The Women s Rights Movement - 2643 Words

Feminist have only ever wanted one thing, to be treated equally as their male counterparts. In school settings the only part of the women’s rights movement that is really discussed is the suffrage movement. There were a lot of women involved in the fight for equality, Susan B Anthony being the most recognized today. There is a hidden American history to the women’s rights movement, women of color were equally involved as white women. As Terrell once stated, â€Å"A white woman has only one handicap to overcome, a great one, true, her sex; a colored woman faces two-her sex and her race† (Conger). Women of color have been active, present voice within feminism, despite American history not giving them credit. Feminism was separated into waves, the first, second, and third wave. Before it was called the first feminism, it was called the women’s rights movement. This movement began in the 1830s. First wave feminism is mostly known for women gaining the right to vote. During this time, Susan B. Anthony along with Elizabeth Stanton and Matilda Joslyn Gage wrote a 1500-page anthology called The History of Women’s Suffrage (Conger). Out of all the women who helped write a piece of it, only one was a woman of color; Sojourner Truth. Women were also fighting for the right to claim land, have trade rights or any other kind of economic freedom. These were important issues to women, but women of color had more other issues they were trying to combat other than just economic oppression. TheyShow MoreRelatedThe Women s Rights Movement702 Words   |  3 Pagesthat the women’s rights movement in the United States failed to accomplish its goals in the early –mid 19th century because the slavery issue was never resolved is unfounded. In the early-mid 19th century, women began to demand change in American society, as they challenged the traditional roles of women politically, socially, and economically. - political, social, and economic change {Challenged the traditional views of women - pushed the boundaries – public sphere/life of women changed dramaticallyRead MoreThe Women s Rights Movement874 Words   |  4 Pages1848 to 1920, the women’s rights movement demonstrated the first true act of feminism, founded by a group of women rights activists to combat against women’s suffrage in the United States. By the 1960’s radical feminists also known as the woman’s liberation movement once again took up the fight for equality amongst men and woman, yet by the late 1990’s early 2000’s it had begun to change, losing its primary focus of fighting for a woman’s right, and becoming a burden on women today. The blowback fromRead MoreThe Women s Rights Movement1659 Words   |  7 Pagesmen and women, the women’s rights movement in Pakistan has just begun. People are starting to protest against discriminations that women face in their daily lives that disable them from having a voice in society. Some of these discriminations involve men being able to divorce their wives without her consent, women’s voices having half the weight of a man’s in court, and female heirs inheriting less money or property than a male heir (â€Å"Sharia†, 9). Groups like the Pakistani Women’s Rights OrganizationRead MoreThe Women s Rights Movement Essay987 Words   |  4 Pagesthat occurs is that women were never given the opportunity to voice their opinion on what kind of job that they should do. In addition, voting at this point of time for women was quite impractical. The wartime was a difficult time for women who wanted to capitalize on an opportunity. They wanted a job to prove to men that they are much stronger. However, there was hope when the U.S. woman’s rights movement began. A woman by the name of Elizabeth Cady Stanton started the movement at Seneca Falls, NewRead MoreThe Women s Rights Movement1366 Words   |  6 PagesW omen’s Rights Movement The equality women have today did not just happen over night.In this passage there will be evidence of an impowering fight that women over came to say WE ARE IMPORTANT TO!! All the brave strong women that fought this battle, along with the obstacles women still face today.Also the surprising fact that women’s rights also consists of racism and sexual orientation.This movement was necessary, and is truly an accomplishment in history. The first outbreak of confidentRead MoreThe Women s Rights Movement1091 Words   |  5 PagesAmerican history, women have constantly been suppressed. It was believed overall that women were not supposed to work, but to stay home, cook, clean, make clothes, and take care of the child(ren). Basically, a woman was considered her husband’s property. It was not until 1920s that women were finally able to get the rights they deserve, such as birth control, new divorce laws, and ultimately the right to vote, which was the main focus of the Women’s Rights Movement. This movement consisted of manyRead MoreThe Women s Rights Movement1547 Words   |  7 PagesFlorida SouthWestern State College The Women’s Rights Movement What was the significance of the Seneca Falls Convention on the Women’s Rights Movement? Jennifer Flores AMH2010 Mr. Stehlin 16 November 2015 The Women’s Rights Movement began in 1848 with the first assembly of women and men gathering to discuss the civil, social, and other conditions of women. The Seneca Falls Convention was the start of the women’s movement. The two women who organized this event were Lucretia Mott andRead MoreThe Women s Rights Movement1420 Words   |  6 Pageswomen’s rights movement in the United States in the early –mid 19th century did not fail to accomplish its goals, as slavery was not an issue women wanted to resolve (address?) In the early-mid 19th century, some women began to demand change in American society (as they challenged the traditional roles of women politically, socially, and economically?) -political, social, and economic change {challenged the traditional views of women - pushed the boundaries – public sphere/life of women changedRead MoreThe Women s Rights Movement1620 Words   |  7 Pageshas improved over the last several years in the broader culture and by police, self-blame and shame has persisted among victims, leaving them just as unwilling to come forward.†(Gray. para. 10) The women’s rights movement is still going strong, and there have been major accomplishments for women within the last several decades. In 1968, the fair housing act made it no longer possible for a woman to be turned down by a landlord based solely on her being female. In 1986, the legal definition of ‘sexualRead MoreThe Women s Rights Movement881 Words   |  4 PagesThe Women’s Rights Movement, 1848–1920 1. â€Å"The first gathering devoted to women’s rights in the United States was held July 19–20, 1848, in Seneca Falls, New York.† 2. Principal organizers : Elizabeth Cady Stanton (a mother of four, the Quaker, abolitionist ) 3. Social and institutional barriers that limited women’s rights: family responsibilities, a lack of educational and economic opportunities, and the absence of a voice in political debates. 4. Stanton and Anthony created the National Woman

Common Errors in English Language Learning and Use †the Philippine Context Free Essays

For half a decade, I have spent significant time working with and studying English as Second Language (ESL) learners in several contexts – online, corporate, and academic. In the course of interfacing with these different types of students, several interesting features arise in the study of the learners’ language, most especially errors in writing. In this article, I will give a brief background of the errors of the learners. We will write a custom essay sample on Common Errors in English Language Learning and Use – the Philippine Context or any similar topic only for you Order Now I will also try to encapsulate some of my observations and experiences in dealing with language errors and probably suggest ways on how to appropriately address them. Hopefully, this will be an eye opener to a lot of English language teachers and practitioners that errors are important in both learning and teaching ESL. The Context The influence of mass media, which use English as a medium for communication has greatly contributed in the development of the English language in the Philippines. Several broadsheets and magazines, FM radio shows and late night newscasts in English are just a few manifestations that the language is indeed alive in the local media scene. Furthermore, the prevalence of business process outsourcing (BPO) industries is also a validation that the country is home to thousands of bilingual customer service representatives who deliver quality customer service to English-speaking clients. Philippine education, however, does not have the same story. Through the years, teachers and school administrators have tried different strategies to improve the English language proficiency of their students. But based on observation and research, there is incongruence between the strategies and the language practices in Philippine schools ; for instance, â€Å"most colleges and universities claim that their medium of instruction (MOI) is English but there is often no explicit school policy articulating this (Bernardo and Gaerlan, 2006:21). † This, in return, results in the decline of English proficiency, leaving educators and teachers with unresolved problems regarding standard policies and procedures in using the English language in the academe. On Errors and the Learners’ Language (Interlanguage) Errors are considered significant features in acquiring, learning, and teaching a second language. It has been customary for students and teachers to talk about errors in the language classroom, most especially in writing classes. Teaching professionals often feel frustrated with the quality of the language of their students’ essays. , For some, errors are signs of failure while others believe that they are indications of and opportunities to understand the very complex process of learning to communicate in a second language. One methodology in studying the learner’s error is by doing Error Analysis (EA) or â€Å"the process of determining the incidence, nature, causes and consequences of unsuccessful language† (James, 1998:1). Brown (2000:218) states that errors may result from several sources, two of which are: â€Å"interlingual errors of interference from the native language and intralingual errors within the target language, context of learning and communication strategies. To simply put it, the first kind refers to the second language errors that reflect native language structure while the second one, results in faulty structures that do not follow the standards of the target language. It is also a must to acknowledge the kind of language that learners produce in order to come up with a holistic study of the learners’ errors. Larry Selinker labels this as interlanguage or â€Å"the separateness of a second language learners’ system, a system that has a structurally inte rmediate status between the native and target languages† (1972 in Richards, 1974:31). With this, it will be easier for teachers to understand where learners are coming from and also for them to come up with possible solutions to address these errors. The Classroom Experience In the English classroom, where formal learning takes place, I have encountered several â€Å"unique experiences† in dealing with errors in academic writing. Filipino college students are very innovative in constructing English sentences that often result in several interlingual and intralingual errors. Take for instance the following excerpt from a student’s composition: Me in my friend was stranded at the gate 3 of fort Bonifacio because the jeepney cannot pass over because of the heavy flood that if we measure is in a waistline and in some place in a neckline. Me and my friend was just stay in the jeepney hoping and waiting that the rain would stop for us to go home. † It is quite obvious that the student has committed several intralingual errors such as: a. Misused pronoun (Me and my friend – My friend and I) b. Faulty capitalization (fort Bonifacio – Fort Bonifacio) c. Wrong conjunction (Me in my friend – â€Å"and†) . Incorrect verb tense (was just stay – stayed) e. Lack of punctuation (Me and my friend was just stay in the jeepney (,) hoping and waiting that the rain would stop(,) for us to go home. f. Inventing new vocabulary and usage (pass over which means â€Å"to pass through†; waistline which should be â€Å"waist deep†) The student also used her knowledge of the first language (in this case Tagalog) to write in English. For example, the compound subject â€Å"Me and my friend† is a direct translation of the Filipino phrase â€Å"Ako at ang kaibigan ko†. This is a concrete example of an interlingual error. It is really tedious to mark essays that contain numerous errors but these things must be pointed out in order to improve the language abilities of students. Moreover, by studying these kinds of errors, it will be easier to diagnose certain areas that need reinforcement. Some Possible Solutions As a teacher and researcher, I have realized that it is imperative to put utmost importance to the errors that ESL students commit in academic writing. Studying these errors may mean finding probable solutions to address them. The following are some suggestions that other teachers can do in their own classrooms: 1. Analyze and rectify the errors found in the learners’ compositions by following specific â€Å"linguistic criteria or the formal features of a language† (James, 1998:206). With this on hand, a basis for assessing and correcting the errors of students will be available. 2. After analysis, provide supplementary materials that will help reinforce language proficiency. This can be done by addressing specific areas of concern like grammar, lexis, usage, and mechanics. This will be helpful most especially to struggling students that are having difficulties in understanding the complex rules of the target language. 3. It is also a must to recognize individual differences inside and outside the classroom. Finding time to connect with students will also help in understanding the nuances of the languages that they use. Knowing how they interact and being able to cope with their interests will give the teachers several insights as regards the learners’ language. . Finally, continuous research and error analysis can lead to a development of a standard material based on empirical data. This will help address the most frequent errors that learners commit in specific linguistic areas. References: Bernardo, A. Gaerlan, M. J. (2006). Teaching in English in Philippine higher education: The case of De La Salle University-Manila. Hong Kong University. Brown, H. (2000). Principles of language learning and teaching. England: Longman. James, C. (1998). Errors in language learning and use. London: Addison Wesley Longman Limited. Selinker, L. (1972). Interlanguage in error analysis: Perspectives in second language acquisition. Jack C. Richards, (Ed. ). London: Longman Group Limited. Author’s Profile Mark Arthur Payumo Abalos teaches college English, writing (expository, research and technical), oral communication, and literature at the Far Eastern University – East Asia College and De La Salle – College of St. Benilde in Manila, Philippines. He also works as an English language program facilitator at John Robert Powers International and an IELTS consultant at the PALMS Australian Immigration Services. He used to be a full-time Educational Consultant for the Language and Literacy Programs of Scholastic Publishing. He obtained his bachelor’s degree in English Studies: Language from the University of the Philippines – Diliman. His master’s research focuses on the significance of interlanguage grammar and error analysis in developing ELT materials. You can reach him at markarthurabalos@gmail. com. How to cite Common Errors in English Language Learning and Use – the Philippine Context, Essays

Judgement of ethics Analysis Essay Example For Students

Judgement of ethics Analysis Essay Category:PhilosophyPaper Title:judgement of ethicsText:Almost everyone has heard of the two great philosophers, Plato and Aristotle. Few people though, know much about their life long achievements. Their ownpersonal beliefs and philosophies. In order to understand them, we must fistexamine the background of the two philosophers. Plato was born to an aristocratic family in Athens. When Plato was a child,his father died, and his mother married Pyrilampes, who was an associate of thestatesman Pericles. As a young individual Plato had political ambitions, but hebecame disillusioned by the political leadership in Athens. He eventually becamea disciple of Socrates. Socrates spent his time talking to people about ethicaltopics. He hoped by this means to discover definitions of the virtues, thinkingthat in learning what virtue is he would become virtuous and that this wouldmake his life a happy one. He also hoped to expose other peoples false conceitof knowledge about ethical matters, thinking that such conceit prevented themfrom becoming virtuous and happy. Socrates appealed to some people, but herepelled many others; he also came to be associated in the public mind withanti-democratic factions in Athens. In 399 BC, Socrates was tried on a charge ofimpiety, convicted, and put to death. Plato witnessed the death of Socrates atthe hands of the Athenian democracy in 399 BC. By accepting Socrates basic philosophy and dialectical style of debate: thepursuit of truth through questions, answers, and additional questions. In 387Plato founded the Academy in Athens, the institution often described as thefirst European university. It provided a comprehensive curriculum, includingsuch subjects as astronomy, biology, mathematics, political theory, andphilosophy. Aristotle was the Academys most prominent student. During his lifetime, he had wrote many books towards philosophy, however The Republic is theone of more important work in the history of European thought. In essence, itdeals with the central problem of how to live a good life; what is justice inthe State, or what would an ideal State be like, and what is a just individual?These questions also encompass of arts should be encouraged, what form itsgovernment should take, who should do the government and for what rewards, whatis the nature of the soul, and finally what godly sanctions and afterlife shouldbe though to exist. However, we must not forget the other great philosopher, Aristotle. He wasbornin 384 BC. at Stagirus, a Greek colony and seaport on the coast of Thrace. His fatherNichomachus was court physician to King Amyntas of Macedonian, and from thisbeganAristotles long association with the Macedonian Court, which considerablyinfluencedhis life. While he was still a boy his father died. At age 17 his guardian,Proxenus, senthim to Athens, to complete his education. He joined the Academy and studiedunderPlato, attending his lectures for a period of twenty years. In the lateryears of hisassociation with Plato and the Academy he began to lecture on his ownaccount,especially on the subject of rhetoric. Although he studied under Plato. Aristotlefundamentally disagreed with his teacher on just about everything. He couldnot bringhimself to think of the world in abstract terms the way Plato did; above allelse, Aristotlebelieved that the world could be understood at a fundamental level throughthe detailedobservation and cataloging of phenomenon. That is, knowledge. At the death ofPlato in347 BC, he had wrote many different book. Among them all, one of whichconsidered tohave greater inference over other is The Politics. In the contest of The Republic, Platos major political work, is concernedwith the question of justice and therefore with the questions what is ajust state and who is a just individual? The ideal state,according to Plato, is composed of three classes. The economic structure of thestate is maintained by the merchant class. Security needs are met by themilitary class, and political leadership is provided by the philosopher-kings. Aparticular persons class is determined by an educational process that begins atbirth and proceeds until that person has reached the maximum level of educationcompatible with interest and ability. Those who complete the entire educationalprocess become philosopher-kings. They are the ones whose minds have been sodeveloped that they are able to grasp the Forms and, therefore, to make thewisest decisions. Furthermore, Plato associates the traditional Greek virtues with the classstructure of the ideal state. Temperance is the unique virtue of the artisanclass; courage is the virtue peculiar to the military class; and wisdomcharacterizes the rulers. Justice, the fourth virtue, characterizes society as awhole. The just state is one in which each class performs its own function wellwithout infringing on the activities of the other classes. Plato divides thehuman soul into three parts: the rational part, the will, and the appetites. Thejust person is the one in whom the rational element, supported by the will,controls the appetites. An obvious analogy exists here with the threefold classstructure of the state, in which the enlightened philosopher-kings, supported bythe soldiers, govern the rest of society. The Odyssey And The Pearl: Loyalty EssayAristotle continues by making several general points about the nature ofmoral virtues, such as desire regulating virtues. First, he argues that theability to regulate our desires is not instinctive, but learned and is theoutcome of both teaching and practice. Second, he notes that if we regulate ourdesires either too much or too little, then we create problems. Moreover, heargues that desire regulating virtues are character traits, and are not to beunderstood as either emotions or mental faculties. At the heart of Platos philosophy is his theory of Forms, or Ideas. Ultimately, his view of knowledge, his ethical theory, his psychology, hisconcept of the state, and his perspective on art must be understood in terms ofthis theory. Platos theory of Forms and his theory of knowledge are sointerrelated that they must be discussed together. Influenced by Socrates, Platowas convinced that knowledge is attainable. He was also convinced of twoessential characteristics of knowledge. First, knowledge must be certain andinfallible. Second, knowledge must have as its object that which is genuinelyreal as contrasted with that which is an appearance only. Because that which isfully real must, for Plato, be fixed, permanent, and unchanging, he identifiedthe real with the ideal region of being as opposed to the physical world ofbecoming. One consequence of this view was Platos rejection of empiricism, theclaim that knowledge is derived from sense experience. He thought thatpropositions derived from sense experience have, at most, a degree ofprobability. They are not certain. Furthermore, the objects of sense experienceare changeable phenomena of the physical world. Hence, objects of senseexperience are not proper objects of knowledge. Platos own theory of knowledge is found in the Republic, particularly in hisdiscussion of the image of the divided line and the myth of the cave. In theformer, Plato distinguishes between two levels of awareness: opinion andknowledge. Claims or assertions about the physical or visible world, includingboth commonsense observations and the propositions of science, are opinionsonly. Some of these opinions are well founded; some are not; but none of themcounts as genuine knowledge. The higher level of awareness is knowledge, becausethere reason, rather than sense experience, is involved. Reason, properly used,results in intellectual insights that are certain, and the objects of theserational insights are the abiding universals, the eternal Forms or substancesthat constitute the real world. Nevertheless, At the heart of Platos philosophy is a vision of reality thatsees the changing world around us and the things within it as mere shadows orreflections of a separate world of independently existing, eternal, andunchanging entities called forms or ideas. Ordinary objects are what they areand have the features they do in virtue of their relation to or participation inthese more fundamental realities. Forms are the proper objects of knowledge orunderstanding, and the desire to attain understanding of them is the properdominant motivation in a healthy and happy human life. The apprehension andappreciation of formal reality makes life worth living; it also makes one moral. However, unlike his teacher Plato, Aristotle was much concerned with naturalphenomena. He was impressed in particular with living creatures: their abilityto develop in specific predictable ways after they have come into being, to liveout lives of characteristic types, and to leave behind replicas of themselves. Aristotle developed many of the ideas distinctive of his thought-change, nature,matter and form, causation, potentiality and actuality in the effort to describeand explain these regularities, and much of his philosophy is concerned withdeveloping the implications of these ideas and with applying them, in hisethical and political writings, to the specific case of human beings. Thephilosophies by both philosophers presents a tremendous amount of intelligenceand knowledge within themselves. However, when it comes down to their ethic ofbeliefs, it would still be highly debatable in present day. Philosophy