Women During World War Two - Free Essay Example

Sample details Pages: 4 Words: 1059 Downloads: 4 Date added: 2017/09/23 Category Advertising Essay Type Argumentative essay Topics: World War 2 Essay Did you like this example? Do you agree with the view that ‘the war changed very little for women’? Before the First World War, women did not have the vote because they were not seen as contributors towards shaping the country, economically or politically. This is because they were confined, practically, to their homes, as all they could do is cook, clean and look after the children. This is when groups like the Suffragists and the Suffragettes formed. Their aim was to gain the vote. However, propaganda against them made women look useless, even more so. Therefore, not much was changing for them. During World War One, as more and more went off the fight in the western front, their availability to work in the factories and offices decreased dramatically. In addition, women did not have much to do at home, as their men were not there. As a result, they were the only option to work in the factories to produce army supplies. This was a massive turn towards achieving a better position in soc iety for women, because they got a chance to prove that they can do more than just domestic work. Women worked from 8 in the morning until 6:30 in the evening, sometimes even until 8, painting planes with dope varnish, and filling shells with gunpowder and TNT. In return, they got illnesses and diseases, and not to mention, a bare minimum pay for their efforts. This goes to show that Britain would have not carried on the war â€Å"without women† as it says in Source 8, because supplies would have decreased drastically, and men fighting would have not been properly equipped to fight. In addition, it obviously presses upon the fact that women were key to success in the war, hence making them just as valuable as men, if not even more so. For that reason, war changed a lot for women because they proved to be of equal importance to men by their efforts during the war to help the men fighting. Having said that, source 8 is a passage from Prime Minister Asquith in 1917. Theref ore, it is probable to say that he had a political agenda to get across with his speech, and this means that he could be saying positive things for women in order to gain support, to maintain his position of power. Nonetheless, this does not make the source useless because the Prime Minister would have recognised women’s contribution in the war; therefore, he may have meant what he said. As mentioned before, women were paid for their work in factories. However, as there was no regulation or law regarding a national minimum wage, factory owners exploited this loophole by giving women lower wages, than they would have to men, and their working conditions were very poor. At the time, class was a major part of character judgement, hence making it inevitable to believe that factory owners would have used the fact that â€Å"very few† women were â€Å"from the middle class† as a reason to not paying women fair wages. This suggests that war changed very little fo r women, as it also says in Source 9, â€Å"it would be wrong, however, to [over]state the extent the changes in women’s role in the labour force†. This strongly advocates that men still thought that women were inferior to them after the war, regardless their contribution to the â€Å"labour force†, therefore, meaning that very little changed for women because they men thought the same of them before and after the war. Even though class was a major issue, women continued to flourish in expanding their range of employment. Fewer women worked in the domestic service by 1918, yet their numbers in munitions, transport, and metals industries steadily rose by the end of the war. These were the kind of jobs that were included as part of â€Å"men’s work†, as it says in Source 8. With these increasing numbers, it goes to show the extent of improvement and change the war made for women because it enabled them to widen their abilities into various fields of work, thus making it easier for them to acquire better jobs. In addition, this steady rise in numbers also proved that women were just as good as men were, in terms of what they were capable to do. As a result, it is plausible to say that ‘war changed very little for women’ is a wrong statement because it clearly did as more and more women got more involved in more industries than domestic work successfully. Regardless of progress made by women by moving into different fields of work by the end of the war, a major problem rose. The problem was that men from the Western and Eastern Fronts, were returning home and they wanted their jobs back. However, as women occupied most of their jobs, there was major uproar, and as a result, factory owners decided to let go of their women employees to make way for the men. In fact, two years after the war there were â€Å"fewer women in work than before the war†, as it says in Source 7. It also states that the jobs wom en had â€Å"were hardly different from before the war†. This means that, not only women lost their post in helping make Britain and greater state; they also went, essentially, back to square one. This is because the jobs that got after the men returned were similar to those before the war- domestic work. This regression proves that war changed very little for women. In conclusion, the First World War certainly helped lift women’s profile up in British society, in terms of value and respect. However, this seems to be the case only during the war when they were required to take jobs at supply factories, where the men would have been. Even though this may seem to be a good thing, women were still being exploited by getting less pay and bad working conditions. Finally, after the war, when the men returned, they were left aside once more, because their use was no longer seen, as there was no longer a ‘War Effort’. As a result, women were seen as a subsid iary workforce on a temporary basis, which leads to state that after the war, they would be put back to square one. Thus, it is appropriate to say that war changed very little for women. Don’t waste time! Our writers will create an original "Women During World War Two" essay for you Create order

Why Marijuana Should Be Legalized Essay - 1605 Words

Table of Contents I. Introduction to Cannabis II. The History of Marijuana III. The Prohibition IV. Economic Benefits of Legalizing Marijuana V. The Medical Benefits of Marijuana VI. Marijuana vs. Alcohol and Tobacco VII. Marijuana Stimulates Creativity and Brain Cell Growth VIII. Conclusion Should marijuana be legalized for recreational and medical purposes? Thesis: Since marijuana is not harshly dangerous to one’s health nor is it a hard narcotic, it should be legalized to promote a positive society. I. Introduction to Cannabis The legalization of marijuana would be a positive aspect in the American society. It has been scientifically proven that it isn’t truly a health risk, and is even less†¦show more content†¦IV. Economic Benefits of Legalizing Marijuana The Controlled Substances Act (CSA) places drugs according to its medical value, how harmful it is, and how addicting is can be. Schedule I is for the most dangerous drugs that can’t benefit a person medically whatsoever, which is the current classification of marijuana. The Budgetary Implications of Marijuana Prohibition by Jeffrey A. Miron, Visiting Professor of Economics, Department of Economics, Harvard University, which was published in June, 2005 concludes certain facts about marijuana. â€Å"Replacing marijuana prohibition with a system of legal regulation would save approximately $7.7 billion in government expenditures on prohibition enforcement, $2.4 billion at the federal level and $5.3 billion at the state and local levels. Revenue from taxation of marijuana sales would range from $2.4 billion per year if marijuana were taxed like ordinary consumer goods to $6.2 billion if it were taxed like alcohol or tobacco. â€Å" Just one years savings would cover the full cost of anti-terrorism port security measures required. Also, our government takes an excessive amount of money from our taxpayers for it; It’s been reported that enforcement of state and local marijuana laws annually costs US taxpayers an estimated $7.6 billion. The prohibition hasn’t given the intended results of people not associating with it. Total US marijuana arrests increased 165% during the 1990s. California alone savesShow MoreRelatedWhy Marijuana Should Be Legalized1014 Words   |  5 Pagesreason that marijuana should be legal is that there is no good reason for it not to be legal. Some people ask why should marijuana be legalized? but we should ask Why should marijuana be illegal? From a philosophical point of view, individuals deserve the right to make choices for themselves. The government only has a right to limit those choices if the individuals actions endanger someone else. This does not apply to marijuana , since the individual who chooses to use marijuana does so accordingRead MoreWhy Marijuana Should be Legalized1510 Words   |  7 Pages12 16 January 2015 Why Marijuana should be legalized Multiple studies have found that marijuana is less harmful than alcohol and tobacco yet somehow is still considered a schedule 1 drug along with other more extreme drugs such as heroin. Marijuana is the leaves and shredded flowers of hemp plant called Cannabis sativa which is usually a green or gray mixture. Marijuana can be not only smoked in the form a joint, blunt, bowl, bong, etc but can also be eaten. Uses of marijuana can be medically orRead MoreWhy Medical Marijuana Should Be Legalized1245 Words   |  5 PagesWhy Medical Marijuana should be legalized all over all the United States. In today’s society, debates regarding legalizing Medical Marijuana occur frequently. The discussions arise in almost every state. Both sides bring solid arguments; however, opponents of the approval are facing the fact, which is very hard to ignore. Medical Marijuana has proven to cure people with life-threatening diseases much more effectively than official treatments; to have second-to-none side effects; and to be aRead MoreWhy Marijuana Should be Legalized Essay622 Words   |  3 Pagesyears ago and perhaps even more than 12,000 years ago. It is considered by many to be one of the most resourceful crops on earth. It can be used for industrial, medical, and recreational purposes. Rather than waging war on marijuana users, this resourceful crop should be legalized and utilized. nbsp;nbsp;nbsp;nbsp;nbsp;The cannabis sativa plant produces more protein, oil, and fiber than any other plant on earth. 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However, pro-drug advocacy groups, who support the use of illegal drugs, are making headlines. They are influencing decision making thru legislation and having a significant impact on the national policy debate here in the United States andRead MoreWhy Marijuana Should be Legalized Essay example1689 Words   |  7 PagesDebate on why Marijuana should be legalized Marijuana is a public name for an illegal substance (drug) produced from the Cannabis (Cannabis sativa) plant. It is also called weed, ganja, grass, kaya and pot. The drug has many chemical compounds and in particular, it has THC (delta-9-tetrahydrocannabinol) which is responsible for changing mind functions leading to alternations of cognition, mood, behavior, perception and consciousness. â€Å"It is the most widely used illicit substance in the world† (WorldRead MoreEssay about Why Marijuana Should Be Legalized1554 Words   |  7 Pageserroneous. Early in the 1900s, a surge of Mexicans immigrated to the U.S., and the marijuana they brought with them was quickly associated with them. In the 1930s, tensions between white Americans and Mexican immigrants were heightened due to the Great Depression, and the use of marijuana was ultimately prohibited for the general public in 1937 with the Marijuana Tax Act (Marijuana Timeline). By the 1960s, marijuana became a symbol of count erculture, and the government stopped any research involvedRead MoreLegalization of medical marijuana at the federal law Essay1653 Words   |  7 Pagesï » ¿ Why should marijuana be legalized? Marijuana can be argued for different reasons. In my case I will be arguing the medical purposes for legalizing marijuana. Marijuana has positive features, and how people prefer using marijuana. Marijuana helps individuals get through a variety of things that they suffer. Marijuana provides relief from pain, rather than other medications out there. Many individuals prefer marijuana over anything else to relax. An argument on why people using marijuana spendRead MoreLegalization Of Marijuan It Is A Criminal1470 Words   |  6 Pagesago, CNN the world s most recognized news station. They were showing a story about how medical marijuana helped a three years old girl, who was suffering from a several epilepsy. From the story, this three year old girl could have a hundreds of seizures within a day. However, one day his father, who was a retired military, he made a research and found a good testimonies about how a medical marijuana helped these men, chi ldren, and women with the same condition as his daughter. Therefore, he decided

History of American Education Free Essays

string(265) " of the equal protection of the laws, with all that it could be held to require in making sure that the laws themselves were genuinely equal, was written into the Constitution and transformed from a common and weak ideal into a optimistic commitment of government\." Every human infant comes into the world devoid of the faculties characteristic of fully developed human beings. The process of growing up is the process of the development of the child’s faculties. The overwhelmingly important aspect of the growing-up process is mental, the development of mental powers, or perception and reason. We will write a custom essay sample on History of American Education or any similar topic only for you Order Now Margaret Szasz`s `Education and the American Indian: The Road to Self-Determination Since 1928 Margaret Szasz traced the evolution of federal American Indian educational policy during a critical span of time beginning with the Meriam Report in 1928 through the Kennedy Report of 1969 and the consequent passage of the Indian Education Act. These reports which resulted from intensive government sponsored studies of conditions in American Indian life, provided the impetus for important changes in Indian Administration and ultimately influenced a federal policy shift away from the earlier assimilationist ideology toward a culturally pluralistic perspective which fostered the possibility of self determination for American Indian nations. In American Indian education from 1928 to 1973 there are two types of studies that have become popular. These are historical monographs on regional or tribal education and general accounts of contemporary Indian schooling. The Meriam report suggested that education should be the primary function of the Indian bureau. It advised that Indian education be geared for all age levels and that it be tied in closely with the community. It encouraged construction of day schools to serve as community centers and proposed extensive reform of boarding schools, including the introduction of Indian culture and revision of the curriculum so that it would be adaptable to local conditions. In addition, the report attacked the physical conditions of the boarding schools, the enrollment of preadolescent children, and the inadequacy of the personnel. It recommended that salaries and standards be raised and that a professional educator be appointed Director of Education. (Margaret Connell, 1999)Utilizing archival materials, congressional records, and interviews, Margaret Szasz focuses on those systems of Indian education directly impacted by the federal government and federal policy. The assimilation programs of the Dawes Act era, the reform movements of the New Deal with the accompanying positive attitude toward Indian cultures, the economic impact of World War II and the disastrous termination measures of the early 1950s are analyzed for their effects on education in day schools and the on- and off-reservation boarding schools directed by the Bureau of Indian Affairs (BIA). She presents the emerging power of â€Å"Self-Determination† from the supportive legislation of the Kennedy/Johnson years and the setbacks of the Reagan era to the present administration, and the resulting growth of yet another genre of education for American Indian people – tribally controlled schools and colleges. Szasz closes the most recent chapter in American Indian education policy with the story of the rise and expansion of tribally controlled colleges concluding that â€Å"their commitment to community, to students, and to future leadership among tribal peoples suggests that they serve as the hope for the future for American Indians. Szasz closes the most recent chapter in American Indian education policy with the story of the rise and expansion of tribally controlled colleges concluding that â€Å"their commitment to community, to students, and to future leadership among tribal peoples suggests that they serve as the hope for the future for American Indians. † In this work Szasz has shown herself again to be the consummate researcher, presenting a sensitive but objective, comprehensive account of federal American Indian educational policy. Education in United States was segregated upon race. For the most part, African Americans received very little to no education before the civil war. In the south where slavery was legal, many states enacted laws which made it a crime for blacks to even be able to read, much less attend school alongside white classmates. After the civil war and emancipation blacks still received little help from the states themselves. The federal government under the radical republications, set up the freedman’s bureau to help educate and protect former slaves and passed several civil rights bills, but neither survived the end of reconstruction in 1877. The idea of equality in America has owed much to its proven ability to get used to varied and often argumentative environments by meaning different things to different minds, and furnishing rival interests with equally satisfying terms of moral reference. All of which throws some doubt on the undeniable character claimed by the Republic’s founders for human rights determined forever by the laws of nature. The idea of equality been able to stamp an unmistakable and lasting imprint on social institutions. The Great Awakening, within certain very marked restrictions and with correspondingly limited consequences, was probably the first such period after colonial institutions had taken a settled shape. Accordingly it is chronologically the first to appear in the pages that follow; and because it’s religious character merges with the theme of the attitude of the state towards the individual’s moral identity, giving the subject an inherent unity which bears on all other aspects of equality, two separate chapters are dedicated to that dilemma. The American Revolution and its consequences composed another period of upheaval. For all the rhetoric and invocations of principle that accompanied the election of Thomas Jefferson in 1800, and the policies of Andrew Jackson from the early campaigns for his election through his veto of the Bank bill and other pronouncements to his retirement in 1837, the administrations of these publicly dedicated reformists did little to deflect the advancing inequalities that characterized the distribution of wealth and all that followed from it. The Jacksonian affirmation could be described in terms of the comparatively new concept of equality of opportunity, an imperfectly digested notion which actually conflicted with other egalitarian precepts, held by some of Jackson’s contemporaries to be of even more urgent importance. It was only with the tremendous upheaval wrought by the Civil War, and then after more moderate policies had failed for political reasons that the principle of the equal protection of the laws, with all that it could be held to require in making sure that the laws themselves were genuinely equal, was written into the Constitution and transformed from a common and weak ideal into a optimistic commitment of government. You read "History of American Education" in category "Papers" The language of equal protection, however, soon proved to be as flexible as the blurred idea of equal prospect. Soon after achieving the modest and, as it seemed, short-lived triumphs of the Fourteenth and Fifteenth Amendments, egalitarians lost their grip on American development more completely than ever before. The idea of equality thus revealed over the two hundred years of the nation’s independent survival a tenacity which afforded a strange kind of glamour to American claims and pretensions, and a kind of explanation to the offer or threat of social justice which America had always seemed to hold out to the common people in face of the empires, monarchies, priesthoods, and social hierarchies of the Old World. This tenacity of egalitarian principles owed a great deal to the historical structure of American institutions and to the formal and constitutional beginning of the American nation; and in the same way the idea owed much of its strength to the fact that equality had entered into the language of justice in a more explicit and more public manner than in most simultaneous political systems. The movement in this course, through which equality began to define the obligations of government to the people, had its deeper origins in the nineteenth-century America, gained power to affect the character of religious, legal, and political institutions in the middle of the nineteenth century, and emerged in the higher reaches of popular thought as a successor to the idea of the Great Chain of Being. (Pole, 1979) Development of common schools 1820 – 1890 The motivation to provide a public school education for all children was twofold. First was the desire to indoctrinate them with religious teachings to assure the continued existence of a devotee and moral populace. A second motivation for providing public education was the need to educate for social, economic, democratic and national reasons. There was a common belief that the democratic representative government would fail unless the state took a real responsibility in educating the children of all people. Common schools at this point were in bad shape, they were poorly attended, and basically taught by whomever available. The direction of education at this time was influenced by the teaching methods of Prussian schools, as developed by Pestalozzi. These schools were opened through all over the state. The shift towards accountability, outcomes, and higher expectations in our schools is leading us in the right direction, although we recognize that schools face legitimate difficulties during this change process. But the response to these challenges should not be to back down on expectations for students with disabilities and those who have been perceived as unable to meet the standards. Policymakers and practitioners must remain committed to the goal of closing the achievement gap for all students. To lessen this commitment would be to return to the days and the mindset that only some students could and deserved to be taught to high standards. We now know that by setting high expectations, and helping students, teachers, administrators, and family members reach those high standards, we can close the achievement gaps for all students. The educational landscape for students with disabilities is undergoing vast changes. Thanks to the Individuals with Disabilities Education Act (IDEA) and its push for increased access to education for students with disabilities, and the No Child Left Behind Act (NCLB), with its push for improved student outcomes, educators across the U. S. are reexamining their practices to find ways to close the achievement gaps between groups of students. Students with disabilities are a focus of this attention, as schools and states labor to improve their academic outcomes. The Progressive Era 1890 – 1950 The Progressive era has long been noted as an era of national administrative expansion combined with the growth of newer progressive and egalitarian idealism. One would expect this era to be one of great expansion of the central administrative capacity in the area of education as well. Curiously, this outcome is not what we find. To explain this puzzle, we must remind ourselves of what the Federal government had already given the states to promote education rich tracts of land that came to form the endowments that states built upon during this period. By the end of the 19th century and continuing into the early 20th, the development of secondary education for the masses was well underway. Between 1890 and 1920, the US secondary school population grew from 360,000 to over 2. 5 million. Educational Equality and its future in America Justice is the first virtue of social institutions, and of the institutions which regulate schooling no less than others. Education policy, just like social policy more generally, should be guided principally by considerations of justice and only secondarily by pragmatic considerations such as what compromises must be made with existing social forces opposed to justice in order to optimize the justice of the existing institutions. The â€Å"equally good provision† for each individual child is the meaning of equality in education. Different readers will interpret â€Å"equally good provision† differently depending on their conception of what constitutes a good education. The equality consists in ensuring that social class background and racial background have no impact at all on achievement and that inequalities of achievement that have a significantly unequal impact on the life prospects of individual children are unjust. Equality led reforms might deploy choice, but they do so only in the service of equality, either because choice will directly produce greater equality or because permitting choice will allow policymakers the political freedom to implement other measures that will produce greater equality. Reference: 1. J R Pole, The pursuit of Equality in American History, University of California Press, 1979 2. Matthew Hirschland, Sven Steinmo, The federal Government and American Education, University of Colorado, Boulder, 2001 3. Margaret Connell Szasz, Education and the American Indian: The road to self-determination since 1928 How to cite History of American Education, Papers

Architectural Branding free essay sample

The 4P’s have been extended to 7P’s namely: Price, Place, Promotion, People, Physical Evidence and Process. Architectural Branding is an important element of Physical Evidence very strongly prevailing in International Brands e. g. Calvin Klein, Nike town, DG, Prada etc. With the changing Indian Market scenario and customer awareness Indian Brands have now realised to incorporate the culture of Architectural Branding as an important brand element. Possibly Brands like Colour Plus, Wills Lifestyle, Sepia also are trying to incorporate the concept of Architectural Banding. Therefore through an exploratory research on the related topics of branding it was felt that architectural branding will help us in the long run in the industry and would widen our horizon of knowledge. Down the line I felt that this concept would be taught to us in our course curriculum of Fashion Management. Through this topic of Architectural Branding we would get to learn about basics of Architecture, Interior Design and Design Space and relating these subjects to the Market Research and Consumer Behaviour. We will write a custom essay sample on Architectural Branding or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Information Needed ? Introduction to Architectural Branding Concepts of Architecture †¢ Material †¢ Types of Structure ? Architecture in Retail †¢ Exteriors †¢ Interior Design †¢ Store Layout, Design