E.S.P.

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E.S.P.

(Extrasensory Perception)

What is?

ESP is most commonly called the "sixth sense." It is sensory information that an individual receives which comes beyond the ordinary five senses sight, hearing, smell, taste, and touch. It can provide the individual with information of the present, past, and future; as it seems to originate in a second, or alternate reality.

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The term ESP has been indicated that it was in activity during Biblical times. Although there is no clear evidence as to the certainty of the phenomena it has attracted the attention and enthusiasm of many throughout the centuries. It was 1870 when a French researcher, Sir Richard Burton, who started to describe the ability of a person who had been hypnotized or were in a trance state to externally sense things without using their ordinary senses. Another researcher, several decades later, Dr. Rudolph Tischner, used ESP in describing the "externalization of sensibility." But not until an American Parapsychologist in 10 popularized the term to include psychic phenomena similar to sensory functions. His name is Joseph Banks Rhine, a pioneer in the science of parapsychology revolutionized the research into the subject. The first-card guessing ESP experiments were conducted by Rhine at Duke University in 10. The cards consisted of five designs, now called ESP symbols, a square, a circle, a plus sign, a five pointed star, and a set of three wavy lines. In the classic Rhine experiments on ESP, the subject basically tries to guess or call the order of the five symbols when they are randomly arranged in a deck of 5 ESP cards. Basically, the chances of the subject are one out of five or zero out of five.

Another factor that researchers and experimenters must watch for in ESP and all psychical experiments is preconceived or previously learned knowledge. This concerns any knowledge which might influence the subjects activity. For instance, a person might say she sensed her son would call her on the phone on a certain day at that specific time. If the son had previously called her in such a fashion, then her sensation must be suspect for it might have been based upon knowledge of her son's previous performance. A person might strongly feel that he would receive an email message from a friend on a certain day, and he does; but, can this be considered a ESP phenomenon considering that this person had not head from the other person for sometime and was expecting the message. The point being made is that when dealing with psychic phenomena all factors must be considered when examining the performance.

What causes disorder?

The claims for ESP fall down into four general categories

- Telepathy - a person's awareness of another's thoughts, without any communication through normal sensory channels.

- Clairvoyance - knowledge acquired of an object or event without the use of the senses.

- Precognition - knowledge a person may have of another person's future thoughts, or of future events.

- Psycho-kinesis - a person's ability to influence a physical object or an event, by merely thinking about it.

The evidence cited for ESP is usually anecdotal. Sometimes it is claimed, however, that scientific tests at respected research institutions have conclusively demonstrated that ESP exists; or government tests have proved it. Sometimes proponents cite specific experiments as having confirmed the existence of ESP. In fact, it is the essentially unanimous opinion of psychologists that the existence of ESP has not been shown. All procedurally valid and reproducible experiments have failed to demonstrate the existence of ESP.

What I've learned about this topic

Existence of ESP hasn't been demonstrated in either everyday life or the laboratory. Further, the claims for ESP run counter to well-established, well-tested laws of nature. To be consistent with the rules by which reality is regulated, ESP would require elaborate, highly specialized organs for sending and receiving ESP radiation - organs that are not evident. The ESP radiation should be detectable directly and capable of study by sensitive instruments. Such instruments do not exist because such radiation doesn't exist in any recognizable form. The more closely ESP has been studied in the laboratory, the smaller the effects become. ESP, if it does exist, is plainly very weak. It is becoming more difficult for its proponents to distinguish between non-existence and an effect that is so vanishingly small that it could have no practical consequences.

Why I picked this topic?

For some reason I really enjoy weird things. I love the movie "Sixth Sense" or "The Ring." They were both related to this topic so I basically just decided to do what interest me the most. This whole Essay doesn't necessarily explain what ESP does actually stand for but it tells more about what it really is.

Bibliography

www.about.com

http//www.reall.org/newsletter/v05/n0/esp-fact-sheet.html

http//www.themystica.com/mystica/articles/e/esp_extrasensory_perception.html

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Indefinite Cultural Possibilities

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When a young man wearing a University of Washington T-shirt and shorts comes up alongside of you and runs past you very quickly on campus, you will most likely automatically assume that he is exercising. To you as an observer and a member of the campus community, it is obvious as to what he is doing, even though there could be many possible reasons for his running across campus. Whatever the events that take place in our lives may be, we can almost always make meanings out of them through some interpretive or cultural background that we have come to belong to. In his essay How To Recognize a Poem When You See One Stanley Fish explains that the different ways we create meaning about events comes directly from the interpretive communities of which we are a part. The critic E.D. Hirsch, arguing about what perspective one must take in order to interpret a text in his essay ¡°Faulty Perspectives,¡± claims that a ¡°text cannot be interpreted from a perspective different from the original author's¡± (Hirsch 4). Although these two authors disagree on how a text should be interpreted, what they are stating leads me to believe that it is in every human being's capabilities to acquire multiple, ever-expanding interpretive communities or in a greater sense, cultural perspectives. Someone might argue that irresolvable conflicts among unique sets of values from the different perspectives we assimilate will arise and cause confusion to our understanding of the world, therefore human beings are not able to acquire multiple cultural perspectives indefinitely. However, from what the two authors write in such adamant belief and from my real life experiences, the ability in humans to indefinitely assimilate various cultural perspectives and resolve any conflicts that arise is undeniable.

The experience I had in my life, of going to a completely different country to live, as well as the same experience millions of others had, proves the existence of the universal capacity of humans to assimilate multiple cultural perspectives. Approximately three years ago, I went on a plane with my family and ventured all the way from China to this new world, America, for reasons complicated and irrelevant to our discussion. As I got off the plane, all I could see was people with different hair colors, eye colors, and countenances from mine, and all I could hear was people who were speaking in a language with most of the words that I could not make the meaning out of. I still remembered that bewildering moment when I was standing petrified among people of such a different culture and wondering what happened to the place I belonged. Yet somehow I had the feeling that everything would be just fine. Three years later now, I am writing this paper, thinking in the same general context of American literature as my classmates, and applying the great amount of knowledge about writing in English that I have acquired to articulate the belief that I come to believe in. I am able to engage in conversations freely with classmates about what's on TV, movies, and class schedules in the same perspective as theirs. It is obvious that I have assimilated this completely different cultural perspective into my own system of cognition and knowledge.

Likewise, through out the course of one's life, one can easily find oneself in many different interpretive communities acquired through experience. As a student of a university, or a student of a particular class, or even a member of a student organization, we interpret events differently. We adjust so naturally from one role to another and from one interpretive community to the next that we don't realize it is us who, through the natural process of adaptation, learn the particular set of concepts for each community in order to perform the normal tasks as defined in that group. Introducing the experiment of turning an assignment into a poem, Stanley Fish argues that ¡°the assignment we all see is no less the product of interpretation than the poem into which it was turned,¡± and that ¡°it requires just as much work, and work of the same kind, to see this as an assignment as it does to see it as a poem¡± (Fish 0). The work required to see the list as an assignment is done ¡°in the course of acquiring the huge amount of background knowledge that enables you and me to function in the academic world¡± (Fish 0). Therefore, the logic follows that in our lives we do not innately possess these different ways of interpretation, but through the process of assimilation, we incorporate them into our systems of cognition and choose from them one primary interpretive community to apply at any given moment.

Through our own thoughts, our instructors, and our interactions with others, many common perspectives and much common knowledge are formed without the members of the community even realizing what is going on. This is best demonstrated by the fact that when I first came to this country, although I did not deliberately strive to assimilate the new culture, through interactions with everyone around me, I gradually became more and more furnished with the common perspectives. Similarly, the students mentioned in Fish's essay interpreted the list of names as a poem because they were consistently educated to think poetry and explicitly informed that the list was a poem. They could have just as easily perceived the list as an assignment if they were advised to, since they acquired both the perspectives in the general academic interpretive community and in the specific poetry class. This ease in switching between acquired interpretive communities undoubtedly proves that multiple interpretive perspectives can be acquired by us with ease.

On the other hand, some might say that different interpretive communities would cause confusion in the process of creating meanings, since particular concepts of some communities are very different from the others. For example, the assimilation process I experienced has certainly caused conflicts between the old set of cultural values and the new definitions. Understanding the respected virtues of a culture is essential to our everyday living. One of the highest valued virtues in a person of the Chinese culture is modesty, which is to not be too competitive and to always consider ¡°saving face¡± for the other person. On the contrary, American culture tends to value the competitiveness of a person more. I had the most difficult time trying to resolve this conflict between the fundamental values of the two cultures. Someone might argue that because in general these inflicted conflicts are irresolvable, humans can never assimilate multiple cultural perspectives indefinitely. I would respond to the argument with the fact that although conflicts were indeed inflicted by cultural differences, I overcame them and turned out to acquire the essence of both cultures. As time passed and I had more experience in dealing with the difference between the concepts of modesty and competitiveness, I gradually learned to cope with it and found my unique way of balancing the modesty and competitiveness in me. This experience made me realize that no irresolvable conflict could ever hinder our acquiring of various cultural perspectives because of the unlimited capacity of human's mind to expand and accumulate cultural possibilities.

The interesting question here is, how do we keep expanding our cultural perspectives; is it an innate, natural process, or a forced, obligatory one? I believe that it is an intrinsic ability in humans to adapt to different cultural perspectives. In the following quote Hirsch claims that

Cultural subjectivity is not innate, but acquired; it derives from a potential, present in every man, that is capable of sponsoring an indefinite number of culturally conditioned categorical systems. It is within the capacity of every individual to imagine himself other than he is, to realize in himself another human or cultural possibility (Hirsch 47).

Apparently he believes in the capacity of every living human to learn and adapt to a new cultural perspective. He explains that ¡°we can understand culturally alien meanings because we are able to adopt culturally alien categories¡± (Hirsch 46). I strongly agree with him because after going through the experience of living in a different country with culturally alien categories, I realized in myself another cultural possibility that I had never imagined of, a cultural possibility that not only expanded my perspective in observing the world but also made me discover the potential capacity in me to expand. Therefore, I believe the ability to adapt to different cultural perspectives is innate in all human beings.

Just like I have the capacity to assimilate both cultures I lived in, Hirsch and Fish would be able to acquire each other's opposing interpretive communities if they experienced differently, all because of the ability in humans to assimilate multiple interpretive communities. Hirsch's major argument in his essay is that a valid interpretation of a text can only be from the original author's perspective, while Fish disagrees and believes that the perspective people take when they interpret a text can vary depending on what interpretive community they are involved in. This divergence on the issue of the perspective one takes when interpreting a text is itself an illustration of the capacity of humans to acquire and accommodate different perspectives. Hirsch believes in his major argument because he is in an interpretive community that fights for the authenticity of a text and the authorship of the author. It is a perspective in an interpretive community he acquired and belonged to. On the other hand, through experience Stanley Fish belongs to an interpretive community which believes that it is trivial for authors like Hirsch and Barthes to fight over texts and authors because interpretation of a text and the text are related through social organizations. He argues that ¡°there can be no adversary relationship between text and self because they are the necessarily related products of the same cognitive possibilities¡± (Fish 15). Consequently, the diverging arguments made by Hirsch and Fish all originate from the innate ability of humans to acquire different perspectives through experience. Some people might say that the disagreement in arguments they have is generated from the fact that the two different interpretive communities they are in are exclusive to each other, that when they are in one of them they can not acquire the other, and that the capacity of humans here is limited. However, it is also valid to point out that it might have simply been the experience they had in their lives that lead them to choose to be in their respective communities, and if hypothetically the two men's lives are exchanged completely, then they probably would be taking the other's stance ¨C their roles switched. And that shows the capacity in humans to adapt to multiple, different interpretive communities.

After analyzing what Stanley Fish and E.D. Hirsch write about interpretive perspectives and my life experience as a foreigner, it is clear that human beings do possess the great gift of being able to assimilate different cultural perspectives indefinitely. Even though at the beginning of every act of adding a new perspective, there might be conflicts caused by the contradictory sets of principles, in the end the conflicts will be resolved by the process of learning. These different interpretive communities, or in a greater scale, cultural perspectives that we acquire throughout our lives define what we think, how we interpret events, and who we are. The existence of the unlimited capacity in humans to expand our minds indicates that given a certain amount of freedom to choose, we are not, in any way, constrained to a certain possibility of life. Ultimately, the capacity to adapt is what makes human beings different from any other species on this planet, a species that can evolve not only genetically, but also culturally. Works Cited

Fish, Stanley. ¡°How To Recognize a Poem When You See One.¡± Academic Discourse Readings for Argument and Analysis. Ed. Gail Stygall. rd ed. Mason Thomson Learning Custom Publishing, 00. 0-15.

Hirsch, E.D. ¡°Faulty Perspectives.¡± The Aims of Interpretation. Phoenix ed. Chicago University of Chicago Press, 178. 45-4.

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What is the evidence re: Otitis Media and its effect on language development?

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Otitis Media with Effusion (OME) is recognised as one of the most prevalent childhood illnesses. OME is described as an inflammation in the middle ear that is usually associated with a build-up of fluid. When this occurs several times a year, it is referred to as recurrent otitis media (ROM) (Casby, 001).

There is extensive and emerging research surrounding the connection between ROM (with associated hearing loss) and speech-language development. Although multitudes of research findings and explanations exist, a consensus about the impact of ROM on speech-language development has not yet been reached.

Although the evidence base in the literature is inconclusive, there is a general consensus that hearing is the primary avenue for language learning, social communication and interaction, and education. Almost any hearing loss has a negative impact on language learning and academic development (Madell, 18, p.). Therefore if hearing loss occurs within the first years of a child¡¦s life (during the period of pre- and early verbal development) it is likely to effect auditory processing, later communication development skills and academic achievement and hence place the child at risk for lowered speech-language outcomes (Boswell, 1).

Numerous studies are prospective and hence considered the optimal design for studies. However, with the exception of a few, most present variable results and are less conclusive about the relationship between ROM and language development. In contrast, others are restricted by their retrospective nature presenting methodological flaws, yet provide conclusive evidence that OME has a marked negative effect on speech-language development. It is noted that many studies vary considerably due to a number of factors (sample size, socio-economic status (SES), lack of valid and reliable measures of hearing.

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The following studies provide evidence of a relationship between ROM and speech-language development;

„h Friel-Patti & Finitzo (10) (prospective study) „³ relationship between OME and language is mediated by hearing.

„h Shriberg, L., Friel-Patti, S. Flipsen, P., & Brown, R. (000) „³ ¡§OME and associated elevated hearing levels increase the risk for lowered speech-language outcomes at years of age¡¨ (Shriberg et al., 000)

„h Groenen, P. Crul, T,. Maassen, B. & Van Bon, W. (16) „³ ¡§children with OME experience demonstrate a greater mean ¡§just noticeable difference¡¨ (JND) than children without early OME experience.¡¨ (p.4)

„h Paradise. J, et al. (000) „³ persistent early-life MEE causes slight impairments of receptive language and verbal aspects of cognition.

„h Shriberg, L., Kertoy, M.K., Katcher, M.L., & Block, M.G. (000) „³ study supports a positive relationship between ROM and speech development

In contrast, the following found a negative correlation between ROM and speech-language development;

„h Paul, R., Lynn, F. & Lohr-Flanders, M. 1 „³ no differences in expressive language outcomes in either group that could be firmly attributed to a history of ROM.

„h Grievink, E. Peters, S, Van Bon, W, & Schilder. A. (1). „³ a history of OME was present amongst - 4 year-old children, but did not have a negative consequence for language performance at 7 years of age.

It is evident that the current literature on ROM and language development is overflowing with reports of inconclusive findings. Therefore, the argument still remains unpersuasive as to whether ROM (with associated hearing loss) has long-term consequences on speech-language development.

Possible implications of this evidence for Speech Pathologists

The possibility of ROM and its associated hearing loss introduces new responsibilities for health professionals, particularly Speech Pathologists (SP). The SP may be the first point of contact and although they may be unable to provide caregivers with conclusive evidence regarding the impact that ROM has on speech-language development, they are able to contribute in the areas of;

„h Diagnosis and referrals,

„h information provision (emphasise to the family the importance of hearing for communication and increase awareness and education)

„h monitoring (changes in responsiveness to sounds) (Boswell, 1, p.15)

If the SP ensures hearing is tested it can be accepted / eliminated as a contributing factor to speech-language development.

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Women's Rights

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Women's Rights

"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has," commented Margaret Mead after a lifetime of observing diversity in cultures from around the world. After 150 years of fighting for equality among the sexes, people today have no idea of the struggle that women went through so that women of future generations could have the same privileges as men. Seven generations have come since the women's rights movement and the women of these generations have different opportunities in family life, religion, government, employment, and education that women fought for. The Women's Rights Movement began with a small group of people that questioned why human lives, especially those of women, were unfairly constricted. These women also worked deliberately to create a better world.

The movement marks it's beginning as July 1, 1848. This movement didn't just happen because someone thought that it was time for women to have the same rights as men, women of all ages came together at the start of it in order to fight for equality among the sexes. Women have affected changes in laws and human nature by holding meetings, petition drives, lobbying, public speaking, and also by demonstrating nonviolent resistance. Leaders of the movement fought for freedom in family life, government, religion, employment, and education. Over the years, they have successfully gained access to these freedoms and luxuries because a group of women never gave up and fought for the things that they believed in.

As a leader of the Women's Rights Movement, Elizabeth Cady Stanton drafted the "Declaration of Sentiments" which drew its inspiration form the Declaration of Independence. Through this declaration, Stanton enumerated areas of life where women were treated unjustly compared to the treatment of men. By using this writing, Stanton campaigned for women's rights by paralleling them to the "American Symbol of Liberty." The most famous arguments from the writing that are heard over and over again throughout the duration of the movement was "We hold these truths to be self- evident by their Creator with certain inalienable rights that among these are life, liberty, a and the pursuit of happiness."

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"The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having indirect object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to candid word," said Stanton of the abuses of women. After having said this, she went into the specific abuses. The offenses included married women were legally dead in the eyes of the law, women were not allowed to vote, women had to submit to laws when thber had no voice in the in their formation, married women had no property rights, husbands had legal power over women and responsibility for their wives to the extent that they could imprison or beat them with impunity, divorces and child custody favored men and gave no rights to women, women has to pay property taxes even though they could not have any access to property ownership, most occupancies were closed to women but the women who worked earned a fraction of the salary of men, women were not allowed to enter professions, women had no right to and education after high school, women could very rarely partake in any church function, and finally, women were robbed of their self-confidence and self-respect, therefore making them completely dependent on men.

Upon introducing those offenses to other women, Stanton and other leaders of the movement began planning the first Women's Rights International Convention that was to be held in Seneca Falls, New York, July 1-0, 1848. During the two-days of discussion at the convention, the Declaration of Sentiments and twelve other resolutions received unanimous endorsement. The only resolution that did not pass was the call for women's enfranchisement. To most, the idea that women should have the right to vote was inconceivable and unheard of.

The suffrage victory drew near in 11. Around this time, the National American Woman Suffrage Association was in the process of reconfiguring itself into the League of Women Voters. Through this league, members would ensure that women would take their hard-won vote seriously. They would also make sure that women used the privilege wisely.

Shortly after the formation of the League of Women Voters, the Women's Bureau of the Department of Labor began in 10. The purpose for establishing the Bureau was to gather information about the situation of women at work. It also advocated for changes that it saw necessary to society. Many women voters also became actively involved by lobbying for legislation to protect women workers from abuse and unsafe working conditions.

The Women's Bureau of the Department of Labor served as inspiration for Alice Paul, a Women's Rights Movement leader, to draft the Equal Rights Amendment in 1. She thought that this would be the wisest step in the fight for equality among the sexes. This Amendment would guarantee that women would be granted the same rights as men. Basically, women would be guaranteed employment of their choice and a higher education if they so desired, regardless of their location.

After women had won the fight for basic freedoms and privileges, a second-wave of the Women's Rights Movement began rapidly approaching in the sixties. This part of the movement was called the "Birth Control Movement." A public health nurse, Margaret Sanger, initiated this part of the Women's Rights Movement. In her opinion, if women had the right to vote and other privileges, then they should have the right to control their own body, especially when it came to their own reproduction and their own sexuality. The goal of this wave was to allow women the privilege of deciding whether they would become mothers or not and if so, when that would happen

Throughout this time, women began to advocate for women's reproductive rights and surrogate motherhood. They also began to fight for protection from pornography and sexual harassment. In the fight for women's reproductive rights, women fought for the right to terminate pregnancy through abortion or prevent pregnancy through birth control pills. For the surrogate motherhood issue, some women argued that it was the free right of women to "rent" out their womb. In other words, they thought that it was their right to have children for the women who couldn't bare children. In the struggle for protection from pornography, women argued that it could be potentially dangerous for women and that it was degrading to them. Some women also said that pornography was a free speech issue and that women could choose for themselves what they wanted because of the First Amendment. In the debate over sexual harassment, women wanted more protection and punishment from sex offenders because of the trauma that rape puts women through. In their defense, it also causes oftentimes-serious medical problems as well as emotional trauma. In the fight for reproductive rights, sexual harassment also alluded towards abortion. One of the topics brought up was that if a woman was raped and she got pregnant from the offender, she should have the right to abort the pregnancy because it was unwanted. Thus, these topics brought about the most serious and controversial issue that is still being debated over today abortion.

Abortion is often considered one of the most controversial issues of the post-suffrage movement. Abortion is a surgical procedure in which the fetus is killed in many different ways. The most "popular" form is by partial- birth abortion in which the doctor delivers almost the entire unborn baby except for the head. Once the body is out, the doctor then drills a hole in the baby's head and sticks a catheter inside the baby to suction out the brain. This cause the baby's heads to collapse and in turn kills the baby.

The issue of abortion was first brought up in front of the Supreme Court in 17 when t6he Roe vs. Wade case was introduced. This case legalized all abortions. The courts decided that it was the right of women to decide whether they wanted to have a child if they were to get pregnant.

Although abortion is a very emotional and controversial subject, it is also something that women have to decide for themselves. Many of the rights that women have won because of the Women's Rights Movement are based on opinions. Women can either take advantage of their freedoms and privileges, or they can just not do anything about it. For instance, it is basically up to a woman if she decides to vote or not.

The women's rights controversy does not only exist in the United States. In many other parts of the world, such as India, women suffer from discrimination because of their gender. They suffer from many grievances that women from previous generations suffered from before they started the Women's rights Movement.

"Women and men will enjoy, in practice, equal rights, equal access to and control over productive resources, education, health, land, other forms of property, shelter, credit, information, knowledge, skills, technology and markets by adoption of affirmative action wherever necessary, and by the removing identified impediments." This was an excerpt from India's country paper at the Fourth United Nations Conference that dealt with women's rights. Many of the inequalities that women suffer from in India are rooted in the traditions of its communities and are both social and cultural in nature.

Under the Convention on the Elimination of Discrimination Against Women, India is legally obligated to protect women's rights. Also, the International Covenant on Civil and Political Rights guarantees that women's political and civil rights will be protected by the Indian government. Both of these state that all states parties will take all appropriate measures that will eliminate discrimination against women in all aspects of Indian culture. The CEDAW also ensures that parties will modify all social and cultural patterns in the conduct of men and women. In doing this, superiority will not be placed on men and will be shared equally among men and women.

In India, women are looked down on because they are supposedly not as capable as men. In some cases, abortions are performed in India once the mother and father find out whether their unborn baby is supposed to be a girl or boy. Mothers choose to do this because girls are not considered to be as fit as boys. They also do this to avoid paying large dowries on the marriage of their daughter. The beliefs that girls are not as fit as boys have to do with the social and cultural beliefs. In India, having a girl means many different things from bad luck to financial ruin and extreme hardship.

Women in India also have to worry about the threat of rape. Rape is often targeted more towards women belonging to lower castes and tribal women. This is because women of lower castes and tribal women are very rarely acknowledged because of social and cultural norms. As in other countries all over the world, rape is extremely common in India.

Regardless of where you live, what country you go to visit, there is going to be discriminations placed on women because of gender. Unfortunately, in some countries, women would be arrested for standing up for what they believe in. Women in the United States stood up for what they believed in without being punished for it in most cases because of the First Amendment. Women in other countries are often sometimes afraid to voice their opinions because of the consequences of doing so. In some countries, the standard for criminal offenses are very different from that of the United States and the punishment terms are often very different.

So in conclusion, regardless of where you go, equality among the sexes is an ongoing battle for women. They fight for the basic rights of humans while fighting against traditions and social and cultural norms. Women today are faced with so many more opportunities than women of previous generations. However, many women are held back from these opportunities because of the belief of men that they are superior to women. Basically, no matter what women do, there will always be discrimination against women whether it is for employment opportunities or educational opportunities. In today's world, women have won many more privileges because of how much times have changed since the start of the Women's Rights Movement. As stated before, the struggle is an ongoing battle that will most likely never end.

Please note that this sample paper on Women's Rights is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Women's Rights, we are here to assist you. Your cheap custom college paper on Women's Rights will be written from scratch, so you do not have to worry about its originality.

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Goodnight Moon Thematic Purpose

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In Margaret Wise Brown's Goodnight Moon, the character and dialogue of the child bunny, and also the use of rhyme and repetition throughout the book, has been influential for distinguishing a thematic truth. These ways help the author to prove that love and self-worth are two of the greatest gifts one can posses.

The child bunny in this story shows throughout this book, the use of rhyme, and repetition to show the truths about how children of that age (6 or 7) feel, and the importance of their feelings. At such a young age, children often feel most sure of themselves when they are around the things that make them comfortable. Goodnight Moon illustrates how one child explores his self worth by reminding himself of the things with which he is most familiar with so that he knows no matter what these things are real. Such as when he says "Goodnight Room", you see that the young rabbit is comfortable and familiar with his room and gives him a greater sense of self-worth.

The book also explores the deep emotions of children. When a child falls asleep, they often feel that they are losing a sense of reality. At that young age a sense of reality helps to develop ones mind and sense of stability. This is why most children are scared of the dark; they lose their sense of reality. But one way to overcome that, as shown in the book, is to remind ones self about the things they are most familiar with. When the bunny says "Goodnight Mittens and Goodnight Kittens", and other things, the writer uses rhyming to illustrate the familiarity between the rabbit and things that make him comfortable, and to remind of the stability in life.

The book focuses a lot on love. As many know, love is one of, if not the most, important trait that should be in a child. Throughout the book, the repetition of the word "Goodnight" shows that the young bunny cares for these things, and that they are important to him. The book creates sort of a serene perspective of life, based on the many examples. One such is the two young kittens and the mouse, both of which the bunny says Goodnight to, and if you notice the mouse is right behind the kittens, but there is no sense of hostility, thus showing the loving that love is key to the life of a child.

Life is only temporary. It is the greatest gift we have, and everyone should spend his or her time wisely. To live life to the fullest, one must understand and posses these all-important traits, Love and Self-Worth, as the young bunny in Goodnight Moon possessed.

Please note that this sample paper on Goodnight Moon Thematic Purpose is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Goodnight Moon Thematic Purpose, we are here to assist you. Your cheap custom research papers on Goodnight Moon Thematic Purpose will be written from scratch, so you do not have to worry about its originality.

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Che Gueveara: Man or Myth

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Ernesto Guevara Man or Myth?

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Imagine trekking through the dense jungles of Bolivia with terrible asthma, fighting to liberate the oppressed poor of the nation. Now imagine being captured by the Bolivian army. Imagine being interrogated, tortured and then executed. Ernesto Guevara faced these conditions throughout his entire time as a guerilla fighter. Many people have mixed views on this man. Has he become more of a myth than a talented revolutionary? Neither "Che" nor his use of guerilla was tactics were vital to the Cuban revolution.

Many events in Guevara's early life inspired him to be the person he became. Ernesto "Che" Guevara was born on June 14, 18 in Rosario, Argentina. His parents, Celia de la Serna and Ernesto Lynch, were known to be very militant to the dictator of the time, Juan Peron. To say the least, Guevara found himself in a very politicized environment. By the age of two "Che" was suffering from severe asthma. This only made Che a more active child. "Playing games such as cops and robbers and trench warfare" (Anderson 14).

In his late teen's Guevara went on a motorcycle trip throughout South and Central America. During his trip "Che" encountered many injustices done to the masses. Some would say that this voyage shaped many of his political views. In 157, "Che" joined Fidel Castro in Mexico City. Ten years later "Che" was working towards the liberation of Bolivia and was captured by the Bolivian army. On October 8, 167 Guevara was executed in Vallegrande, Bolivia. His hands were cut off so his body could not be identified, and his corpse was thrown in a mass grave along with many of his comrade's.

Many people would argue that Guevara was a major component of the Cuban revolution. His theories were well known and he had many published works on the subject of guerilla warfare. Others would say that his image has become more of his claim to fame than what he did for the revolution. It is as if Che has become god- like.

There are numerous arguments that have risen concerning Che's real participation in the Cuban revolution. First, "Che served as a compelling symbol of the dedicated revolutionary whose actions were always consistent and in harmony with his moral ideals" (107). Many would also argue that Guevara was a tactical genius, which was made obvious when he published Guerilla warfare and invented his "foco" theory. Some would comment that Che's major success was his direct participation in the Cuban revolution. And that, "without Ernesto Guevara, Fidel might never have become a communist. Without Fidel Castro, Ernesto Guevara might never have become more than a Marxist theorist, an intellectual idealist" (5).

To say that Che Guevara was a necessity to the Cuban revolution would be a lie. This man was dedicated only to being "An effective, violent, selective and cold killing machine" (106). While Guevara was commended by some for his writings on guerilla warfare others thought they were ludicrous. He stated that a group of 0 dedicated revolutionaries could topple an entire regime. To add to this, Che's "foco" theory was discredited after his capture and execution in 167. Throughout the years Guevara has been connected with the strategic aspects of the revolution. In reality, "Decisions regarding tactics; strategy; resource allocation and political ties… were made by lesser known individuals from the underground movement, not Che Guevara" (Sweig ). Che Guevara was not a communist the first time he met with Fidel. Before Guevara met Castro in 157, he considered himself nothing more than "a non conformist with a keen sense of social justice" (4).

Ernesto Guevara has become more known for his image, than as a man whose guerilla tactics were vital to the revolution. He has become a legend in the minds of many. "Che was transformed into a symbol of revolutionary commitment and heroism". Many Americans consider him to be a mere relic of the revolutionary 160's. In European nations, especially among the youth he has emerged as a pop icon with no real grounding in world history. Many of our nation's teens wear t-shirts adorned with his likeness. Yet they neither know who he was or what he stood for. Still, in Cuba, Che

remains as a symbol of hope and perseverance among the masses of people. It has been

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said that "he brought to mind the image of Christ" (106).

I have come to the conclusion that although Ernesto Guevara was not as vital to the Cuban revolution as many have thought. Che has become a symbol. For some he was a revolutionary fighting for the masses. For others he was merely an early terrorist who had impossible dreams of liberating south America. Either way Guevara has become a myth, a legend. A man that lived his life for others yet never trusted anyone. Che Guevara will always be remembered as something. Be it a revolutionary or a god.

Please note that this sample paper on Che Gueveara: Man or Myth is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Che Gueveara: Man or Myth, we are here to assist you. Your cheap research paperson Che Gueveara: Man or Myth will be written from scratch, so you do not have to worry about its originality.

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The Armenian Genocide

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Most people don't even know about the Armenian Genocide, some chose to

forget it. The Turks are still till this day in denial. The Armenian population was

almost completely abolished. How could anybody not know about this incident?

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What happened to the Armenians was tragic. No body really knows why the

Armenians were targeted. Many questions evolved in my mind while conducting

this research. And this is what I've found.

The ottoman Empire decided to carry out a genocide against the Armenians.

Not only did Turkish soldiers carry out the genocide order but so did regular

citizens. They found it to be a opportunity for rape, kidnapping, and plunder.

Many people say that the Armenians were targeted because they were wealthy

and they had a reputation of having a higher education level. The Turks were

green with envy.

As world war one raged the Turkish government (ruler of the ottoman

empire.) Decided to exterminate the male Armenian population as for the rest,

woman, children, and the elderly were sent on a death march. The marches

consisted of extreme violence and starvation and deprivation- the leading

deaths of the initial gendercide.

The international community condemned the Armenian genocide. In May

115, Great Britain, France, and Russia advised the Young Turk leaders that

they would be held personally responsible for this huge crime of extermination

against humanity. In the United States there was also a huge outcry against the

mistreatment of the Armenians. At the end of the war the Allied powers

demanded that the Ottoman Empire kill the Yong Turks accused of wartime

crimes. Dispute the morale outrage there were no actions taken against the

Ottoman Empire. There were no punshiments for the people who were

resonsible for this massive bloodshed. There were trials but no one ever thought

of a punishment. They never spent time in jail. So for almost completly

estingising and whole ethnic and generations to come there are no lasting effects

of this genocide.

here are many similarities between this genocide and the Holocaust. The

Armenians were sent on a death march and departed from their loved ones.

The Armenians were brutally murdered so were many in the Holocaust.

Many also died form starvation. The only real difference was who did and when

it all happened. The Armenian genocide was so gruesome, I feel horrible

that more people aren't aware and more educated about what happened to

an entire culture.

Please note that this sample paper on The Armenian Genocide is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Armenian Genocide, we are here to assist you. Your persuasive essayon The Armenian Genocide will be written from scratch, so you do not have to worry about its originality.

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