An Overview of Third-Wave Feminism

An Overview of Third-Wave Feminism What historians refer to as first-wave feminism arguably began in the late 18th century with the publication of Mary Wollstonecrafts Vindication of the Rights of Woman (1792), and ended with the ratification of the Twentieth Amendment to the U.S. Constitution, which protected a womans right to vote. First-wave feminism was concerned primarily with establishing, as a point of policy, that women are human beings and should not be treated like property. The Second Wave The second wave of feminism emerged in the wake of World War II, during which many women entered the workforce, and would have arguably ended with the ratification of the Equal Rights Amendment (ERA), had it been ratified. The central focus of the second wave was on total gender equality -   women as a group having the same social, political, legal, and economic rights that men have. Rebecca Walker and the Origins of Third-Wave Feminism Rebecca Walker, a 23-year-old, bisexual African-American woman born in Jackson, Mississippi, coined the term third-wave feminism in a 1992 essay. Walker is in many ways a living symbol of the way that second-wave feminism has historically failed to incorporate the voices of many young women, non-heterosexual women, and women of color. Women of Color Both first-wave and second-wave feminism represented movements that existed alongside, and at times in tension with, civil rights movements for people of color - a slight majority of whom happen to be women. But the struggle always seemed to be for the rights of white women, as represented by the womens liberation movement, and black men, as represented by the civil rights movement. Both movements, at times, could have been legitimately accused of relegating women of color to asterisk status. Lesbians, Bisexual Women, and Transgender Women For many second-wave feminists, non-heterosexual women were seen as an embarrassment to the movement. The great feminist activist Betty Friedan, for example, coined the term lavender menace in 1969 to refer to what she considered the harmful perception that feminists are lesbians. She later apologized for the remark, but it accurately reflected the insecurities of a movement that was still very heteronormative in many ways. Low-Income Women First- and second-wave feminism also tended to emphasize the rights and opportunities of middle-class women over poor and working-class women. The debate over abortion rights, for example, centers on laws that affect a womans right to choose an abortion - but economic circumstances, which generally play a more significant role in such decisions today, are not necessarily taken into account. If a woman has the legal right to terminate her pregnancy, but chooses to exercise that right because she cant afford to carry a pregnancy to term, is this really a scenario that protects reproductive rights? Women in the Developing World First- and second-wave feminism, as movements, were largely confined to industrialized nations. But third-wave feminism takes a global perspective - not by merely attempting to colonize developing nations with Western practices, but by empowering women to actualize change, to gain power and equality, within their own cultures and their own communities and with their own voices. A Generational Movement Some second-wave feminist activists have questioned the need for a third wave. Others, both inside and outside of the movement, disagree with respect to what the third wave represents. Even the general definition  provided above may not accurately describe the objectives of all third-wave feminists.But its important to realize that third-wave feminism is a generational term - it refers to how the feminist struggle manifests itself in the world today. Just as second-wave feminism represented the diverse and sometimes competing for interests of feminists who struggled together under the banner of womens liberation, third-wave feminism represents a generation that has begun with the achievements of the second wave. We can only hope that the third wave will be so successful as to necessitate the fourth wave - and we can only imagine what that fourth wave might look like.

Why Are Recommendations Important to YourCollegeApplication

Why Are Recommendations Important to YourCollegeApplication SAT / ACT Prep Online Guides and Tips Many colleges use a holistic process to evaluate applicants, seeking to understand the "whole person" and not solely rely on grades and test scores. One way they accomplish thisis by readingrecommendation letters from teachers and counselors. This guide will discuss what exactly admissions officers are looking for in your recommendation letters, and why they’re so important to your overall candidacy. By understanding the purpose of rec letters, you’ll be in a better position to gather strong ones for your application. To begin, let’s take a closer look at what admissions officers mean when they talk about using a holistic admissions process. What’s a Holistic Application Process? More and more students apply to college each year. At many schools, especially selective ones, there’s a surplus of qualified students for a limited number of available spots. Because so many students are qualified in terms of their grades and test scores, admissions officers can’t rely entirely on this objective criteria. Instead, they use a holistic process to get to know the whole student, including her personality, values, and goals. This awareness helps them determine who to accept, plus it allows them to build a diverse class of students with a variety of interests, experiences, and goals. For these reasons, admissions officers seek to get to know each student, from what motivates her to what role she might play on a college campus. They gain insight from the student directly, but they also learn a lot from what school authoritieshave to say - specifically, from teachers and counselors in their letters of recommendation. Your recommendation letters can (and should) reveal a number of things about you. They should speak to your academic strengths and interests, your personal qualities, your role in your school community, and your potential direction in the future. Whether your recommenders talk about it explicitly or not, a positive letter also suggests your ability to get along with your teachers and others in your school. For admissions officers seeking to learn more about you, these letters offer a great deal of insight into who you are and how you’ll fit in and work with others at college. Plus, they lend support to the idea that you’ll contribute and add value to your college campus and society in the future. Let’s take a closer look at what specifically colleges look for in letters of rec and why, starting with your academics. Your Intellectual Strengths and Interests Recommendations serve as important testaments to your ability to do college-level work. Your teacher recommendations, especially, speak to your attitude towards learning, your accountability, and your academic interests. Admissions officers want to find students who will excel in the classroom. As institutions of scholarship and intellectualism, they seekengaged students who are eager to entertain new ideas and contribute to lively discussions. Beyond the classroom, professors and higher ed faculty look for students who will go on to create value in society. They want to train the next generation ofresearchers, writers, inventors, engineers, or entrepreneurs. They're looking for students who will make the world a better place and utilize their education to contribute to the world around them. Finding students with a strong stakein education, therefore, is an essential objective of admissions officers when they sit down to review recommendations. As Harvard’s dean William Fitzsimmons says, recommendation letters are â€Å"extremely important† and admissions officers are looking for letters that revealâ€Å"intellectual curiosity, creativity, and love of learning.† Sinceadmissions officers want to learn about your academic performance and goals in your rec letters, what can you do to get a good letter that speaks to these qualities? What This Means for You As you probably know, you should ask a teacher who you impressed in class with your commitment, effort, or interest in a subject. If you know what you plan to study, then it’s a good idea to ask a teacher in that field. Even if you just have a vague idea, like you’re drawn to the humanities or the sciences, then you may ask the relevant teacher to corroborate your affinity for that area. Most students ask their junior year teachers, since those teachers had you in class recently and for a whole year. Make sure the teacher you ask is happy to provide you with a recommendation, and let her know about any specific plans you have for study. Since admissions officers want to find students with a love of learning and commitment to their education, then ideally you have a teacher who recognizes those qualities in you and can express them in her letter. Having your teachers write about your academic prowess in your letter may be a no-brainer. It may be less obvious, though, that admissions officers want to learn about other innerqualities, like character and personality. They want to know what you're like and how you express yourself in your community. Why is gaining insight into your personal side important on your college application? Your Personal Qualities and Role In YourCommunity Why do admissions officers want to learn about your personal qualities? Isn’t it enough to know your grades and test scores? Well, no. I touched on some reasons why admissions officers want to get to know you above and will go into more detail about them here. For one thing, they want to get to know you to add depth to your application. There’s often a surplus of students with high grades and scores for a limited number of spots. Admissions officers need to use other factors to determine eligibility for admission. Additionally, they want to build a class of students with diverse personalities and experiences. Colleges are their own communities, and admissions officers want to admit students who will live, work, and play together harmoniously. They want students with strongcharacter, creativity, and/or leadership qualities who will contribute positively to the community. To refer to Dean Fitzsimmons again, he says, "Recommendations can help us to see well beyond test scores and grades and other credentials and can illuminate such personal qualities as character and leadership." Students may lead volunteer trips, organize community service, or provide social-emotional support for one another. They'll build friendships that will help them grow and mature. By selecting for strength of character and social skills like caring and compassion, admissions officers can create an environment that will function smoothly and maximize student learning and development. College is a busy and transformative time in your life, and admissions officers are seeking to build a community of students who will contribute meaningfully, take advantage of opportunities, and build positive relationships with one another. Knowing the importance of sharing your personal side in your rec letters, is there anything you can do to help out your recommenders as they write your letters? What This Means for You Just as you want to choose a recommender who you impressed in class, you also want to ask someone who knows you well. The only way your teachers and counselors can add depth to your application and write about you in a revealing and meaningful way is if they’ve gotten to know you. This doesn’t mean that they’ll know you as well or in the same way as your best friend, but they should have a goodsense of your personality and what’s important to you. If you're just going into junior year, then you should keep your future rec letters in mind. Push yourself to participate in class and share your personality with your teachers. If you haven't gotten to know your counselor, make an appointment to meet with her and talk about your college plans. You may also share a lot on your "brag sheet," but ideally your recommenders already know you well before reading your ideas. Apart from your day to day personality, how can you show others around you what's important to you? As the old saying goes, actions speak louder than words. Think about what you value most - whether it's cleaning up the environment, working to reduce bullying, or creative expression. Then come up with steps to connect those values to your daily actions. Show your recommenders what's important to you by what you do and how you do it on a daily basis. Not only will this help them get to know you better, but they'll gatherplenty of stories and observations to share in their recommendation letters. Beyond promoting positive relationships among peers, admissions officers also want students who can work well with faculty and other higher ed administrators. Your rec letters can speak to how you work with others. Why is this important to admissions officers? How You Interact with Faculty and Others As you read above, recommendation letters can go a long way toward describing your academic and personal qualities. These features are important in your college application, as admissions officers are looking to build a motivated, successful class of students who will seize opportunities and go on to contribute to society during college and beyond. Since college is a highly collaborative and interactive environment, admissions officers also care about your relationships with others. Simply obtaining a strong rec letter stands by itself as a testament to your ability to get along well with faculty. Your recommenders will write about their impressions of and relationship with you. Admissions officers will gain a sense of how you actin classroom settings. They can try to ensurethat you'll establish productive relationships with professors and make the most of their teaching. Apart from the considerations talked about above, is there anything else you can do to ensure your letter talks about your ability to work well with faculty? What This Means for You Just as you want to ask a recommender who's gotten to know you well, you want someone with whom you had a positive and meaningful working relationship in class. Did your teacher see you as accountable and reliable? Did she consider you a pleasure to teach and see you as someone who appreciated her time? Just as these expectations are present in the high school setting, they're also important in the college setting. Keep in mind how you interacted with faculty when asking for letters of recommendation. It's important that admissions officers see you as a student worthy of investment who will establish productive relationships with professors and make the most of their valuable time. Admissions officers want to learn about you to gain a sense of the student that could arrive on campus. All of these elements add up to a vision of you in the future.Plus, your recommenders might explicitly write about what they see you accomplishing at college and beyond. Let's take a look at this last important feature of rec letters and why it matters to admissions officers. A Vision of You In the Future Taken collectively, all of these elements of rec letters provide a vision of your future direction. If your teacher writes about your love ofwriting, work on the school paper, and interest in international events, then admissions officers get the sense that you might work on the paper at college and perhaps, pursue a career in journalism. Further, if your teacher talks about your thoughtful and caring personality and engagement in class, then the admissions committee can feel confident that you'll get along well with your peers and professors. Why is this important? Again, admissions officers want to build a community of students who get along well and create an environment full of learning and opportunity. They want to make the most ofthe professors' time. They want to educate the next generation of leaders who will contribute meaningful ideas, innovations, and solutions to the world. As you can tell, your recommendation letters serve a very important purpose in your application. They can communicate a great deal about who you are as a student, colleague, and person. In closing, let's review the significant role of recommendations in your application and what you can do to help your teachers and counselors produce strong ones that will impress the college officials who read them. To Sum Up... Recommendation letters are an important part of your application. They communicate a lot of revealinginformation about you to admissions officers, who are looking for students with impressive academic, personal, and social skills who will succeed in college and beyond, in whatever way that's authentic to them. You may bethinking that a lot of this keypart of your application is out of your hands. However, you actually can have a lot of control over what your teachers and counselors write in your rec letters. For one thing, you can push yourself to participate and get to know your faculty throughout high school and especially junior year. Consider how you interact with teachers and communicate your personality and values to them, as all of this is important material for your letters. Once you actually ask for your letters, you can also talk to themabout what you plan to study and what qualities you'd like them to emphasize. If you're applying to study engineering, ask your physics teacher to highlight your skill in the subject. Finally, you can provide a detailed and thoughtful brag sheet in which you reflect on your identity and the significant experiences that have shaped who you are today. This brag sheet will help clarify both your thoughts and that of your recommenders. Plus, it will remind them of stories and examples they can include in their letters to make them stand out. Above all, your takeaway should be that recommendation letters are an important part of your application that can go a long way toward endorsing you to admissions officers. With that in mind, treat your letters of recommendation with as much care and thought as you willall the other parts of your college application! What's Next? Even though you can contribute your thoughts to what should go into your recommendation letters, you probably won't be able to read the final versions. Why? Because FERPA. Read here about why it's in your best interest to waive FERPA and your right to view your recommendation letters. Now that you have a sense of what admissions officers are looking for in recommendation letters, check out theseexamples of strong teacher letters of recommendation. Are you applying to a selective school, like Harvard? This guide goes over what makes for an outstanding letters of recommendation for the Ivy League. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Should young people carry guns Essay Example | Topics and Well Written Essays - 1250 words

Should young people carry guns - Essay Example Reported incidences of gun possession particularly by the media enhanced the growing concern over school violence. Recent reports of violence are a clear indication that guns should be prohibited in schools as they instill fear, disrupt education and may lead to physical harm or death. Researchers have attempted to identify reasons for the increase in school violence. Research in the field of psychology, criminology and social sciences have attempted to identify reasons for the increase in violence. The research was carried out in order to explain crime among the youth and also, so as to develop effective policies that may reduce crime (DeLisi 20).Researchers needed to provide clear definitions of the term â€Å"Violence† and â€Å"Weapons† in order facilitate the establishment of effective policies and laws. According to Sexton-Radek, violence refers to the threat or use of physical force that results in physical damage or intimidates another individual (Sexton-Radek 5). Weapons were later defined as any object that may be used to instill harm or intimidation (Hanks 21). Crime prevention policies and laws were adopted in an attempt to reduce crime. I n1990, the Gun Free Schools Zones Act stated that it is a federal offence for a student to knowingly poses a firearm in the school zone. The 1994,Gun Free Schools Act stated that states receiving federal funds for education were required to enact state laws that approved the expulsion of students, as a consequence for gun possession(Hanks 16). These two laws laid the foundation for other implemented state statutes. Schools were expected to adopt policies and safety measures that ensure the protection of students and teachers within the school zone. The definition of a weapon greatly influenced the established laws governing ownership of guns. In the U.S weapons are classified into three categories. These categories are true weapons;

Henry Fayols Principles of Management Assignment

Henry Fayols Principles of Management - Assignment Example Equity. There should be a fair and equal treatment of all employees by the management. In an organization, the rules and regulations should apply equally to all personnel. There should not be any form of discrimination against any of the employee or to favor any of them. Authority. The managers of any organization should be in a position to give orders and ensure that all orders adhere. For instance, the instructions and rules given by the management should be adhered and respected by all employees. Discipline. Employees of an organization must respect the rules, regulations, and the laws that govern the organization. This will ensure there is clear cooperation between the management and employees. The employees must follow all the instructions, and be responsible for all the activities allocated to them. Unity of command. There should be a defined source of orders and information in an organization. The source of the orders and information should come from the highest level of management to the employees at the lowest level. Unity of direction. Any organization should have clear objectives that are to be achieved by the collective activities of all the employees in the organization. These objectives should be achievable. All the organization’s activities should be tailored towards the achievement of the objectives. Subordination of individual interest to the general interest. The objectives of the organization must supersede the objectives of each individual. All the employees in an organization should have the same objectives of achieving the overall organizational goals. Their objectives should not prevent the achievement of the organizational goals. Remuneration. All the employees in an organization must get adequate rewards for their service in the organization. The input of an employee should be equal to the outputs derived. There should be no exploitation of any  employee.

Kuwait Education System Essay Example for Free

Kuwait Education System Essay This is a study with Kuwait in focus. Its going to analyze Kuwaiti education with regards to the following important factors, efficiency and degree of development of the education system, important changes, effects of these changes, most important weaknesses in the availability of human capital measures to overcome these weaknesses, how good the education service is available and how students from Kuwait perform in internationally comparable test scores. The paper generally to tackle the issue stated. Kuwait is a nation in Middle East. It borders Persian Gulf, which is between Saudi Arabia and Iraq. It has an area of 17,280 square kilometers and a relatively small population of about 2,596,779 as per estimates of July 2008. Most of its population is male and almost half of this total population figure constitutes foreigners. Kuwaitis constitute about 80% of the total labor force as per 2004 estimates. Almost 10% of world’s oil reserves are in Kuwait and it’s a relatively rich country. Kuwait spends about 3. 8% of it’s GDP on education. Also literacy levels stand at very high percentages for instance 93. 3%. Male literacy is higher at 94. 4%compared to female’s 91% as per 2005 estimates. (The World Fact Book, 2008) Before tackling various issues concerning education it’s good to have a historical background of the same. Kuwaiti educational system development is largely attributed to the richness of the nation courtesy of oil exportation. In the early 1990s educational facilities were quite few in Kuwait. The schools that were there were Quranic schools called al-katabibs. The Quranic schools taught arithmetic, reading and writing. Public education was non existent in the earlier part pf the 20th century and thus, funds to education came from wealthier nationals. The government took over the educational system in the year 1939and by 1945 it had begun 17 schools. After the WWII when oil production started to pick up, the government also raised the stake of its revenue that went to education. In 1960s Kuwait had 45000 students in its educational system which 18000 were female. Major development in education also happened in the 1960s and in 1965 schooling was made compulsory in Kuwait (Kuwait Cultural Office, 2008) The efficiency of the Kuwaiti educational system is explained as follows: today in Kuwait there are about 500,000 students in school, which is about 30% of its total population. There are three levels of education in Kuwait and each one of them takes duration of four years to complete. These levels include elementary, intermediate and secondary. Attending school is compulsory for children in the age bracket of six to fourteen years. All these stages of Kuwaiti educational system are free. From second grade in school, children in Kuwait start studying English language. Kuwaiti parents send most of their children to foreign private schools established in Kuwait. These private schools are usually very prestigious. For example American school of Kuwait. Also this private education, though not fully funded by the state is highly subsidized besides allotment of land for construction of schools and issuance of textbooks. Public schools in Kuwait are a bit different compared to private schools since from first grade, there’s segregation of children by sex. Kuwait also ensures equity of education offered to women with that of men. For example the 1989 education initiative, where there was introduction of daytime literacy clinics to benefit women. Kuwaiti government also makes sure that every new school has a library with an expansive book collection. The government also established an â€Å"education Net† which was a project to link each and every government school and library to a telecommunications data network (Kuwait cultural office, 2008) To explain the various important changes and their effects, an overview on the education system of Kuwait will cover from 1900s. In the early of the 20th century education was aimed at gaining basic literacy and this was in context of religion. The existing schools then were quran schools. Wealthier people sent their children abroad for higher education in around 1912 merchants who were interested in their children’s (especially sons) education started private schools. For instance, mubara kiyya school, which was the first modern institution of education. Later on in 1921, another notable private school was established by the name ahmadiyya school and which was the first to offer English as a subject. Shortly after 1921 the first girl’s school was established and it taught home economics, Islamic studies and Arabic. Education was later put under state control in 1939. Teachers from Palestine started a mission for education which had students being sent abroad for education and also started new schools. As a result, four elementary schools started. An overall national department of education to govern government schools and teachers from Palestine, Syria, Iraq Lebanon and Egypt started a program to ensure secondary education in Kuwait. In around 1945 there were 17 schools in Kuwait. Later in the 1950s rapid changes occurred. for example, the founding of the first kindergarten schools and a first technical college in the academic year 1954-55. 80 students were enrolled in this college in the first year. In 1956 the institute for the blind was established. Later on in 1958 an adult education program was started for men. On to 1960s in i1963 an adult education program was started for women. By the year 1970 there were 738,662students in Kuwaiti schools where less than half were Kuwaiti nationals. In 1973 there were 1,644 special needs students and 11 institutes of the special education. Since it’s initiation in 1956. Jumping to 1982, the number of teachers was a bit high at 24,367 of whom 6,748 only were Kuwaiti. By the academic year 1997-98 the number of teachers was 27,359 of which 17,357 were Kuwaiti. This changed from 1: 3. 76 in 1982 to 1. 7:1 in 1997-98 academic years. Today the government provides a kitty for each of the education levels in Kuwait namely, elementary, intermediate and secondary school. Another important change is that at university level, a university was established and which was called Kuwait University with the majority of the student body being made up of Kuwaiti. (State University. com, 2008) Kuwait is highly reliable on foreign countries for human capital and thus the problem of human capital in Kuwait. Human capital is a country’s stock of knowledge and skills and it constitutes the skilled labor in the economy. Kuwaiti labor force is dominated by non-nationals. There was especially an influx of foreign laborers in Kuwait in the 1970’s. Kuwaitis relied at high levels on the labor of expatriates who had high morale from their countries. Kuwaitis have thus become minorities in their own home due to high dependence on foreign skilled labor for both private and public sectors. Unemployed nationals of Kuwait as well as nominally employed ones over-rely on the state for easy jobs and welfare. Foreigners are also seen to influence the traditions and cultures of Kuwait. Real employment may also be desired but hardly attainable due to the set social system where nationals lack the skills to fit in the labor market. To remove the dilemma set by this predicament Kuwaitis thus have to think in the lines of the following solutions: practical education to be offered to nation and that befits the national requirements of the labor market, reduction in the number of work visas issued to foreigners and leveling the wage differences between citizens and non-citizens. Some international assessments have been carried out on Kuwait education system. The factors in consideration are schools self-evaluation, and evaluation of teachers. There was a particular study carried out due to low secondary school student participation rates where completion rates were low, repetition was high besides the high drop-out rates. Also students’ achievements even after high school education are considered as those which are disappointing. This was considered true especially because Kuwait students performed dismally in international assessments of student achievement. To conclude on the study, even though, the government of Kuwait has done a giant leap toward development of its education, a lot remains undone. In focus should be the global applicability of Kuwaitis education and also at national levels. Since today’s labor force constitutes about 80% non-nationals, practicability and fitness of the Kuwaiti education should also be among the major issues that require speedy resolution. Generally to ensure this are there from the findings in this study. So the government’s ministry of education needs to invest a lot on issues to do with Research and Development as regards issues of practical educational development. Incentives to nationals should also be created to take courses at the university level that are similar to those of the non-nationals’ expatriate staff by even making it more interesting and exciting. More students should also get involved on exchange programs with other students in economies which are performing highly and through their human capital. References Hladczuk, J and Eller, W. 1992. International Handbook of Reading Education Greenwood Publishing Group Kellaghan, T. 2008. Developing Assessment Ca pacityIn The Kuwait Education System. Retrieved on October 25, 2008 from http://www. moe. edu. kw/pages/misc/wathaeg%20feb%202008/wathaeg%20almoa shr%20alwa6ani%2017-19feb%202008/Kalaghan_Report1. doc. pdf Kuwait Cultural Office. 2008. History. Retrieved on October 25, 2008 from http://www. kuwaitculture. com/About%20Us/History. htm State University. Com, 2008. Education In Kuwait- An Overview. . Retrieved on October 25, 2008 from http://education. stateuniversity. com/pages/784/Kuwait- EDUCATIONAL-SYSTEM-OVERVIEW. html The world fact book, 2008. Kuwait. Retrieved on October 25, 2008 from https://www. cia. gov/library/publications/the-world-factbook/geos/ku. html

The Argumentr Regardingf The Decriminalization Of Cannabis Essay

The Argument Over the Decriminalization of Cannabis   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The majority of Americans choose the same issues as the most threatening to the nation. Invariably among these one will see â€Å"drugs† as a major concern of most Americans. There is speculation that this is due to a perceived association between drugs and crime (Inciardi 1). A good deal of the argument over government policy towards drugs centers on the least unhealthy and most socially accepted of the illegal drugs, marijuana.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana, scientifically known as Tetrahydrocannabinol, belongs to its own group among other legal and illegal drugs. It is neither a narcotic, such as heroin, nor a stimulant, such as caffeine or tobacco, nor a depressant, such as alcohol. The cannabis plant is thought to have grown originally in Asia, though it was also discovered upon the settling of North America. Its leaves, when smoked, instigate physiological reactions. When the active chemical in cannabis, THC, enters the bloodstream through the lungs and reaches the brain, it triggers the release of dopamine, a neurotransmitter that induces pleasure (Gettman). This causes several effects upon the user, such as increased sensitivity of the senses, a dry mouth, the inability to keep a train of thought, and fits of laughter, among others.   Ã‚  Ã‚  Ã‚  Ã‚  Cannabis remains a legal though partially restricted substance in several countries. The Netherlands, for example, has mostly decriminalized cannabis. Portugal and Spain recently partially decriminalized the possession and use of recreational cannabis. However, in the United States, the possession of cannabis or any paraphernalia is expressly illegal. While no major legislation has been proposed to decriminalize the recreational use of cannabis, the United States government has commissioned several studies regarding the properties of cannabis and its effects, and also has considered bills permitting the medicinal use of marijuana.   Ã‚  Ã‚  Ã‚  Ã‚  Cannabis was prevalent in America for much of the 18th and 19th centuries. Many apothecaries and doctors proscribed medications containing cannabis. Until 1941, cannabis was part of the United States pharmacopoeia. However, in the early 20th century, public opinion swung and cannabis was characterized as an evil and ... ...a will certainly continue longer than that. However, the fact remains that a drug recognized as physically safer and more beneficial than nicotine and alcohol has caused millions of imprisonments, billions of federal dollars, and several lives. However, we are only left to wonder if the prohibition of marijuana today will one day seem as trivial is our prohibition of alcohol was during the early 20th century. Works Cited Baggins, David Sadofsky. Drug Hate and the Corruption of American Justice. Westport, CT : Praeger, 1998. Fish, Jefferson M. How to Legalize Drugs. Northvale, NJ : Jason Aronson, Inc., 1998. Gettman, Jon. â€Å"Physiological Effects of Cannabis Consumption†. The Medical Feasibility of Marijuana. 8 Dec. 2000. Whitman College. . Gieringer, Dale. â€Å"NORML Report on Marijuana Prohibition†. National Organization for the Reform of Marijuana Laws Homepage. 8 Dec. 2000. NORML. . Inciardi, James A. The Drug Legalization Debate. Thousand Oaks, CA : Sage Publications, 1999. Rubin, Vera. Cannabis and Culture. The Hague : Mouton Publishers, 1975.

Award in Education & Training Essay

Assignment No1: Explain how you would go about the task of promoting inclusion, equality and diversity faced by a new group of learners enrolled for the first class of your specialist subject, as well as summarising ways to establish ground rules with them. Firstly we need to understand the difference between equality & diversity which is well covered by Gravells reference: Equality refers to the learners’ rights to attend and participate regardless of their differences, while diversity refers to valuing the learners’ differences (Gravells, 2008). Learners not only come from different cultures and backgrounds but they also differ in their abilities, needs, and the way they learn. Their differences must be recognised and considered by teachers who should treat them fairly and value each individual regardless of any differences. This way, learners will feel welcomed and included into the learning environment, engaged, empowered and supported by teachers (Gravells, 2008). Both equality and diversity can raise issues concerning learners’ gender, race, age, religion, disability, sexual orientation, intellectual, linguistic or other characteristics. Despite differences, learners must have equal access to learning without any discrimination, prejudice or other barrier. It is the teacher’s responsibility to eliminate or reduce any learning barriers by recognising and providing full access and support to learners with a disability or individual need (Miller and Sammons, 1999), for example, by providing large print, on tape or using symbols and ensuring appropriate class layout. In my current role as an ESOL tutor I am involved in teaching English to a class of Nepalese immigrants which have a wide range of abilities depending on how long they have been in the UK and the level of education they received in their homeland. There are also some cultural age / gender issues that mainly affects the senior members of the community as the men & women need to be taught in separate groups / classes, although this does not affect the younger Nepalese who accept a mixed teaching situation in our  schools as the norm. Another problem with the beginners / older generation is that a lot are widowed women and live together in 3’s & 4’s, they don’t understand or watch television / media and therefore don’t have access to additional learning in the home in such that there may be multi generations. Students from the multi generation household from grandparent / parents / grandchildren where Nepalese will be the first tongue but have a greater exposure to English via the younger generations being at work or school and more acceptance / use of media via internet / television via in house translation. With a new group of learners it is important to assess their abilities from a simple student form with name / address etc and then test their ability to write / speak / recite the alphabet. With this assessment we are able to separate the class into smaller ability groups and with the help of interpreters give additional support on a 1 to 1 or small group basis especially with some that may have had no formal education in Nepal and barely able to write their name in Nepalese and the ones that do we have to teach them to read / write from left to right to overcome their natural right to left learning. Here we encounter additional cultural issues with some of the students wanting to sit next to a friend / relative they come to class with and through the interpreter we have to explain that people of similar abilities will learn quicker together where as their friend or relative may be at a further stage in the learning process to them. The important aspect is their ability to help one another and they seem to team up with people of the same abilities very easily and you find them working well in their new groups very quickly. The main thing is that all that attend the sessions is that they are all included irrespective of ability into a safe, social & welcoming learning environment that they feel they can be a part of. Ground Rules With this ESOL learning group the ground rules are difficult to establish without extensive interpreter help, although they are an extremely compliant and polite race and rarely have any issues with behaviour although it can become boisterous at times. Noise levels can rise as we use an open hall and with up to 4 or 5 ability groups and multiple tutors it is necessary to sometimes quieten the hall and reset the teaching noise level. From a general point there essentially 3 ways to establish ground rules: Teacher imposed Learner Imposed Negotiated My preferred option would always to negotiate the ground rules with learners which would be done at the start of the course using an introduction from the teacher & learners or as an ice breaker activity where through discussion the learners set the rules. The benefit of this option is that they feel through suggestion, rejection, agreement they have made they rules, they own them, respect them, are responsible for upholding them individually and collectively and to a certain extant enforcing them. It could be beneficial to keep the agreed ground rules visible / displayed in the form of flip chart to reinforce behaviour expectation especially around any Health & safety aspects and a reminder of their ownership and responsibility. Some ground rules cannot be negotiated, a typical example would be around Health & Safety if part of the teaching involves an environment where protective clothing / equipment is required ie a laboratory where a lab coat & glasses are required or a workshop where safety footwear / glasses and hair protection are essential. In this instance if not negotiated through the group, then the teacher should suggest if there were to be† any rules around health & safety† in the lab / workshop and use the opportunity to define the required rules for the particular environment.

Succubus Dreams CHAPTER 12

â€Å"I can't believe you keep coming back,† Dante told me when I showed up at his shop the next day. To no one's surprise, the place was empty. â€Å"Me either,† I admitted. I never felt welcome here, yet I didn't feel I had anywhere else to go. â€Å"How do you stay in business?† â€Å"Beats me. I don't suppose you're here to give me the best night of my life? You missed your El Gaucho chance, though.† â€Å"I'm here because I had another dream.† â€Å"You're using me, succubus.† He sighed and sat down at the chintzy table. â€Å"Okay. Give it to me.† Settling down across from him, I recapped the latest dream events. â€Å"Not really much in the way of new developments,† he pointed out afterward. â€Å"You got, like, thirty more seconds of plot.† â€Å"Does it mean anything?† â€Å"Hell if I know.† I narrowed my eyes. â€Å"You are the worst dream interpreter ever.† â€Å"Nah.† He rested his chin in his hand, elbow propped on the table. His expression was typically lazy. â€Å"I'm a very good interpreter. There's nothing to interpret in your dream, though, unless it's just your subconscious lamenting your infertility. Which is likely. It also suggests you have bad taste in music. Is ‘Sweet Home Alabama' really playing each time?† Now I sighed. â€Å"The dreams clearly aren't prophetic either since we know it's impossible for you to have a kid.† He drummed his fingers on the table, face thoughtful. â€Å"You sure you might not adopt or something?† â€Å"She was mine,† I said firmly. â€Å"My own flesh and blood. I could feel it.† â€Å"Okay. Far be it from me to argue delusional maternal instincts. But like I said, it doesn't really matter. The content, I mean. What matters here, I guess, is the energy loss.† I could have hugged him. â€Å"Finally, someone fucking thinks that's important.† â€Å"It's a pattern now. Can't really blame it on anomaly anymore.† â€Å"So what's it mean?† â€Å"You sure you want the opinion of the worst dream interpreter ever?† â€Å"Good grief! Get on with it.† â€Å"If you were human, I'd say without a doubt that you were being preyed on.† I flinched. â€Å"What? What do you mean?† He reached across the table and caught my hand, flipping it over absentmindedly while he thought. I was too caught on the word preyed to care about him touching me. Little Kayla's words popped into my head. They're monsters. They swoop in the air and go in people's dreams. â€Å"You and I both know there are plenty of supernatural beings walking the world. Some walk the dreamworld and don't really have humans' best intentions at heart. Not that you do either. And honestly, some aren't too different from you. They crave human life and energy, and they can suck it out of dreams.† â€Å"But they can't do that to me?† â€Å"Mmm.† He let go of my hand. â€Å"I don't see how. You don't make your own energy. You steal it too. But who knows?† I shivered. The idea of some creature – some parasitic creature – latching on and sucking out my life made me ill. I was fully aware of the hypocrisy, however, seeing as I did the exact same thing all the time. â€Å"So†¦what kind of creature might be capable of doing that?† â€Å"Dunno. Not my specialty.† â€Å"But you're a dream expert! Shouldn't you know about dream†¦creatures?† â€Å"Supernatural creatures are Erik's thing, not mine. You should ask him.† â€Å"You're the worst dream interpreter ever.† â€Å"So I hear.† His earlier seriousness flitted away. â€Å"So†¦are we going to have sex now?† I stood up. â€Å"No! Of course not.† Dante threw his hands up. â€Å"What more do you want? I actually gave you useful information this time. And it's not like you couldn't use the fix – small or no.† â€Å"It's more than that,† I said. Suddenly, I hesitated. â€Å"I†¦I know you now.† â€Å"What's that supposed to mean?† â€Å"If you were some anonymous guy, there might be a chance. But now you're like a†¦Ã¢â‚¬  Friend wasn't quite the word I was looking for. â€Å"†¦an acquaintance.† He appeared genuinely baffled for once. It was almost amusing. â€Å"I'm really not following this, succubus.† â€Å"I've got a boyfriend, remember? When I have anonymous, casual sex, it's not really cheating. But if I do it with someone†¦Ã¢â‚¬  â€Å"†¦you like?† Was it my imagination, or was there something hopeful in his eyes when he asked that? â€Å"No, I don't think I like you. But I don't exactly dislike you either. The point is, you aren't anonymous. It would be cheating.† He stared at me for several moments, and whatever glimmer of hope I thought I'd seen was definitely gone. â€Å"No wonder succubi are so good at passing as human women. You've certainly got the head games and complete lack of rationality down.† â€Å"I've got to go.† â€Å"You always have to go. Where to now? Some anonymous guy?† I rose. â€Å"No, I'm going to find Erik and see if he can actually give me useful information.† â€Å"I did give you useful information!† â€Å"Debatable.† â€Å"Well, let me lock up, and we'll see what Lancaster has to say.† I froze. â€Å"What do you mean ‘we'?† Dante grabbed some keys from behind the counter. â€Å"You've piqued my curiosity. I want to see how this turns out. Besides, you owe me for my help, seeing as you won't put out.† â€Å"‘Help,' indeed,† I muttered. He walked to the door with me. â€Å"Did it ever occur to you that in spite of how unuseful you think I am, I'm still kind of concerned about what happens to you?† â€Å"No,† I said. â€Å"It actually hadn't.† But I let him go with me over to Arcana, Ltd. When we stepped inside, we found Erik unpacking a box of books. He smiled without looking up, having sensed me. â€Å"Miss Kincaid, always a – † He stopped when he noticed Dante. For the first time in our friendship, I saw Erik look angry. It was disturbing. Frightening, even. â€Å"Mr. Moriarty.† Dante nodded his greeting. â€Å"Always nice to see you.† The expression on Erik's face showed the feelings weren't mutual. He straightened up from his work and walked over to the counter. Crossing his arms over his chest, he peered at both of us. â€Å"What can I do for you?† No cordial host or tea chats today. The air between the two men suddenly felt thick and oppressive. I spoke uncertainly. â€Å"We†¦that is, Dante thinks he has an answer to my dream problems.† Dante laughed, wearing his trademark smirk. If he bore Erik the same animosity, he was hiding it well. â€Å"I wouldn't call it an answer, succubus. More like a theory.† â€Å"I've had the dream again,† I told Erik. â€Å"More than once now. And I still keep losing my energy. Dante says it could be some kind of†¦dream creature preying on me.† I stumbled over the words. The concept was still too ludicrous. â€Å"But he didn't know what kind. He said you might know.† Erik shifted his eyes from Dante to me. I could tell the old man was still unhappy about us being there together, but he cared about me too much and couldn't stop himself from helping me. I wondered at what point over the years I had earned such regard. And how. He sighed and gestured us to the table. We all sat down, but no tea was offered. â€Å"Something like that going after a succubus is hard to imagine,† Erik said at last. â€Å"That's what I thought,† said Dante. His lighthearted mask had slipped a little. He looked much as he had in the store, thoughtful and curious. He reminded me of a mechanical engineer I'd once known. The guy couldn't help himself when it came to fixing some technical problem. Give him something in pieces, and he had to analyze it and figure it out. Dante might give me a hard time, but his nature, corrupt or not, couldn't stay away from this. Erik's eyes studied me, hard and intent. I was an intriguing puzzle for him too. â€Å"If I had to pick†¦I'd say the symptoms most match Oneroi.† I'd heard of them. They'd been in the Greek myths I'd grown up with. â€Å"Dream spirits?† Dante considered. â€Å"More than spirits. They're the children of Nyx and Erebus.† I shuddered. I'd heard of them too. Nyx and Erebus. Night and Darkness. Primordial entities of chaos. They were powerful and dangerous. The world had been born of chaos, true, but it was also a fact – even science agreed – that the universe was always trying to move back toward chaos. Nyx and Erebus were destructive – so much so that they were now locked away, lest they tear the world apart. The possibility that their children could be sucking away my life made me feel sick again. Dante was still turning this theory over in his head. â€Å"Yeah, that'd be the closest. But they still don't match one hundred percent.† â€Å"Nothing does,† admitted Erik. â€Å"I've never heard of anything attacking a succubus.† â€Å"What do Oneroi do exactly?† I asked. The two men exchanged glances, each waiting for the other to explain. Erik was the one who stepped up. â€Å"They visit mortals in their dreams and feed off the emotions such dreams stir up. Victims of Oneroi wake up drained and sick.† More irony. Legend said that succubi visited men in their dreams too and took their life. â€Å"That's what's happening to me,† I argued. â€Å"Why couldn't it be them?† â€Å"It could be them,† agreed Dante, â€Å"but like we said, the details don't fit. Oneroi can seize control and shape what you dream. But the dreams they stir up are usually nightmares. Fear and other dark emotions tend to be more intense – they offer more for the Oneroi to feed off of. Your dreams are short, and they're†¦fluffy.† â€Å"Fluffy?† â€Å"Well, I don't know. Not nightmares. They're intriguing to you. They bring out emotions – fascinated, happy emotions. They're giving you visceral reactions, I suppose, but not the type that the Oneroi usually go after.† â€Å"And,† continued Erik, â€Å"there's also the fact that you aren't an ideal choice for them. You're inefficient. You're a conduit, a link to the mortal world and their energy. If Oneroi are stealing from you, they have to wait for you to get your power from someone else first. Far simpler for them to take directly from a human.† I suddenly realized I'd forgotten something. â€Å"One other weird thing happened†¦more than the energy loss†¦Ã¢â‚¬  I explained about waking up feeling cold and wet. â€Å"I guess that's kind of weird,† said Dante, â€Å"but I don't know that it's really related to this.† â€Å"Well, except later that day, I read this article about a guy who went crazy and tried to swim across the Sound. He thought it would help his family – and it did because he drowned and they got his insurance money. When I read the article, the wet and cold feeling came back. It was like†¦for a second, I was him. I felt exactly what he'd felt. Like I was drowning too.† â€Å"Empathy,† said Dante. â€Å"You read it and imagined what it must be like.† â€Å"No.† I frowned, trying to bring the feeling back. â€Å"I†¦I felt him. I knew it was him I was feeling. That guy. The same way I knew the girl was my daughter. It was in my gut.† Dante looked annoyed. â€Å"Would have been helpful to know this earlier.† â€Å"I forgot. I didn't really see it as relevant until now.† â€Å"Have you ever had anything like this happen before? Knowledge of something you didn't experience?† â€Å"I don't think so.† Erik glanced at Dante. â€Å"Clairvoyance?† â€Å"I don't know. Unlikely. Too many variables. None of them mesh.† Dante turned his gaze back on me. â€Å"Have you talked to your own people about this?† I shook my head. â€Å"Jerome's been gone. I mentioned the first dream before he left, but he didn't seem very concerned.† â€Å"Well, I don't know what to make of it,† Dante said. â€Å"Nor I,† said Erik kindly. â€Å"But I will look into this for you.† â€Å"Thanks,† I told him. â€Å"I really appreciate it.† We stood up, and like that, the momentary truce between Erik and Dante vanished. Erik looked stormy once more. Dante appeared smug and condescending. â€Å"Miss Kincaid,† Erik began stiffly. â€Å"You know I have nothing but the highest regard for you, and I am more than happy to assist you in any way you need. I also recognize that Mr. Moriarty can also offer you help. But I would prefer it if†¦Ã¢â‚¬  â€Å"†¦if you don't bring me around anymore,† finished Dante. He saluted. â€Å"Noted, old man. Meet you at the car, succubus.† He turned and walked out of the shop. Erik's mood didn't vanish with Dante's departure. I could still sense the fury radiating from him. Erik had said Dante was corrupt, but really, so was I. Erik didn't have this kind of reaction around me. There was something I was missing here. â€Å"I'm sorry,† I told Erik. â€Å"I didn't know it would bother you so much.† â€Å"You couldn't have known,† he replied wearily. â€Å"And after all, I was the one who directed you to him.† â€Å"I'll keep him away,† I promised. I thanked him again and went out to meet Dante. He leaned against my car, his thoughts obscured by a lazy smile. â€Å"Why does Erik hate you so much?† I asked. Dante glanced down at me. â€Å"Because I'm a bad man who does bad things.† â€Å"There's more to it than that,† I said. â€Å"And you don't seem that bad. The worst things you've done are trick customers and offer useless information. Although†¦well, you actually were pretty helpful just now. But like I said, I don't think you're as bad as your reputation implies.† â€Å"How would you know?† I shrugged. â€Å"Instinct.† In one swift motion, Dante snaked his hand behind my neck and pulled me to him. I put a hand on his chest and started to push him away and then stopped. There was a warmth in his body, the eagerness of a man who'd been deprived of something for a very long time. To my surprise, I felt arousal burning in me – a yearning of my own to touch someone who wasn't all business. I experienced that feeling a lot, and it usually got me into trouble. My succubus nature woke up, wondering if energy might be on its way. And despite my lofty talk earlier about not sleeping with people I was acquainted with, I suddenly wanted him to kiss me. I wanted his energy – just a taste. His mouth moved toward mine. I started to close my eyes and part my lips – then, abruptly, he stiffened. Releasing me, he stepped back. I opened my eyes, staring in astonishment. â€Å"What the hell?† I asked. â€Å"You backed off. And after all the grief you've given me about sleeping with you.† â€Å"You're drained and hungry, succubus,† he said. â€Å"It'd be like taking advantage of a drunk girl.† â€Å"Right. And you've never done anything like that.† â€Å"Yeah, well, I'm not eighteen anymore.† He opened the car door. â€Å"Are we going or not?† I studied him a bit longer, thinking again I saw that hope and compassion from earlier. I was starting to wonder if a lot of his cattiness was just bravado, hiding the same insecurities everyone in the world had. I kept my psychoanalysis to myself, however, and joined him in the car. We drove back to his shop, our usual flippant banter obscuring anything serious that might have happened.

Learn the Many French Expressions Using Bien

Learn the Many French Expressions Using Bien The French word bien  means well or good and is used in many idioms that express several forms of speech, from nouns to verbs and exclamations. But bien by itself is usually an adverb. Learn how to say good and evil, real estate, well see, to do a good job, and more with these fun expressions using  bien. Remember not to confuse bien and its close sibling bon. Bon  and  bien  are often confused, because they have similar meanings and because both can function as adjectives, adverbs, or nouns. Common French Expressions Using Bien Avoir la langue bien pendue – To be a facile talker; to have the gift of gab Bel et bien – Altogether; truly; really Bien au contraire – On the contrary; quite the opposite Bien dans sa peau – Comfortable in ones own skin / with oneself Bien entendu – Of course; obviously Le bien et le mal – Good and evil Le bien public – Public good Le bien dhumanità © – The good of humanity Les biens dun magasin – A stores goods Les biens immobiliers – Real estate Bien sà »r – Of course Bien sà »r que non – Of course not Dire du bien de – To speak well of Être bien mal – To be close to death Faire du bien quelquun – To do someone good Faire le bien – To do good On verra bien ! – Well see! Prendre la chose bien – To take something well Rendre le bien pour le mal – To return good for evil Sy prendre bien – To do a good job; handle something the right way

Biography of Victoria Woodhull, Womens Rights Activist

Biography of Victoria Woodhull, Women's Rights Activist Victoria Woodhull (born Victoria Claflin; September 23, 1838–June 9, 1927) was a womens rights activist, stockbroker, and newspaper editor. She ran for president of the United States in 1872. Woodhull was also involved in the spiritualist movement, and for a time she made her living as a healer. Fast Facts: Victoria Woodhull Known For:  Candidacy for U.S. President; radicalism as a womens suffrage activist; role in a sex scandal involving Henry Ward BeecherAlso Known As:  Victoria California Claflin, Victoria Woodhull Martin, Wicked Woodhull, Mrs. SatanBorn:  September 23, 1838 in Homer, OhioParents: Roxanna Claflin and Reuben Buck ClaflinDied:  June 9, 1927 in Bredon’s Norton,  Worcestershire, EnglandSpouse(s): Canning Woodhull, Colonel James Harvey Blood, John Biddulph MartinChildren: Byron Woodhull, Zulu (later Zula), Maude WoodhullNotable Quote: Of all the horrid brutalities of our age, I know of none so horrid as those that are sanctioned and defended by marriage. Early Life Victoria Claflin was born into the poor and eccentric family of Roxanna and Reuben Buck Claflin as the seventh of 10 children on September 23, 1838. Her mother often attended religious revivals and believed herself to be clairvoyant. The family traveled around selling patent medicines and telling fortunes, with the father styling himself Dr. R. B. Claflin, American King of Cancers. Victoria spent her childhood with this medicine show, often paired with her younger sister Tennessee in performing and telling fortunes. First Marriage Victoria met Canning Woodhull when she was 15 and they soon married. Canning also styled himself as a physician, at a time when licensing requirements were non-existent or loose. Canning Woodhull, like Victorias father, sold patent medicines. They had a son Byron, who was born with serious intellectual disabilities, which Victoria blamed on her husbands drinking. Victoria moved to San Francisco and worked as an actress and cigar girl. She later rejoined her husband in New York City, where the rest of the Claflin family was living, and Victoria and her sister Tennessee began practicing as mediums. In 1864, the Woodhulls and Tennessee moved to Cincinnati, then to Chicago, and then began traveling, keeping ahead of complaints and legal proceedings. Victoria and Canning later had a second child, a daughter Zulu (later known as Zula). Over time, Victoria grew less tolerant of her husbands drinking, womanizing, and occasional beatings. They divorced in 1864, with Victoria keeping her ex-husbands surname. Spiritualism and Free Love Likely during her troubled first marriage, Victoria Woodhull became an advocate of free love, the idea that a person has the right to stay with a person as long as they choose, and that they can choose another (monogamous) relationship when they want to move on. She met Colonel James Harvey Blood, also a spiritualist and an advocate of free love. They are said to have married in 1866, though there are no records of this marriage. Victoria Woodhull, Captain Blood, Victorias sister Tennessee, and their mother eventually moved to New York City. In New York City, Victoria established a popular salon where many of the citys intellectual elite gathered. There she became acquainted with Stephen Pearl Andrews, an advocate of free love, spiritualism, and womens rights. Congressman Benjamin F. Butler was another acquaintance and advocate of womens rights and free love. Through her salon, Victoria became increasingly interested in womens rights and suffrage. Womens Suffrage Movement In January 1871, the National Woman Suffrage Association met in Washington, D.C. On January 11, Victoria Woodhull arranged to testify before the House Judiciary Committee on the topic of womens suffrage, and the NWSA convention was postponed a day so that those attending could see Woodhull testifying. Her speech was written with Rep. Benjamin Butler of Massachusetts and made the case that women already had the right to vote based on the Thirteenth and Fourteenth Amendments to the U.S. Constitution. The NWSA leadership then invited Woodhull to address their gathering. The leadership of the NWSA- which included Susan B. Anthony, Elizabeth Cady Stanton, Lucretia Mott, and Isabella Beecher Hooker- was so taken with the speech that they began promoting Woodhull as an advocate and speaker for womens suffrage. Theodore Tilton was a supporter and officer of the NWSA and also a close friend of one of Woodhulls critics, Reverend Henry Ward Beecher. Elizabeth Cady Stanton told Victoria Woodhull confidentially that Tiltons wife Elizabeth had been involved in an affair with the Reverend Beecher. When Beecher refused to introduce Woodhull at a November 1871 lecture at Steinway Halls, she visited him privately and reportedly confronted him about his affair. Still, he refused to do the honors at her lecture. In her speech the next day, she referred indirectly to the affair as an example of sexual hypocrisy and double standards. Because of the scandal this caused, Woodhull lost a significant amount of business, though her lectures were still in demand. She and her family had trouble paying their bills,  however, and were eventually evicted from their home. Presidential Candidacy In May 1872, a breakaway group from the NWSA- the National Radical Reformers- nominated Woodhull as a candidate for U.S. president of the Equal Rights Party. They nominated Frederick Douglass, a newspaper editor, former slave, and abolitionist, as vice president. Theres no record that Douglass accepted the nomination. Susan B. Anthony opposed the nomination of Woodhull, while Elizabeth Cady Stanton and Isabella Beecher Hooker supported her run for the presidency. Beecher Scandal Woodhull continued to have significant financial problems, even suspending her journal for a few months. Perhaps responding to continued denunciations of her moral character, on November 2, just before Election Day, Woodhull revealed specifics of the Beecher/Tilton affair in a speech and published an account of the affair in the resumed Weekly. She also published a story about a stockbroker, Luther Challis, and his seduction of young women. Her target was not the morality of the sexual affairs, but the hypocrisy that permitted powerful men to be sexually free while women were denied such freedom. The reaction to the public revelation of the Beecher/Tilton affair was a great public outcry. Woodhull was arrested under the Comstock Law for distribution of obscene material through the mail and charged with libel. In the meantime, the presidential election was held, and Woodhull received no official votes. (Some scattered votes for her were likely not reported.) In 1877, after the scandal had subsided, Tennessee, Victoria, and their mother moved to England, where they lived comfortably. Life in England In England, Woodhull met wealthy banker John Biddulph Martin, who proposed to her. They did not marry until 1882, apparently because of his familys opposition to the match, and she worked to distance herself from her former radical ideas on sex and love. Woodhull used her new married name, Victoria Woodhull Martin, in her writings and public appearances after her marriage. Tennessee married Lord Francis Cook in 1885. Victoria published Stirpiculture, or the Scientific Propagation of the Human Race in 1888; with Tennessee, The Human Body, the Temple of God in 1890; and in 1892, Humanitarian Money: The Unsolved Riddle. Woodhull traveled to the United States occasionally and was nominated in 1892 as the presidential candidate of the Humanitarian Party. England remained her primary residence. In 1895, she returned to publishing with a new paper, The Humanitarian, which advocated eugenics. In this venture, she worked with her daughter Zulu Maude Woodhull. Woodhull also founded a school and an agricultural show and became involved in a number of humanitarian causes. John Martin died in March 1897, and Victoria did not remarry. Death In her later years, Woodhull became involved in the womens suffrage campaigns led by the Pankhursts. She died on June 9, 1927, in England. Legacy Though she was considered controversial in her time, Woodhull has come to be widely admired for her trailblazing efforts to secure rights for women. Two womens rights organizations- the Woodhull Insititute for Ethical Leadership and the Woodhull Sexual Freedom Alliance- were named in her honor, and in 2001 Woodhull was added to the National Womens Hall of Fame. Sources Gabriel, Mary.  Notorious Victoria: The Life of Victoria Woodhull, Uncensored. Algonquin Books of Chapel Hill, 1998.Goldsmith, Barbara.  Other Powers: The Age of Suffrage, Spiritualism, and the Scandalous Victoria Woodhull. Granta, 1998.Underhill, Lois Beachy.  The Woman Who Ran for President: The Many Lives of Victoria Woodhull. Penguin, 1996.

Legal enviroment Essay Example | Topics and Well Written Essays - 1250 words

Legal enviroment - Essay Example Furthermore, the essay also intends to explore if an individual is capable of self-regulation and how ethics can influence the regulation process. Issue The main concern in the context of government regulations in business area is that whether such regulations are necessary. The problem with respect to regulations is that thorough imposing them, the activities of people become delimited and thus managed by the government, thereby violating the rights of individuals. By regulations, the choices of people to conduct certain commercial activities are also restricted. Besides, it has also been argued that low regulations in business and low government intrusion can facilitate people and businesses to earn more revenue and thus they can spend more on economic development. However, to a certain extent government regulations in business is necessary in order to support productive business practices. Reasoning According to Jefferson (2012), human beings are able to live in a society, govern themselves by self-imposed regulations and secure the pleasure of life, freedom, property and peace. The basic reasoning behind self-regulation is that people have absolute rights regarding life and liberty to pursue happiness. Government regulations, if considered necessary, are introduced to secure the sanctification of these rights. The main reasoning behind regulations is that government has a responsibility to oversee the activities of people, because they cannot be trusted for making the proper choices. In the context of business, government regulations are used to control such activities which can otherwise result in business and ultimately market failure. For certain individuals, self-regulation is a contradictory element of business, but it also provides several advantages in the field of business. The five potential benefits of self-regulation are immediacy, flexibility, obedience, cooperative interests of industry and resources. On the other hand, self-regulation also has several disadvantages which comprise conflict of interest, insufficient consents, under enforcement, international competition and inadequate resources. Evidently, self-regulations comprise both benefits and limitations. Thus, it is neither an integrally effective nor an ineffective way to govern business conducts. The key challenge is to derive the condition in which self-regulation can be regarded as the proper strategy to encourage ethical behavior and also to find ideal methods of planning self-regulatory organizations. In reaction to corporate frauds, it is reasonable to decide who should regulate the behavior of business organizations and business transactions. In this context, it can be stated that it is not a simple choice to follow either government regulation or self-regulation, rather it is a query of how self-regulation can be utilized (Coglianese et al., 2004). Even if self-regulations have received blame from public due to corporate frauds, it cannot be uninhibited co mpletely. As an alternative, the solution would be to change the inner governance system of the self-regulatory organizations by permitting them new power or altering the level of government observation (Coglianese et al., 2004). Analysis Several sectors of businesses have long complained regarding government regulations and their restrictive characteristics. Government regulat