Slate Rock Definition, Composition, and Uses

Radical Feminism in Like Water for Chocolate Essay

There are many different definitions of feminism. Some people regard feminism as the idea that women deserve the same amount of respect that men deserve. There are the other schools of feminist thought that hold women superior to men. Yet another believes that the gender roles controlling women are artificially created and not innate knowledge, and thus men and women are equals with only history the determining factor and how gender equality is established. There are clear feminist overtones in Like Water for Chocolate by Laura Esquivel. Esquivel pointes to a more radical definition of feminism in Like Water for Chocolate. The story focuses on mostly female characters that assume the gender roles typically associated with men. Esquivel†¦show more content†¦We see elsewhere in the novel the strength in Gertrudis, Titas sister. Gertrudis escapes the ranch after reacting mysteriously to one of Titas recipes. She runs away with a rebel soldier, works in a brothel at the Mexico-T exas border, and eventually returns to the ranch as a general in the revolutionary army. Here we witness the creation of a second strong female character. When we first see Gertrudis we see just another female character. But after her return we find that she has become a leader of in the revolution. Again Esquivel takes a potion that is typically male associated and fills that role with and equally respectable female character. There is then the focal character, Tita. Tita is the pivotal character in defining Like Water for Chocolate as a feminist novel. Tita more than her mother, is the glue that holds her family together. It is she that cares for the ranch and feeds everyone. Tita is the one who ensures that everything goes to plan. After her mother becomes paralyzed, even with her hatred towards her she still continues to care for her. Tita is the strongest feminine figure in this novel. She continues to strive for what she wants form life and stops at nothing to get it. Through Esquivel creates a sense that Tita is not someone who you would want to get in the way of. Esquivel does this in such a wayShow MoreRelated Feminism in Like Water for Chocolate by Laura Esquivel Essay752 Words   |  4 PagesFeminism in Like Water for Chocolate by Laura Esquivel There are many different definitions of feminism. Some people regard feminism as the idea that women deserve the same amount of respect that men deserve. There are the other schools of feminist thought that hold women superior to men. Yet another believes that the gender roles controlling women are artificially created and not innate knowledge, and thus men and women are equals with only history the determining factor and how gender equalityRead MoreLike Water For Chocolate And John Steinbeck s The Grapes Of Wrath1498 Words   |  6 PagesIn Laura Esquivel’s Like Water for Chocolate and John Steinbeck’s The Grapes of Wrath, the female characters are presented in nontraditional ways for the times in which the novels are set. Each novel shows a clear distinction between the male and female characters, and it would make sense to feel a feminist vibe from the authors at certain points in the novels. In these novels, the female characters use the traditional distinction bet ween gender roles to change the dynamics of their families andRead MoreThe Feminist And Reality Theory : Like Water For Chocolate4125 Words   |  17 PagesAbstract Set in Mexico at the turn of the 20th century, Laura Esquivel’s contemporary novel, Like Water for Chocolate, centers on the youngest daughter of the De la Garza family, Tita, whose familial position predestines her to remain at home, unmarried, and in charge of the life-long care of her authoritarian mother, Mama Elena. The conflict arises when Tita falls in love with Pedro and is denied both marriage and influence over her own affairs. Ultimately, Tita finds a voice through the elaborateRead MoreAmerican History Eoc Study Guide5327 Words   |  22 PagesArmor was the first to can meat and Swift invented the refrigerated boxcar. 7) New Immigrants vs. Old Immigrants: New immigrants came from South and East Europe countries like Italy and Greece. They did not speak English and were Catholics, Jews, and Orthodoxies. Old immigrants came from North and West European countries like England and Ireland a while before the New Immigrants came. They were white, English speaking Protestants. 8) Child Labor Laws: These laws were a Progressive Reform. TheyRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesSandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter

Single Sex Education Essay Example For Students

Single Sex Education? Essay soc Why would anyone want to go to an all girls school? This is a question I have often pondered. Can you imagine school without the obnoxious comments from boys, football games, and gossiping about boys? This doesnt sound like a lot of fun, does it? You girls may think about this and decide there are no advantages to an all girls school, but in reality, all girls schools have many. Believe it or not, having boys around is not the most important factor in our education. In fact, boys in the classroom are actually a setback. All girls schools are more advantageous than coeducational schools because there are fewer distractions, you will have a higher self esteem socially and academically, and you will be more successful academically. Lets face it, we are obsessed with boys. We act and dress with only a boys opinion in mind. Boys not only preoccupy our minds in a social setting, but in the classroom as well. We know that we know the answers to the questions in school, but we often avoid raising our hand in class. Why? We are afraid that the answer might be wrong, and the boys will laugh at us. Even worse, we might be right, and then they will think we are nerds! We also must confess that we tend to space out during lessons and daydream about the star quarterback two seats over. These distractions could be eliminated if boys are removed from the setting. Without them, we could focus on education rather than what they think of us. Self-esteem is another issue that will improve with the absence of the male species in the classroom. In high school, there is an extreme amount of pressure to fit in. Some may not fit in, and some prey on others in order to fit in and increase their own self esteem. Usually it is the boys who will tease us, whether its because they like us or they want to get a laugh out of their friends. This teasing can crush our confidence and cause us to become very self-conscious. Without boys, we can confidently walk down the hallway without dodging annoying boys who relentlessly torture us. Some may say, What about other girls? Girls can definitely be cruel and catty, but usually this bitterness towards another girl sprouts from a boy, whether she stole your boyfriend or he likes her better. How many times have you found yourself gossiping with your friends about how you are much prettier than the girl your crush likes? Girls would get along better if there were no boys around to fight about. Boys will not get in the way of friendships, which are far more important than relationships, making the high school experience much better for a girl. A single sex atmosphere will also increase our self-esteem academically. Studies prove that women do better in single sex schools and have higher self-esteems (Cooner, Knight, and Wiseman 90). In coed classrooms, boys receive more attention, whether it is criticism or praise, than we do (Cooner, Knight, and Wiseman 91). How often does a teacher stop a class to yell at a typically obnoxious boy? We therefore feel ignored by our teachers. This has a dramatic effect on our confidence in the classroom. In an all girls school we can receive our teachers attention more frequently and ask questions without feeling embarrassed. More attention means more praise, which we clearly deserve. The increase in attention from our teachers will help to increase our academic self-esteem. The most important advantage of an all girls school, however, is academic success. Did you know that coed schools are structured around the development of male students? Writing, reading, and math concepts, such as long division, are introduced to us when a boys mind is ready to process and understand the information (Cooner, Knight, and Wiseman, 90). The fact that we were developmentally ready to understand this information a few years ago is ignored. I find that completely unfair and Im sure that you can agree. Girls develop math and verbal skills faster than boys do, so we rarely experience any challenges in the .

The Will Of The Majority Is Naturally Powerful In A Democracy. Most Am

The will of the majority is naturally powerful in a democracy. Most American constitutions have strengthened this natural power even further by providing that representatives to the legislatures are appointed directly by the people for short terms (such that the legislature is very ready to obey the wishes of the majority), and then by concentrating almost all of the powers of government in the legislatures. The majority derives its moral authority from the notion that: (1) a great number will tend to be more enlightened than a small group of men; and (2) the interest of the greatest number should be preferred to that of the few. Primarily, however, Americans accept the power of the majority because they all hope to profit from it someday. This gives the majority immense power. There is nothing to stop the majority once it has decided on a course of action. Further, once the majority has irrevocably decided a question, it is no longer discussed. This is because the majority is a power that does not respond well to criticism. Those who hold views different than the majority are ostricised. There is little independence of mind or true freedom of discussion in America. The modern American tends to conform to the ideas of the majority rather than rebel against them. The powers granted to the majority in America leave the minority in danger of being subjected to tyranny. There are very few checks in America against this possibility. To minimize the risks of tyranny, the legislature should be chosen by the majority, the executive must have a strength of its own, and the judicial power must be independent of the two others. This is not the situation in most American States. The potential for misuse of the power of the majority is the greatest threat to American political institutions. Misuse of power often leads to a loss of that power through a revolution. Although the American governments are centralized, their projects can only be carried out by decentralized agents in the townships and counties. This tends to retard the imposition of the will of the majority. If administration was ever centralized, the despotism would be intolerable. Lawyers tend to bring an aristocratic element to American democracy, which provides one of the strongest barriers against its faults. Civil juries protect against tyranny by making all citizens a part of the judicial process. They instill some of the habits of the judicial mind into every citizen. They provide a respect for court decisions and an idea of right throughout all classes. The jury is the most effective way of establishing the people's rule and the most effective way of teaching them how to rule.

Alcohol Abuse Issues

In the findings of the NationalCenteronAddictionandSubstanceAbuse,the statistics reveals that almost80%ofhighschoolstudentshave tasted alcohol (â€Å"Should the drinking age be lowered from 21 to a younger age?† 1). Advertising We will write a custom essay sample on Alcohol Abuse Issues specifically for you for only $16.05 $11/page Learn More Despite the legal drinking age in America being at twenty-one years of age, a substantial number of us may have direct experience of alcohol consumption. Often, some teenagers believe that drinking alcohol helps them to facilitate solutions to their problems. Besides, they think of alcohol a reachable escape route from the numerous pressures and expectations from family members. As a matter of fact, alcohol does not only affect ourselves but also the people around us. For instance, many victims of drunk-driving die in grisly road accidents and leave their families dejected and orphaned. Moreover, sometimes it is the bread winner who perishes in these avoidable accidents. Reflectively, I believe most of the teenagers know alcohol as a harmful chemical with lifelong effects on its consumer. If this knowledge is put into practice, the outcome can greatly impact their health (â€Å"Risky Business: The Gamble† 1). Then why should we drink? Across the states of America, teenagers generally start driving at the age of sixteen, as compared to teens in other continents such as Europe who begin driving at the age of 18.The positive index of age in Europe substantially ensures greater safety for the driver in terms of maturity and responsibility. However, due to low legal driving age in America, many teenagers are prone to the risk of driving under the influence of alcohol than in other countries. In a study carried out in 2008, the results reveal that over 1.4 million drivers were arrested for driving under the influence of alcohol (â€Å"The Nemours Foundation† 1). In addition, d rugs such as marijuana and cocaine contributed to about 18% of motor vehicle driver deaths (â€Å"Should the drinking age† 2). These drugs are often used in combination with alcohol. Alcohol opens the gate to drug abuse. Once you are addicted to alcohol, drugs might come along as well. Social pressures are another cause of alcohol abuse among high school students. Due to the peer pressure, teenagers do things that they do not want to match up with the status quo. Afraid of rejection and wanting to appear mature for their age, teens participate in alcohol consumption to look â€Å"cool†. Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Unfortunately, these teens end up wasted in the quest for an identity and uncontrolled freedom in pretence of having fun. While the image of drinking may appear cool to some people, getting drunk influences a person to do extremely un-cool things (â €Å"High-Risk Drinking in College: What We Know and What We Need to Learn† 1). Also, teenagers who are afraid of being rejected by friends drink in order to maintain the friendship between them. Alcohol slows the functioning of central nervous system and blocks some of the messages to the brain. These effects are beyond our imagination as the whole biological organs are slowed down with the labor of digesting the toxic chemical in alcohol. The physical effects of alcohol consumption includes difficulty walking, blurred vision, slurred speech, slowed reaction times, and impaired memory. According to National institute on alcohol abuse and alcoholism alcohol damages the brain, cause blackouts, memory lost, and liver disease (â€Å"Alcohol-Induced Liver Disease† 1). Although consuming alcohol may trigger the feeling of joy and relieved stress, the hangovers in the morning is not very lovely and you realize the problems are still there (â€Å"Alcohol-Induced Liver Diseas e† 1). Drinking is not the right way to escape from reality. The temporarily feeling will of relief never solves the troubles in your life. Alcohol is a depressant when consumed in large quantities and can cause alcohol poisoning which leads to difficulty in breathing, seizures or even death. Besides, consumption beyond the liver’s ability to process may result in imbalance and injure the liver. Consequently, liver disease may cause persistent bleeding from veins in the esophagus, high blood pressure in the liver, coma, and liver cancer(â€Å"Why should I say no to alcohol?.† 3). The harmful effects of alcohol surpass its benefits. Thus, lower drinking age may be fatal in long run due to brain damage. When high school students start drinking at an earlier age, it will have effects on brain developing, physical, and mental health. Since teens who take alcohol have a higher chance of academic failure, allowing them to access alcohol negates their academic performa nce (â€Å"Risky Business: The Gamble† 1). As a result of tender drinking age, the brain cannot fully develop making them to be prone to academic failure. The most practical solution to underage drinking is parental involvement in the emotional life of their children. Besides, the government should reinforce law agencies which monitor accessibility of harmful drugs on under age. I addition, hefty fines should be posted on the stores which sell alcohol to under age.Advertising We will write a custom essay sample on Alcohol Abuse Issues specifically for you for only $16.05 $11/page Learn More In conclusion, alcohol remains to be a challenge in the relationship among parents and their teenage children. Drinking comes with many responsibilities and if abused, may ultimately lead to long-term consequences. Alcohol does not only affect ourselves but also people around us. Works Cited â€Å"Alcohol-Induced Liver Disease.† American Liver Foundati on, September 28th, 2007. Web. â€Å"High-Risk Drinking in College: What We Know and What We Need To Learn.† N.p., 9/23/2005. Web. â€Å"Risky Business: The Gamble.† Alcohol Awarness. The University of Lethbridge, January 11,2005. Web15,0CT, 2011. â€Å"Should the drinking age be lowered from 21 to a younger age?.† ProCon.org. N.p., 5/24/2010. Web15,0CT, 2011 â€Å"The Nemours Foundation.† Alcohol. N.p., April 2009. Web15,0CT, 2011 â€Å"Why should I say no to alcohol?.† Drinking: Facts for Teens. N.p., 11/09. Web15,0CT, 2011Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on Alcohol Abuse Issues was written and submitted by user Gabriel Baxter to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

HMS Dreadnought - The 1906 Battleship that Changed Everything

HMS Dreadnought - The 1906 Battleship that Changed Everything In the early years of the 20th century, naval visionaries such as Admiral Sir John Jackie Fisher of the Royal Navy and Vittorio Cuniberti of the Regia Marnia began advocating for the design of all-big-gun battleships. Such a vessel would only feature the largest guns, at this point in time 12, and would largely dispense with the ships secondary armament. Writing for Janes Fighting Ships in 1903, Cuniberti argued that the ideal battleship would possess twelve 12-inch guns in six turrets, armor 12 thick, displace 17,000 tons, and be capable of 24 knots. He foresaw this colossus of the seas as being capable of destroying any existing foe though recognized that the construction of such vessels could only be afforded by the worlds leading navies. A New Approach A year after Cunibertis article, Fisher convened an informal group to begin assessing these types of designs. The all-big gun approach was validated during Admiral Heihachiro Togos victory at the Battle of Tsushima (1905) in which the main guns of Japanese battleships inflicted the bulk of the damage on the Russian Baltic Fleet. British observers aboard Japanese ships reported this to Fisher, now First Sea Lord, with the further observation that the Imperial Japanese Navys 12 guns were particularly effective. Receiving this data, Fisher immediately pressed ahead with an all-big-gun design. The lessons learned at Tsushima were also embraced by the United States which began work on an all-big-gun class (the South Carolina-class) and the Japanese who commenced building the battleship Satsuma. While planning and construction for the South Carolina-class and Satsuma began prior to British efforts, they soon fell behind for a variety of reason. In addition to the increased firepower of an all-big-gun ship, the elimination of the secondary battery made adjusting fire during battle easier as it allowed spotters to know which type of gun was making the splashes near an enemy vessel. The removal of the secondary battery also made the new type more efficient to operate as fewer types of shells were needed. Moving Forward This reduction in cost greatly aided Fisher in securing Parliamentary approval for his new ship. Working with his Committee on Designs, Fisher developed his all-big-gun ship which was dubbed HMS Dreadnought. Centered on a main armament of 12 guns and a minimum top speed of 21 knots, the committee evaluated a variety of different designs and layouts. The group also served to deflect criticism away from Fisher and the Admiralty.    Propulsion Including the latest technology, Dreadnoughts power plant utilized steam turbines, recently developed by Charles A. Parsons, in lieu of the standard triple-expansion steam engines. Mounting two paired sets of Parsons direct-drive turbines powered by eighteen Babcock Wilcox water-tube boilers, Dreadnought was driven by four three-bladed propellers. The use of the Parsons turbines greatly increased the speed of the vessel and allowed it to outrun any existing battleship. The vessel was also fitted with a series of longitudinal bulkheads to protect the magazines and shell rooms from underwater explosions. Armor To protect Dreadnought the designers elected to use Krupp cemented armor which was produced at William Beardmores mill in Dalmuir, Scotland. The main armor belt measured 11 thick at the waterline and tapered to 7 at its lower edge. This was supported by an 8 belt that ran from the waterline up to the main deck. Protection for the turrets included 11 of Krupp cemented armor on the faces and sides while the roofs were covered with 3 of Krupp non-cemented armor.   The conning tower utilized a similar arrangement to the turrets. Armament For its main armament, Dreadnought mounted ten 12 guns in five twin turrets. Three of these were mounted along the centerline, one forward and two aft, with the other two in wing positions on either side of the bridge. As a result, Dreadnought could only bring eight of its ten guns to bear on a single target. In laying out the turrets, the committee rejected superfiring (one turret firing over another) arrangements due to concerns that the muzzle blast of the upper turret would cause issues with the open sighting hoods of the one below. Dreadnoughts ten 45-calibre BL 12-inch Mark X guns were capable of firing two rounds per minute at a maximum range of around 20,435 yards. The vessels shell rooms possessed space to store 80 rounds per gun. Supplementing the 12 guns were 27 12-pdr guns intended for close defense against torpedo boats and destroyers. For fire control, the ship incorporated some of the first instruments for electronically transmitting range, deflection, and order directly to the turrets. HMS Dreadnought - Overview Nation: Great BritainType: BattleshipShipyard: HM Dockyard, PortsmouthLaid Down: October 2, 1905Launched: February 10, 1906Commissioned: December 2, 1906Fate: Broken up in 1923 Specifications: Displacement: 18,410  tonsLength: 527 ft.Beam: 82 ft.Draft: 26 ft.Propulsion: 18 Babcock Wilcox 3-drum water-tube boilers w/ Parsons single-reduction geared steam turbinesSpeed: 21 knotsComplement: 695-773 men Armament: Guns 10 x BL 12 in. L/45 Mk.X guns mounted in 5 twin B Mk.VIII turrets27 Ãâ€" 12-pdr 18 cwt L/50 Mk.I guns, single mountings P Mk.IV5 Ãâ€" 18 in. submerged torpedo tubes Construction Anticipating approval of the design, Fisher began stockpiling steel for Dreadnought at the Royal Dockyard in Portsmouth and ordered that many parts be prefabricated. Laid down on October 2, 1905, work on Dreadnought proceeded at a frenetic pace with the vessel being launched by King Edward VII on February 10, 1906, after only four months on the ways. Deemed complete on October 3, 1906, Fisher claimed that the ship had been built in a year and a day. In actuality, it took an additional two months to finish the ship and Dreadnought was not commissioned until December 2. Regardless, the speed of the ships construction startled the world as much as its military capabilities. Early Service Sailing for the Mediterranean and Caribbean in January 1907, with Captain Sir Reginald Bacon in command, Dreadnought performed admirably during its trials and testing. Closely watched by the worlds navies, Dreadnought inspired a revolution in battleship design and future all-big-gun ships were henceforth referred to as dreadnoughts. Designated flagship of the Home Fleet, minor problems with Dreadnought were detected such as the location of the fire control platforms and the arrangement of the armor. These were corrected in the follow-on classes of dreadnoughts. World War I Dreadnought was soon eclipsed by the Orion-class battleships which featured 13.5 guns and began entering service in 1912. Due to their greater firepower, these new ships were dubbed super-dreadnoughts. With the outbreak of World War I in 1914, Dreadnought was serving as flagship of the Fourth Battle Squadron based at Scapa Flow. In this capacity, it saw its only action of the conflict when it rammed and sank U-29 on March 18, 1915. Refitted in early 1916, Dreadnought shifted south and became part of the Third Battle Squadron at Sheerness. Ironically, due to this transfer, it did not participate in the 1916 Battle of Jutland, which saw the largest confrontation of battleships whose design had been inspired by Dreadnought. Returning to the Fourth Battle Squadron in March 1918, Dreadnought was paid off in July and placed in reserve at Rosyth the following February. Remaining in reserve, Dreadnought was later sold and scrapped at Inverkeithing in 1923. Impact While Dreadnoughts career was largely uneventful, the ship initiated one of the largest arms races in history which ultimately culminated with World War I. Though Fisher had intended to use Dreadnought to demonstrate British naval power, the revolutionary nature of its design immediately reduced Britains 25-ship superiority in battleships to 1. Following the design parameters set forth by Dreadnought, both Britain and Germany embarked on battleship building programs of unprecedented size and scope, with each seeking to build larger, more powerfully armed ships. As a result, Dreadnought and its early sisters were soon out-classed as the Royal Navy and Kaiserliche Marine quickly expanded their ranks with increasingly modern warships. The battleships inspired by Dreadnought served as the backbone of the worlds navies until the rise of the aircraft carrier during World War II.

Information and communication technology in society Essay

Information and communication technology in society - Essay Example de worse by the time limit which makes it difficult for the young people to afford surfing for a longer time than their money would facilitate (Looker et al 2009 p 44). As such, they search for information quickly so as to save internet expenses thus leaving no space to evaluate the information they find. This leads to poor translation which results to cases of plagiarism especially in higher institutions of learning. While searching for information on the internet using the search engines, it is always useful to use key words that would display specific information required. Research shows that young people are poor in this as they most of the time use long sentences that makes the searching process tedious and inaccurate (Luyt 2008). As such, they waste a lot of time before they could find information due to trial and errors. According to research, young people tend not realize that internet is not just the search engines such as Google, but a collection of many providers. This is due to the fact that they concentrate much of their information seeking on these search engines instead of widening their scope (Dresang 2006 p 25). As such, they get limited knowledge on the constituents of the internet, which could provide more valuable and effective information or which could help them quantify their ability to use the internet. Digital divide is the gap that exists within the society due to the fact that not all persons have been able to acquire the skills to use internet technology (Rooksby 2008 p 181). This results from the difference in income generation between various individuals whereby some have the capability to acquire the necessary equipment which facilitates connectivity. According to research, almost 50% of adults in America alone do not have access to internet technology, a situation that is attributed to financial constraints (Warschauer 2004 p 115). It also shows that those with internet connection have a high chance of getting a job than those