiliates such the World Food Program and the World Health Organization use English in spoken and written communication. Five of the largest broadcasting companies (CBS, NBC, ABC, BBC and CBC) transmit in English, reaching across the world through satellite television and local holdings. Estimates for the number of people using the Internet in English lie only slightly ahead of users in Chinese, but well ahead of Spanish and other major languages. In the publishing industry, English is also well ahead: 28 percent of books published annually are in English, and the market for books in English for second language speakers is growing. English currently dominates in science and technology, a position that it took over from German after World War I. Scientific journals publish in English, and many researchers, especially in physics, chemistry and biology, use English as their working language. The historical circumstances of India (having been ruled by the British for over two centuries) have given the Indians an easy access to mastering English language, and innumerable opportunities for advancement in the field of science and technology. Many Indians have become so skilled in English language and have won many international awards for creative and comparative literatures during the last few years. Sometime ago, an Indian author, Arundhati Roy, won the prestigious booker prize for her book â€Å"The God of Small Things†. Her book sold lakhs of copies all over the globe. According to the 2004 World Factbook, 49 countries list English as their official language, not counting the United States and the United Kingdom, which do not list any official language but use predominantly English. In 2001, a poll of the 189 member countries in the United Nations showed that 120 of them preferred to use English to communicate with other Over the years, English language has become one of our principal assets in getting a global leadership for books written by Indian authors and for films made by Indians in English language. A famous Indian movie maker Shekhar Kapoor’s film â€Å"Elizabeth† has got several nominations for Oscar Awards. It does not require any further argument to establish the advantage English language has brought to us at the international level. English language comes to our aid in our commercial transactions throughout the globe. English is the language of the latest business management in the world and Indian proficiency in English has brought laurels to many Indian business managers. English is a means not only for international commerce; it has become increasingly essential for inter-state commerce and communication. English language comes to our aid in our commercial transactions throughout the globe. English is the language of the latest business management in the world and Indian proficiency in English has brought laurels to many Indian business managers. English is a means not only for international commerce; it has become increasingly essential for inter-state commerce and communication. Some of the states of India are witnessing popular increase in public demand for teaching of English language from the primary classes. Realizing the importance, recently, the Minister of Indian Railways, Laloo Prasad Yadav, demands teaching of English language in schools. The great demand for admission in English medium schools throughout the country is a testimony to the attraction of English to the people of India. Many of the leaders, who denounce English, send their own children to English medium schools. Many of the schools in the country have English as the sole or additional medium of instruction. A language attracts people because of the wealth of literature and knowledge enshrined in it. English poses no danger to Indian languages. The Indian languages are vibrant and are developing by the contributions of great minds using them as their vehicle of expression. English is available to us as a historical heritage in addition to our own language. We must make the best use of English to develop ourselves culturally and materially so that we can compete with the best in the world of mind and matter. English language is our window to the world. English language is one tool to establish our viewpoint. We can learn from others experience. We can check the theories of foreigners against our experience. We can reject the untenable and accept the tenable. We can also propagate our theories among the international audience and readers. We can make use of English to promote our worldview and spiritual heritage throughout the globe. Swami Vivekananda established the greatness of Indian view of religion at the world conference of religions in Chicago in 1893. He addressed the gathering in impressive English. Many spiritual gurus have since converted thousands of English people to our spirituality by expressing their thought and ideas in masterful English. English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world. CONCLUSION: Generally, Standard English today does not depend on accent but rather on shared educational experience, mainly of the printed language. Present-day English is an immensely varied language, having absorbed material from many other tongues. It is spoken by more than 300 million native speakers, and between 400 and 800 million foreign users. It is the official language of air transport and shipping; the leading language of science, technology, computers, and commerce; and a major medium of education, publishing, and international negotiation. For this reason, scholars frequently refer to its latest phase as World English. Thus English is evitable. Thus English will never loose its superiority even in the next hundred years, How to cite English Importance in the Next Few Years, Papers

Transformations Emma and Clueless free essay sample

The universality of themes pervading both Emma and Clueless in correlation with the humanistic, obviously flawed protagonists in both texts, captivates and immerses responders. This engagement leads to an involvement and enjoyment in the composer’s craft, which enables the responders’ to obtain sophisticated insight into the text’s concerns on both subjective and objective levels. Critiques agree that the transformation enables an audience to â€Å"enjoy cultural capital and aesthetic knowledge† while retaining a â€Å"connection to the past through classic text and cutting edge post modernism. † Responders of both texts are positioned to see familiar values and attitudes reflected in different worlds. From a â€Å"time characterised by massive political destabilisation and a strong spirit of change and revolution† as noted in extract one, to a time reminiscent of â€Å"the reluctant emergence of America onto the world stage as a result of two world wars† everything and nothing at all has changed. We will write a custom essay sample on Transformations: Emma and Clueless or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The paradoxical situation we face on a close analysis of both contexts is that though Austen and Heckling lived almost 200 years apart their perceptions and criticisms of the world and the world itself are uncanningly similar. Both composers explore attitudes surrounding gender roles, social hierarchies and the moral development of the protagonist, but use different genres, perspectives and centuries to do so. The restrictive, conservative 19th century society transforms into the promiscuous, fast paced world of 20th century America. The male-dominated patriarchy gives way to the post-feminist world where women take their â€Å"freedom† for granted. However the insular, economically and thus socially privileged world of both protagonists, though somewhat tainted, stays stable and shallow throughout. Though the transformation of contexts is severe, the transformation of the protagonists is somewhat placid in comparison. â€Å"Emma Woodhouse, handsome, clever and rich with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence† but throughout the novel, Austen’s authorial tone and scrupulous irony not only belittles and subtly criticises Emma and her insular existence, but structures an ambiguous work of fiction screaming for higher order thinking in responder and protagonist alike. Emma a bildungsroman text, shows the unlikely yet self proclaimed heroine transform, through incidents of self reflexivity usually encouraged by Mr Knightley, from a strong-headed, yet naive â€Å"matchmaker† into a submissive, romantically complacent wife, the epitome of the philosophical paradigms of the 19th century. The critique of Austen’s society is thus softened, but so too is Emma’s moral transformation. Knightley says of Emma â€Å"You are materially changed since we talked† and she replies â€Å"I hope so for at that time I was a fool. Even so, as Knightley clearly states, she is only â€Å"materially changed† at a very superficial level. Her ways of thinking and role within society remain unaffected and the â€Å"happy endings† of the novel imply that everything will go on as usual, in the microcosmic world of Highbury, a reflection of the rigidly structured and insular 19th century society. Critiques note that â€Å"Cherâ€℠¢s world is paradoxically bigger and smaller than Emma’s† her transformation can be described likewise. Her transformation is similarly superficial to Emma’s, though due to the differing contexts manifests itself in an altered way. The film medium aims to externalise the internal, so Cher’s transformation is depicted visually. We see her transform from a pampered American princess to a more socially compassionate, aware person. The shallowness of her world somewhat lessens as lighter, more realistic washes are progressively used in opposition to the brightly coloured almost cartoon-like washes of the beginning of the film. In parallel to Emma these transformations are equally materialistic, as shown in the impervious tone of Cher’s narrative voice over throughout, her unwavering popularity and fantasies, all culminating in the final scene of the movie. Here we see a changed Cher, not engaging in the fantastical plans of Di and Tai for their perfect weddings, genuinely affectionate to Josh, dressed in an appearingly conservative pale pink dress. All these assumptions are belittled in the throwing of the bouquet scene whereby Cher reverts to her old ways of self preservation and determination in her frivolous attempts to secure the bouquet (and thus Josh’s affections). A high angel shot of the pack of screaming girls with a hysterical Cher centred, reveals the inappropriate length of Cher’s attire simultaneously robbing her of the audience’s previous respect. The superficiality of her transformation is thus depicted, with her actions and motives seemingly unaffected by the previous climatic events of the film. Both protagonists commence and end their journeys of self realisation with â€Å"very little to distress or vex† them, an ambiguous â€Å"happy ending† enabling the text’s concerns to be further interpreted in the responders’ minds. This responder interaction continues as both texts explore issues of gender roles and expectations. The comedy of manners explored in Emma and archetypal characters appearing in Clueless enables us to see the peculiarities of the ways in which men and women relate to each other, we see the mundane as such in a new and insightful way. Extract 5 comments on the transformation of mediums in that â€Å"Emma is grounded in reality while Clueless is a fantastical dramatic parody†. As such the themes are explored differently but the concerns themselves appear almost identical. Both texts explore a certain reliance on men and emphasise the aesthetically valued traits of successful women. In Emma women rely on marriage and thus men for long term security, as such the oxymoron of Miss Taylor’s â€Å"gentle sorrow† sums up the conflicting interests and expectations surrounding gender roles in Victorian times. A woman was expected to be aesthetically pleasing, talented, submissive to her male counterparts and â€Å"a single woman of good fortune was always respectable†. All these values, save the fortune, were encompassed in Jane Fairfax’s characterisation who comes to represent the epitome of a respectable Victorian woman. Mr Knightley, the text’s hero saw in Jane â€Å"the real accomplished woman† Emma wanted to be thought herself. As a â€Å"testament to the 1990s† there is no Jane Fairfax and hence no suggestion of the ideal woman in Clueless. The possibilities are endless and indefinite. The emphasis on aesthetic and social superiority has been transformed into modern times through Cher’s promiscuous costuming and interactions with the opposite sex. When driving atrociously, with No Doubt’s background music â€Å"Just a Girl† Cher appears as a young woman out of control in need of a steadying male influence. Though seemingly independent, Cher resorts to using men to get what she wants. She relies on Josh for driving supervision, rescuing her from her Valley disaster and overcoming the criticisms of her father’s lawyer. Tai too relies on the affections of men to solidify her popularity and social status, while Harriet and Jane Fairfax are indebted to men for both social AND financial security. In the transformation of the texts, specifically their concerns of gender roles and expectations it becomes apparent, through parallel characters and situations, that even in this post-feminist society, very little has changed regarding women’s dependence on men and resulting social status. Or has the change come, been deemed unnecessary and inconvenient to all involved and instead reverted back to the 19th century ways of thinking? Overall, the transformation of Emma, an ironic, romantic novel of Victorian times to the American â€Å"chick flick† Clueless, enables responders to gain an enhanced understanding and involvement in the text’s concerns. Through considering the â€Å"universal† themes of gender roles, self reflexivity and development enjoyment is embedded in the composer’s craft as our world and the world of almost 200 years ago are reflected simultaneously. â€Å"Seldom, very seldom does complete truth belong to any human disclosure † but both composers come close.

Helen Keller, Deaf and Blind Spokesperson and Activist

Helen Keller, Deaf and Blind Spokesperson and Activist Helen Adams Keller (June 27, 1880–June 1, 1968) was a groundbreaking exemplar and advocate for the blind and deaf communities. Blind and deaf from a nearly fatal illness at 19 months old, Helen Keller made a dramatic breakthrough at the age of 6 when she learned to communicate with the help of her teacher, Annie Sullivan. Keller went on to live an illustrious public life, inspiring people with disabilities and fundraising, giving speeches, and writing as a humanitarian activist. Fast Facts: Helen Keller Known For:  Blind and deaf from infancy, Helen Keller is known for her emergence from isolation, with the help of her teacher Annie Sullivan, and for a career of public service and humanitarian activism.Born:  June 27, 1880 in Tuscumbia, AlabamaParents: Captain Arthur Keller and Kate Adams KellerDied:  June 1, 1968 in Easton ConnecticutEducation: Home tutoring with Annie Sullivan, Perkins Institute for the Blind, Wright-Humason School for the Deaf, studies with Sarah Fuller  at the  Horace Mann School for the Deaf, The Cambridge School for Young Ladies, Radcliffe College  of  Harvard UniversityPublished Works: The Story of My Life,  The World I Live In,  Out of the Dark, My Religion,  Light in My Darkness, Midstream: My Later LifeAwards and Honors:  Theodore Roosevelt  Distinguished Service Medal in 1936, Presidential Medal of Freedom in 1964, election to the Womens Hall of Fame in 1965, an honorary Academy Award in 1955 (as the inspiration for the documentary about her life), countless honorary degreesNotable Quote: The best and most beautiful things in the world cannot be seen, nor touched ... but are felt in the heart. Early Childhood Helen Keller was born on June 27, 1880, in Tuscumbia, Alabama to Captain Arthur Keller and Kate Adams Keller. Captain Keller was a cotton farmer and newspaper editor and had served in the Confederate Army during the Civil War. Kate Keller, 20 years his junior, had been born in the South, but had roots in Massachusetts and was related to founding father John Adams. Helen was a healthy child until she became seriously ill at 19 months. Stricken with an illness that her doctor called brain fever, Helen was not expected to survive. The crisis was over after several days, to the great relief of the Kellers. However, they soon learned that Helen had not emerged from the illness unscathed. She was left blind and deaf. Historians believe that Helen had contracted either scarlet fever or meningitis. The Wild Childhood Years Frustrated by her inability to express herself, Helen Keller frequently threw tantrums that included breaking dishes and even slapping and biting family members. When Helen, at age 6, tipped over the cradle holding her baby sister, Helens parents knew something had to be done. Well-meaning friends suggested that she be institutionalized, but Helens mother resisted that notion. Soon after the incident with the cradle, Kate Keller read a book by Charles Dickens about the education of Laura Bridgman. Laura was a deaf-blind girl who had been taught to communicate by the director of the Perkins Institute for the Blind in Boston. For the first time, the Kellers felt hopeful that Helen could be helped as well. The Guidance of Alexander Graham Bell During a visit to a Baltimore eye doctor in 1886, the Kellers received the same verdict they had heard before. Nothing could be done to restore Helens eyesight. The doctor, however, advised the Kellers that Helen might benefit from a visit with the famous inventor Alexander Graham Bell in Washington, D.C. Bells mother and wife were deaf and he had devoted himself to improving life for the deaf, inventing several assistive devices for them. Bell and Helen Keller got along very well and would later develop a lifelong friendship. Bell suggested that the Kellers write to the director of the Perkins Institute for the Blind, where Laura Bridgman, now an adult, still resided. The director wrote the Kellers back, with the name of a teacher for Helen: Annie Sullivan. Annie Sullivan Arrives Helen Kellers new teacher had also lived through difficult times. Annie Sullivan had lost her mother to tuberculosis when she was 8. Unable to care for his children, her father sent Annie and her younger brother Jimmie to live in the poorhouse in 1876. They shared quarters with criminals, prostitutes, and the mentally ill. Young Jimmie died of a weak hip ailment only three months after their arrival, leaving Annie grief-stricken. Adding to her misery, Annie was gradually losing her vision to trachoma, an eye disease. Although not completely blind, Annie had very poor vision and would be plagued with eye problems for the rest of her life. When she was 14, Annie begged visiting officials to send her to school. She was lucky, for they agreed to take her out of the poorhouse and send her to the Perkins Institute. Annie had a lot of catching up to do. She learned to read and write, then later learned braille and the manual alphabet (a system of hand signs used by the deaf). After graduating first in her class, Annie was given the job that would determine the course of her life: teacher to Helen Keller. Without any formal training to teach a deaf-blind child, 20-year-old Annie Sullivan arrived at the Keller home on March 3, 1887. It was a day that Helen Keller later referred to as my souls birthday. A Battle of Wills Teacher and pupil were both very strong-willed and frequently clashed. One of the first of these battles revolved around Helens behavior at the dinner table, where she roamed freely and grabbed food from the plates of others. Dismissing the family from the room, Annie locked herself in with Helen. Hours of struggle ensued, during which Annie insisted Helen eat with a spoon and sit in her chair. In order to distance Helen from her parents, who gave in to her every demand, Annie proposed that she and Helen move out of the house temporarily. They spent about two weeks in the annex, a small house on the Keller property. Annie knew that if she could teach Helen self-control, Helen would be more receptive to learning. Helen fought Annie on every front, from getting dressed and eating to going to bed at night. Eventually, Helen resigned herself to the situation, becoming calmer and more cooperative. Now the teaching could begin. Annie constantly spelled words into Helens hand, using the manual alphabet to name the items she handed to Helen. Helen seemed intrigued but did not yet realize that what they were doing was more than a game. Helen Kellers Breakthrough On the morning of April 5, 1887, Annie Sullivan and Helen Keller were outside at the water pump, filling a mug with water. Annie pumped the water over Helens hand while repeatedly spelling â€Å"w-a-t-e-r† into her hand. Helen suddenly dropped the mug. As Annie later described it, a new light came into her face. She understood. All the way back to the house, Helen touched objects and Annie spelled their names into her hand. Before the day was over, Helen had learned 30 new words. It was just the beginning of a very long process, but a door had been opened for Helen. Annie also taught her how to write and how to read braille. By the end of that summer, Helen had learned more than 600 words.   Annie Sullivan sent regular reports on Helen Kellers progress to the director of the Perkins Institute. On a visit to the Perkins Institute in 1888, Helen met other blind children for the first time. She returned to Perkins the following year and stayed for several months of study. High School Years Helen Keller dreamed of attending college and was determined to get into Radcliffe, a womens university in Cambridge, Massachusetts. However, she would first need to complete high school. Helen attended a high school for the deaf in New York City, then later transferred to a school in Cambridge. She had her tuition and living expenses paid for by wealthy benefactors. Keeping up with school work challenged both Helen and Annie. Copies of books in braille were rarely available, requiring that Annie read the books, then spell them into Helens hand. Helen would then type out notes using her braille typewriter. It was a grueling process. Helen withdrew from the school after two years, completing her studies with a private tutor. She gained admission to Radcliffe in 1900, making her the first deaf-blind person to attend college. Life as a Coed College was somewhat disappointing for Helen Keller. She was unable to form friendships both because of her limitations and the fact that she lived off campus, which further isolated her. The rigorous routine continued, in which Annie worked at least as much as Helen. As a result, Annie suffered severe eyestrain. Helen found the courses very difficult and struggled to keep up with her workload. Although she detested math, Helen did enjoy English classes and received praise for her writing. Before long, she would be doing plenty of writing. Editors from Ladies Home Journal offered Helen $3,000, an enormous sum at the time, to write a series of articles about her life. Overwhelmed by the task of writing the articles, Helen admitted she needed help. Friends introduced her to John Macy, an editor and English teacher at Harvard. Macy quickly learned the manual alphabet and began to work with Helen on editing her work. Certain that Helens articles could successfully be turned into a book, Macy negotiated a deal with a publisher and The Story of My Life was published in 1903 when Helen was only 22 years old. Helen graduated from Radcliffe with honors in June 1904. Annie Sullivan Marries John Macy John Macy remained friends with Helen and Annie after the books publication. He found himself falling in love with Annie Sullivan, although she was 11 years his senior. Annie had feelings for him as well, but wouldnt accept his proposal until he assured her that Helen would always have a place in their home. They were married in May 1905 and the trio moved into a farmhouse in Massachusetts. The pleasant farmhouse was reminiscent of the home Helen had grown up in. Macy arranged a system of ropes out in the yard so that Helen could safely take walks by herself. Soon, Helen was at work on her second memoir, The World I Live In, with John Macy as her editor. By all accounts, although Helen and Macy were close in age and spent a lot of time together, they were never more than friends. An active member of the Socialist Party, John Macy encouraged Helen to read books on socialist and communist theory. Helen joined the Socialist Party in 1909 and she also supported the womens suffrage movement. Helens third book, a series of essays defending her political views, did poorly. Worried about their dwindling funds, Helen and Annie decided to go on a lecture tour. Helen and Annie Go on the Road Helen had taken speaking lessons over the years and had made some progress, but only those closest to her could understand her speech. Annie would need to interpret Helens speech for the audience. Another concern was Helens appearance. She was very attractive and always well dressed, but her eyes were obviously abnormal. Unbeknownst to the public, Helen had her eyes surgically removed and replaced by prosthetic ones prior to the start of the tour in 1913. Prior to this, Annie made certain that the photographs were always taken of Helens right profile because her left eye protruded and was obviously blind, whereas Helen appeared almost normal on the right side. The tour appearances consisted of a well-scripted routine. Annie spoke about her years with Helen and then Helen spoke, only to have Annie interpret what she had said. At the end, they took questions from the audience. The tour was successful, but exhausting for Annie. After taking a break, they went back on tour two more times. Annies marriage suffered from the strain as well. She and John Macy separated permanently in 1914. Helen and Annie hired a new assistant, Polly Thomson, in 1915, in an effort to relieve Annie of some of her duties. Helen Finds Love In 1916, the women hired Peter Fagan as a secretary to accompany them on their tour while Polly was out of town. After the tour, Annie became seriously ill and was diagnosed with tuberculosis. While Polly took Annie to a rest home in Lake Placid, plans were made for Helen to join her mother and sister Mildred in Alabama. For a brief time, Helen and Peter were alone together at the farmhouse, where Peter confessed his love for Helen and asked her to marry him. The couple tried to keep their plans a secret, but when they traveled to Boston to obtain a marriage license, the press obtained a copy of the license and published a story about Helens engagement. Kate Keller was furious and brought Helen back to Alabama with her. Although Helen was 36 years old at the time, her family was very protective of her and disapproved of any romantic relationship. Several times, Peter attempted to reunite with Helen, but her family would not let him near her. At one point, Mildreds husband threatened Peter with a gun if he did not get off his property. Helen and Peter were never together again. Later in life, Helen described the relationship as her little island of joy surrounded by dark waters. The World of Showbiz Annie recovered from her illness, which had been misdiagnosed as tuberculosis, and returned home. With their financial difficulties mounting, Helen, Annie, and Polly sold their house and moved to Forest Hills, New York in 1917. Helen received an offer to star in a film about her life, which she readily accepted. The 1920 movie, Deliverance, was absurdly melodramatic and did poorly at the box office. In dire need of a steady income, Helen and Annie, now 40 and 54 respectively, next turned to vaudeville. They reprised their act from the lecture tour, but this time they did it in glitzy costumes and full stage makeup, alongside various dancers and comedians. Helen enjoyed the theater, but Annie found it vulgar. The money, however, was very good and they stayed in vaudeville until 1924. American Foundation for the Blind That same year, Helen became involved with an organization that would employ her for much of the rest of her life. The newly-formed American Foundation for the Blind (AFB) sought a spokesperson and Helen seemed the perfect candidate. Helen Keller drew crowds whenever she spoke in public and became very successful at raising money for the organization. Helen also convinced Congress to approve more funding for books printed in braille. Taking time off from her duties at the AFB in 1927, Helen began work on another memoir, Midstream, which she completed with the help of an editor. Losing Teacher and Polly Annie Sullivans health deteriorated over several years time. She became completely blind and could no longer travel, leaving both women entirely reliant on Polly. Annie Sullivan died in October 1936 at the age of 70. Helen was devastated to have lost the woman whom she had known only as Teacher, and who had given so much to her. After the funeral, Helen and Polly took a trip to Scotland to visit Pollys family. Returning home to a life without Annie was difficult for Helen. Life was made easier when Helen learned that she would be taken care of financially for life by the AFB, which built a new home for her in Connecticut. Helen continued her travels around the world through the 1940s and 1950s accompanied by Polly, but the women, now in their 70s, began to tire of travel. In 1957, Polly suffered a severe stroke. She survived, but had brain damage and could no longer function as Helens assistant. Two caretakers were hired to come and live with Helen and Polly. In 1960, after spending 46 years of her life with Helen, Polly Thomson died. Later Years Helen Keller settled into a quieter life, enjoying visits from friends and her daily martini before dinner. In 1960, she was intrigued to learn of a new play on Broadway that told the dramatic story of her early days with Annie Sullivan. The Miracle Worker was a smash hit and was made into an equally popular movie in 1962. Death Strong and healthy all of her life, Helen became frail in her 80s. She suffered a stroke in 1961 and developed diabetes. On June 1, 1968, Helen Keller died in her home at the age of 87 following a heart attack. Her funeral service, held at the National Cathedral in Washington, D.C., was attended by 1,200 mourners. Legacy Helen Keller was a groundbreaker in her personal and public lives. Becoming a writer and lecturer with Annie while blind and deaf was an enormous accomplishment. Helen Keller was the first deaf-blind individual to earn a college degree. She was an advocate for communities of people with disabilities in many ways, raising awareness through her lecture circuits and books and raising funds for the American Foundation for the Blind. Her political work included helping to found the American Civil Liberties Union and advocacy for increased funding for braille books and for womens suffrage. She met with every U.S. president from  Grover Cleveland to Lyndon Johnson. While she was still alive, in 1964, Helen received the highest honor awarded to a U.S. citizen, the Presidential Medal of Freedom, from President Lyndon Johnson. Helen Keller remains a source of inspiration to all people for her enormous courage overcoming the obstacles of being both deaf and blind and for her ensuing life of humanitarian selfless service. Sources: Herrmann, Dorothy. Helen Keller: A Life. University of Chicago Press, 1998. Keller, Helen. Midstream: My Later Life. Nabu Press, 2011.

Spanish Verbs Followed by De and an Infinitive

Spanish Verbs Followed by De and an Infinitive One common way of connecting verbs in Spanish that has no full equivalent in English is to follow the verb with the preposition de and an infinitive. A simple example would be a sentence such as Dejaron de fumar, where a conjugated form of the verb dejar (here meaning to give up or to quit) is followed by de and the infinitive fumar (meaning to smoke). This sentence would typically be translated as They quit smoking; although the infinitive after de is translated to English as a gerund, that isnt true in all cases where a verb and de are followed by an infinitive. Note that with most of these verbs, de isnt translated as of or from but gains its meaning as part of a unit with the verb. Commonly Used Verbs Followed by De Following are some of the verbs most commonly followed by de and an infinitive, along with examples of their usage. Note that many of the verbs have to do with ending an action. acabar de (to finish, usually recently): Acabo de leer la biografà ­a de Simà ³n Bolà ­var. (I just read Simon Bolivars biography.)debo de (to have to, to be obligated to):  ¿Quà © medicamentos debo de tomar? (What medications do I have to take?)dejar de (to quit, to abandon): Mi esposa quiere dejar de trabajar para cuidar a nuestro bebà ©. (My wife wants to quit working in order to take care of our baby.)depender de (to depend on): El futuro de nuestra sociedad depende de ganar la lucha al crimen organizado. (The future of our society depends on winning the fight against organized crime.)disuadir de (to dissuade from): La disuadà ­ de ir sola. (I talked her out of going alone.)haber de (should): Todos hemos de aprender a abrazar a los necesitados. (All of us should learn to embrace the needy.)parar de (to stop): Los aficionados no pararon de gritar durante todo el partido. (The fans didnt stop shouting for the entire game.)pensar de (to think about): Pienso de salir entre la 2 y 3 por la tarde. (Im thinking about leaving between 2 and 3 p.m.) terminar de (to quit, to stop): He terminado de creer en la humanidad. (I have quit believing in humanity.)tratar de (to try to): Trata de ser feliz con lo que tienes. (Try to be happy with what you have.) Reflexive Verbs Followed by De Many of the reflexive verbs followed by de and an infinitive involve mental processes and/or actions based on emotions: acordarse de (to remember): No me acuerdo de ver a nadie sacando fotos. (I dont remember seeing anyone taking pictures.)alegrarse de (to be happy to): Se alegra de haber realizado el cambio y afirma que eso era la carrera que estaba buscando. (He is happy to have made the change and says that was the career he was looking for.)arrepentirse de (to regret, to repent of): Mi hija se arrepintià ³ de subir el video de su novio a YouTube. (My daughter regretted uploading the video of her boyfriend to YouTube.)cansarse de (to tire of): Nunca me canso de verte. (I never get tired of seeing you.)jactarse de (to boast about): El presidente se jactà ³ de que la economà ­a estaba estableciendo rà ©cords. (The president bragged that the economy was setting records.)olvidarse de (to forget): Me olvidà © de comprar leche. (I forgot to buy milk.)preocuparse de (to worry about): Como no me he preocupado de nacer, no me preocupo de morir. (cita de Federico Garcà ­a Lorca) (Just as I havent worri ed about being born, I dont worry about dying. (quote from Federico Garcà ­a Lorca)) quejarse de (to complain about): Muchas personas se quejan de trabajar mucho, pero yo les digo que demos gracias a Dios de tener un trabajo. (Many people complain about working a lot, but I tell them lets give thanks to God for having a job.) Key Takeaways Some Spanish verbs are typically followed by de and an infinitive. The combination of the verb and de can be thought of as having a meaning in itself, so that the de usually isnt translated as of or from.Many of the verb de combinations involve the ceasing of action.Many of the reflexive verb de combinations involve mental actions.

Website Critique of Novotel Hotel Essay Example | Topics and Well Written Essays - 3000 words

Website Critique of Novotel Hotel - Essay Example Novotel conducts business in both Brick & Mortar and Click & Mortar modes. Novotel has got offices and a chain of luxurious hotels in major cities all over the world. They provide residential and event arrangement services as well as consultancy for travelling and tourism ventures. Novotel can be approached by conventional means i.e.any one can walk into the office and acquire their services or hire their expertise, such a setup is referred to as Brick & Mortar. Companies and business that do business online as well as by conventional means are referred to as Click & Mortar. Click and Mortar is quite different from pure Click setups yet it is possible to get mixed up between the two. How ever the basic difference is that pure click setups only offer their services online where as Click & Mortar setups do business both online as well as the old fashioned face to face way. Novotel tries to attract individual tourists to use their services in the long run and facilitates its customers in great deal. Novotel offers several packages for summer tours, family packages which are all aimed at locating travelers and tourists round the world in specific seasons. The company wants to retain its customers in the long run and offers several products like loyalty card which provides several facilitations to the customers. Here the web portal acts like a Business to Customer portal i.e. B2C. Novotel intends to attract corporations for establishing their corporate business model. Novotel accomplishes this by offering to organize their business meetings, dinners/lunches, meetings, seminars, conferences and other events at their prime locations. With all these services Novotel secures clients in the corporate sector who need arrangements for their new product launching ceremonies at their premises. Novotel also offers special rates to the corporate delegates, business tour plans and wants to establish long term business relationships with the corporate