Emily Dickinson Essay Example for Free

Emily Dickinson Essay Emily Dickinson’s great skill and unparalleled creativity in playing with words and their connotations in her attempt to convey to the reader the power of a book are evident. In this poem, she is considering the power of books or of poetry to carry us away from our immediate surroundings to a world of imagination. Her poem is suffused with (full of) metaphors, as she is desirous of likening a book to various means of transportation. To do this she alludes (allusion-noun) directly to concrete objects such as â€Å"frigate,† â€Å"coursers† and â€Å"chariot,† which carry archaic (ancient) connotations. The difficulty inherent in the use of these vehicles has to do with the reader’s knowledge concerning the properties and characteristics evinced by a â€Å"frigate,† â€Å"coursers† and a â€Å"chariot. † The poetess associates the swiftness of a â€Å"frigate,† â€Å"coursers† and a â€Å"chariot†Ã¢â‚¬â€as well as their use to explore new lands and seas—with the power of a book or poetry to usher (lead, guide) us into another dimension, perhaps shrouded (covered) in mystery but definitely rewarding. If the reader is not acquainted (familiar) with these means of transportation that reigned supreme, so to speak, centuries ago, he / she is denied access to the meaning that the poet seeks to impart by means of these vehicles. But Emily Dickinson does not limit herself to these vehicles alone; the whole poem is reminiscent (suggestive) of a past era when people used â€Å"frigate[s],† â€Å"coursers† and â€Å"chariot[s]† to travel â€Å"lands away. The words â€Å"traverse,† (to cross an area of land or water) â€Å"oppress,† (stress) and â€Å"frugal,† (simple and inexpensive) with which the poem is interspersed—all of them are of Latin origin, thus lending it a formal hue. She has been careful to choose kinds of transportation and names for books that have romantic connotations. â€Å"Frigate† suggest exploration and adventure; â€Å"coursers† beauty, spirit and speed; â€Å"chariot,† speed and ability to go th rough air as well as on land. Chariot reminds us of the myth of Phaethon, who tried to drive the chariot of Apollo (Greek god of sun), and of Aurora (Greek goddess of dawn) with her horses. How much of the meaning of the poem comes from this selection of vehicles and words is apparent if we try to substitute steamship for â€Å"frigate,† horses for â€Å"coursers,† and streetcar for â€Å"chariot. † How would the poem sound if, instead of likening a book to a â€Å"frigate,† â€Å"coursers,† and a â€Å"chariot,† one resolved to use a â€Å"Mercedes Benz,† a â€Å"GMC† or a â€Å"Porsche† to convey the same meaning, that of speed and swiftness? Emily Dickinson’s shrewdness in selecting the most appropriate diction is superb and undoubtedly holds up a mirror for the reader to see what it is that she had in mind when writing the poem. On a more technical note, related to the rhyme scheme, it is obvious that the poem is written in open form or in free verse (from the French vers libre), as indicated by the lack of a regular rhyme pattern, as a parallel to â€Å"prancing poetry† or the power of a book to carry you to foreign â€Å"lands† where no man has ever trod before. Liberated from the confines and shackles of rhyme, Emily Dickinson’s â€Å"There is no frigate like a book† makes a permanent impression on the reader, as it â€Å"entangles a part of the Divine essence,† to quote W. B. Yeats. Allusions in There is no Frigate like a Book 1. The story of Phaeton In Greek mythology, Phaeton or Phaethon was the son of Helios (Phoebus). Perhaps the most famous version of the myth is given us through Ovid in his Metamorphoses (Book II). The name Phaeton means the shining. In the version of the myth told by Ovid in the Metamorphoses, Phaeton ascends into heaven, the home of his suspected father. His mother Clymene had boasted that his father was the sun-god Apollo. Phaeton went to his father who swore by the river Styx to give Phaeton anything he should ask for in order to prove his divine paternity. Phaeton wanted to drive his chariot (the sun) for a day. Though Apollo tried to talk him out of it by telling him that not even Zeus (the king of gods) would dare to drive it, the chariot was fiery hot and the horses breathed out flames. Phaeton was adamant. When the day came, Apollo anointed Phaetons head with magic oil to keep the chariot from burning him. Phaeton was unable to control the fierce horses that drew the chariot as they sensed a weaker hand. First it veered too high, so that the earth grew chill. Then it dipped too close, and the vegetation dried and burned. He accidentally turned most of Africa into desert; bringing the blood of the Ethiopians to the surface of their skin, turning it black. The running conflagration spreads below. But these are trivial ills: whole cities burn, And peopled kingdoms into ashes turn. [3] Rivers and lakes began to dry up, Poseidon rose out of the sea and waved his trident in anger at the sun, but soon the heat became even too great for him and he dove to the bottom of the sea. Eventually, Zeus was forced to intervene by striking the runaway chariot with a lightning bolt to stop it, and Phaethon plunged into the river Eridanos. Apollo, stricken with grief, refused to drive his chariot for days . Finally the gods persuaded him to not leave the world in darkness. Apollo blamed Zeus for killing his son, but Zeus told him there was no other way. This story has given rise to two latter-day meanings of phaeton: one who drives a chariot or coach, especially at a reckless or dangerous speed, and one that would or may set the world on fire 2. (Aurora, goddess of the dawn, equivalent to the Greek goddess Eos ) In Roman mythology, Aurora, goddess of the dawn, renews herself every morning and flies across the sky in her chariot, announcing the arrival of the sun. Her parentage was flexible: for Ovid, she could equally be Pallantis, signifying the daughter of Pallas,[1] or the daughter of Hyperion. 2] She has two siblings, a brother (Sol, the sun) and a sister (Luna, the moon).. In Roman mythology, Aurora, goddess of the dawn, renews herself every morning and flies across the sky, announcing the arrival of the sun. Her parentage was flexible: for Ovid, she could equally be Pallantis, signifying the daughter of Pallas,[1] or the daughter of Hyperion. [2] She has two siblings, a brother (Sol, the sun) and a sister (Luna, the moon). Rar ely Roman writers[3] imitated Hesiod and later Greek poets and made the Anemoi, or Winds, the offspring of the father of the stars Astraeus, with Eos/Aurora.

The Night Nurse :: essays research papers

An Unforgettable Night After reading Joyce Carol Oates story, â€Å" The Night Nurse,† revenge is what is found. This story starts off by a woman by the name of Grace Burkhardt, collapsing at a shopping mall because of a reason that was unknown at the time. She is taken in an ambulance to a hospital where she undergoes an emergency surgery for a blood clot that is in her leg that could have traveled to her heart. Grace’s stay in the hospital that night was not how she expected. The worst pain a person can indure, is the one who is left out.  Ã‚  Ã‚  Ã‚  Ã‚  In the beginning of the story Grace explains herself as being laid back. â€Å"I am behaving well, look how calm and civilized† (654). Grace never screamed out at the shopping mall. She tried to act as calm as possible. Even though Grace was in so much pain, she never sobbed to God or never did she ask, â€Å"Am I dying? Will I die† (654)? Shortly after the doctors took care of Grace, she went into surgery. After this is wh en her attitude begins to change.   Ã‚  Ã‚  Ã‚  Ã‚  After surgery Grace just lied in bed in so much pain. She cried out â€Å"help me†¦. I’m so cold, I’m so frightened† (654)! This is when the reader notices the shift in Graces attitude. Her attitude shifts into a tone that can practically be heard by the reader. As many times as Grace cried out for help the reader could tell she was desperate.   Ã‚  Ã‚  Ã‚  Ã‚  Once the day was over, Grace was about to go through a night that she would never forget. She began to beg God, unlike in the beginning of the story, â€Å"Help me through the night† (655). The pain from Grace’s surgery was so severe, that she called for a nurse repeatedly. Finally a nurse came in to give her a bedpan so she could urinate. After Grace used the bedpan she waited for the nurse to come back and retrieve it, but she never came back. She needed a nurse also to bring her a blanket because she was freezing cold. Once again there was no nurse to be found.   Ã‚  Ã‚  Ã‚  Ã‚  As Grace laid there waiting, she began to drift into her years at college. She thought about her several administrative positions she held during her years at Wells College. During these years people had always praised her. Grace always seemed to be favored by others.

Education-Reading Assessment Essay

In determining books for elementary-grade children, it is important that I consider their curriculum as well as the level of their understanding and interest. Children have different interests. By this time, they are also starting to read on their own. Thus, books that they can read-along with, with subjects that they can associate with and learn from are my best choices. Not all elementary-grade children will like the same books. For children to develop interest in reading, it is also essential for them to be able to choose the books that they like. Thus, I should have several books tackling different subjects which children can choose from. If I must present or read a book aloud, I should try to choose something that can also be incorporated with sound effects such as animal or character stories. This way, I can get the attention of the children while we read. 2. Describe a creative way to document writing progress. Cite sources that you used to help you create this method. A good way to document writing progress is through a student journal. Students will be asked to keep a daily account according to specific instructions that will be given to them throughout the week. For example, for week one, they are going to write 100-word personal essays about a tangible thing. They are supposed to talk about one different thing for each day. Then, for week two they are going to write 100-word persuasive essays about anything that they think they should persuade people to believe, and so on. This method tackles the different areas of writing progress. It helps the students improve their writing vocabulary because of the daily exercise. It also entitles the students an exercise of the different aims of writing. The students will also be able to be sensitive about instructions while on the process of composing. According to the National Assessment Governing Board of the US Department of Education (2007), students need to know the definite expectation in their compositions. This does not only help them come up with more competitive essays that will mark higher, it will also make it easier for the teacher to streamline the evaluation and grading criteria. Busch, Hall and Lembke (2007) agree, stating that curriculum-based monitoring criteria are effective in measuring improvement of students. A journal is also a creative way to make the students write without pressure, instead of giving them daily writing seatwork which can give them the impression that they are pressured and tired. 3. How can you monitor children’s growth in spelling? Why have you chosen this method for monitoring? Curriculum-based monitoring (CBM) to measure spelling progress is a good method for assessing the improvement in children’s spelling. This can be done by dictating a list of words to spell to students. The words should match their current vocabulary level. Students are then expected to write down the words. A time limit will be necessary. (Busch, Hall and Lembke 2007) In scoring spelling activities using the CBM method, the words may be scored two ways. One is with correct spelling and another is through letter sequences, where letters placed in the correct sequence gets points. In this method, the total score is the total number of letters in the word—and each word is scored separately. With proper implementation, it is effective in gauging and monitoring the current level of a student’s spelling abilities. It is also creative and encouraging in such as way that students will not get frustrated over low spelling marks. Because they will realize that there are some words that they did not get correctly, they are encouraged to try harder for the next exercise. In the process, the students do not only see that their spelling was wrong, they also know what went wrong and how to remedy it. 4. Find a reading formula that you think you could use with a struggling reader. Name the formula. What have researchers written about the formula? Why do you think it will be productive? The Spache readability formula is a good tool for struggling readers. Dawson (nd) states that it matches readers up to the third grade, which makes the text easier for struggling readers of all levels as compared to texts which used the Dale-Chall formula. Moreover, Welna (nd) asserts that Spache matches actual classroom reading levels and is widely used. Coping with a struggling reader requires both patience and proper metrics. The use of Spache will not only ensure that the reader is starting at an early level, it also introduces new words and increases vocabulary. As the readers goes along, the Spache level of reading materials can be increased accordingly to introduce newer words and more complex sentences. Struggling readers need encouragement and one way that they can get this is with step by step reading guidance and monitoring. By introducing reading materials that are one score step at a time according to the Spache formula, the reader will slowly develop his reading skills. He will also feel positive about reading if he realizes that he is slowly conquering his own difficulties. On a technical note, because Spache is widely used, the reader is also assured that the level of reading metrics that he is achieving is similar with the skills developed in other students. References Busch,T. , Hall, T. , and Lembke, E. 2007. Using CBM for progress monitoring in written expression and spelling. Retrieved September 2, 2008, from http://www. studentprogress. org/summer_institute/2007/Written/ProgressMonitoring-Writing_2007. pdf Dawson, J. nd. How to choose the best readability formula for your document. Retrieved September 2, 2008, from http://www. streetdirectory. com/travel_guide/15675/writing/how_to_choose_the_best_readability_formula_for_your_document. html National Assessment Governing Board of the US Department of Education. 2007. Writing framework and specifications for the 2007 national assessment of educational progress. Retrieved September 2, 2008, from http://www. nagb. org/frameworks/writing-framework-07. pdf

Child Marriage in Bangladesh Essay

Juvenile marriage has long been an issue in many developing countries where poverty, lack of education and strong cultural traditions and religious beliefs exist. It is most prevalent in – however not restricted to South Asia, especially Bangladesh where studies have shown that the practice of juvenile marriage is most common and severe. Although the legal age of marriage for women in Bangladesh is 18, some girls are married off as young as seven years old mainly as a result of poverty which consumes 55% of the population and also because Bangladesh is a patriarchal society where there overall attitude towards women is â€Å"galay atkano kata† which is translated to â€Å"the spine of a fish stuck in the throat†. In the rural areas of Bangladesh, certain cultural traditions must be preserved as they have been present for centuries and also contribute to juvenile marriage as dowry, which mainly exists in patrilineal societies, determines how much the bride’s parents must pay to the in-laws which varies upon the age of the girl. On the surface, it would seems as though Bangladeshis accept this atrocity and feel quite passive towards it as they are aware that juvenile marriage is being practiced but do not take action against it. Is it because human rights are not universal? Could it be possible that something such as juvenile marriage is overlooked because the vast majority of the population of Bangladesh is not educated and ignorant to such and through intervention, they could benefit from the first world’s input in regards to their sociocultural â€Å"issues†? It is evident that juvenile marriage is very common and equally problematic in South Asia and seems to be an issue which is most present in developing countries for varies reasons which are customized to that particular culture and region. The marriage of a child is illegal in all of the countries in which it takes place and even in spite of actions such as reinforcement of laws opposing to such, juvenile marriage continues, especially in rural, densely populated areas. This is because these societies are anchored by their cultural traditions and beliefs which have been their way of life for centuries, passed down from generation to generation. Bangladesh in particular operates as a patriarchal society and the women, both rural and rban, traditional and modern, are considered the most oppressed in the world because they live in a social system that condones their being granted an inferior status. â€Å"After birth, girls are viewed as a burden to the parental house hold, whereas boys are regarded as an asset. † (White, 1992). The minute they are brought into the world, girls are resented and considered â€Å"not valuable† as they cannot provide for their natural families financially and they will not carr y out the family name, which is very important in Bangladeshi culture. Girls are taught as early as childhood that women should always be under men’s control because the common attitude towards women is that they are weak and vulnerable and they are treated as such. In Bangladeshi society, women are unable to support and protect themselves and male guardianship is necessary to prevent possible rape and this is very important because society places the utmost importance on female sexual purity and this cannot be guaranteed if a woman is without a male guardian as 97% of all rape incidents go unreported and women are subject to brutality and even murder if they do not terminate the pregnancy before it is too late. However, abortions illegal and expensive in Bangladesh and even if a woman can afford to proceed with the termination, they are often malpracticed and result in severe infection, illness and death. Therefore, protection and security is provided (and guaranteed) through marriage and it is also a local belief that younger girls are more obedient and will become devoted to her in-laws’ family more so than her natal family which is logical considering at a young age, the girl would move to her in-law’s and essentially become more attached to her husband’s parents rather than her own. Girls are also forced to terminate any existing education (if there is any at all) when they get married and are expected to take on house hold responsibilities and cater to her in-laws right away and produce children which often results in failed pregnancies or death as they are too young and malnourished. A UNICEF report says: In many parts of South Asia, due to the poor quality of emergency obstetric care and high levels of malnutrition among young women, particularly anemia and stunting, early marriage presents considerably increased risks to life itself. Teenage mothers have a 2-5 times greater risk of maternal death than women aged 20-25 years (UNICEF, 2001: 7) It would seem that a simple and logical solution to this problem would be to continue the girls’ education as it would alleviate some of the social pressure in regards to house hold responsibilities and child-rearing and it would also provide them with life skills and knowledge which could possibly generate a new attitude towards women without disrupting the deeply rooted nature of Bangladeshi cultural traditions. Opportunities for young mothers to continue their education or to work are often limited because they have little access to resources and are responsible for child-rearing and house hold tasks. The women married at early age are more likely than those who are married off as adults to have early, frequent and unplanned pregnancies, typically from lack of contraceptive use. The children of teenage mothers experience serious health consequences as well. A child born to a teenage mother is twice more likely to die before his/her first birth day than the child of a woman in her twenties. If they survive these infants tend to have higher rates of low birth weight, premature birth and infant mortality than those born to older mothers. † (Kamal, 2011: 218). It is evident that there are very harsh social, psychological and health consequences for both women and their children which occur when a girl is married too young, juvenile marriage is not only recognized as a human rights violation, but it is also a barrier to individual and social development. As mentioned above, girls are forced to terminate their education and in most cases they have not even reached secondary level education which shows in the literacy rate among men and women which is not surprising – 38. 1% rate for women, versus the 55. 6% rate for men. Considering Bangladesh’s dense population, this is quite a significant amount of women who have received education. A study by Farah Chowdhury of the Rajshahi Univeristy in Bangladesh shows the education level of men and women in the village of Chamrabo which is in the Narshingdi District (located 30 miles from Dhaka, the capital city). Her studies indicate that: Out of a population of 261, 130 men and 131 women not including children under six years of age, fifteen of the men and 25 of the women were illiterate. Most of the villagers, both make and female, have had at least minimal schooling. Sixty-two men and 70 women completed primary education (Grades 1-5); and 24 men and 18 women secondary education (Grades 6-10). Five men had a secondary School Certificate (SSC), four a Higher Secondary Certificate (HSC) and one a college degree. Only one woman had an SSC and none a HSC or college degree (Chowdhury, 2004: 247). Poverty is ften a determining factor regarding education and it can be linked to the age at which a girl is married; if a family is poverty stricken, they will marry off their daughter(s) as early as possible to decrease the size of the dowry. In some cases this age could be as young as seven or younger, according to Chowdhury, the belief in some Bangladeshi villages is that seven is a suitable age for girls to marry and that girls of nine are already old and may be subject to abuse or harassment due to shame they might inflict on themselves and their families as a result of not being desirable for marriage. Naturally parents prefer to marry off their daughters before the girls are regarded as old. † â€Å"†¦ Furthermore, young girls are thought to have greater sexual and procreative power than older girls, and to be less risk of miscarriage. † (Chowdhury, 2004: 247). Although the rate of poverty in Bangladesh has decreased over the recent years, 55% of the population lives below the poverty line and among those, 27% live in extreme poverty. Most of those affected by poverty live in rural and semi urban areas where they cannot afford to send their children to school. However, the problem goes both ways as the Bangladeshi education system also faces challenges such as funding, inflexibility, insufficient ratio of skilled teachers to schools and lack of resources. In recent years, NGO’s like ‘Because I am a Girl’ and ‘Human Rights and Education Program for Women (HERP)’ recognized the deficit of education facilities and have stepped in to rehabilitate the education sector of Bangladesh to create an accessible and affordable system which does not discriminate against women but in fact encourages the enrollment female students by employing female teachers. NGO schools are well resourced, with a network that extends to the remotest part of the country. There schools facilitate the integration of students from economically and socially vulnerable communities, operate at times that are suitable for students (many of whom work during the day or at specific times of the year), offer small class size (with teacher-student r atios of one to thirty), and ensure and interactive learning environment. † (Arndt, Hastings, †¦ & Woods, 2005). Since patriarchal societies such as Bangladesh are very concerned about a women’s personality as they see it as a challenge and do almost anything to contain it, it seems quite logical that girls are pulled out of school early due to marriage as it disables them from knowing anything else outside of their inferiority. It also helps to diffuse the rate at which self-discovery happens by marrying the girls off at a young age which decreases their future opportunities of education and furthermore, they become more submissive to their husbands and simply accept the life they are forced to live as they do not know any other way. Their great, great grandmothers did the same and it is a tradition that has been passed down by many generations. However, with this system in place there is some hope. The educational sector’s main goal and aspiration is to break the cycle of dependent women and rid them of their inferior status. Through education, women can learn how to be self-reliant and resourceful, they will be taught personal development and will understand their bodies as well as become aware of their rights as women. This is interesting because these opportunities could spark a new generation of women who will not tolerate their subjective social roles which could lead to protests and other actions against gender exploitation and oppression. It is not something that would happen overnight of course, possibly over a few decades women would start to realize their worth and become bold enough to speak out and protest but even still, education alone cannot change the rich, traditional cultural soil in which the beliefs of society is so firmly planted. Knowledge will empower the women of Bangladesh but it will not change their sociocultural position and it does not change the existing issue of poverty. Even if the education is provided and accessible, the issue of poverty is still present and as long as poverty exists, poor parents will be inclined to marry their daughters as early as possible to decrease the amount of the dowry owed to the groom’s family. As discussed above, traditional cultural values and beliefs outweigh all other potential blames to child marriage even though poverty seems to be the main cause, it is simply a scratch at the surface to the bigger picture. It would seem as though Bangladeshis practicing juvenile marriage are doing so because they feel it is a divine command and in not doing so they are exempt from society and victims of harassment, dishonor and shame. However, if we examine the situation carefully, we will see that the locals are not marrying their daughters off as young as possible simply to decrease the dowry, it is mostly because of their traditional beliefs about fertility in relation to age. Therefore, juvenile marriage cannot be directly linked to poverty because the strong influence of local beliefs is almost certainly the main cause as ethnic communities are inclined to trust their beliefs as well as respect and preserve their traditions. The locals of rural Bangladesh have relied on the same superstitions, methods and practices for centuries, it is deeply embedded in their culture and essentially it is the glue that holds them all together. Bangladeshi officials are aware that juvenile marriage is taking place in the rural areas and they recognize this as a punitive crime but they do not risk interfering or tampering with such rituals as it could lead to an even bigger problem such as the collapse of a society. It is a local belief that if a woman’s marriage is prevented or interrupted, the woman has been a victim of sorcery and she must be exiled from the community. In most cases these women are children and they are taken outside of the village to remote areas, blindfolded and left there with no food or means of survival which results in death. The girl’s family is said to be subject to harassment, and if they have other children, they will be considered socially condemned and will not be desirable by other in the village to marry. It is also believed that the parents will inherit the age of the girl in years of bad luck, example: if the child was five years old, the parents will inherit five years of bad luck. So, Bangladesh will continue to suffer as a result of such an intricately woven culture, everything is connected and affected by their belief system which makes for a fragile society. In conclusion, juvenile marriage is a violation of human rights and has physical, intellectual, psychological and emotional implications for the young brides. It deprives girls of their childhood and adolescence where crucial development occurs and this is important for the promotion of good mental and sexual health. From an outsider’s point of view, the issue of juvenile marriage seems easy enough to â€Å"fix† with a simple prescription of proper education and the implication of Western knowledge and sociocultural values but it is not that easy to undo centuries of rich and complex cultural values, in other words, we cannot use the †Band-Aid† approach to cover up an issue which needs to be addressed internally. So how can we prevent juvenile marriage? An obvious solution is to change the male views and attitudes towards women which can be addressed by including women’s studies and sexual/personal development in the syllabus of primary and higher levels of education. Also, the state should see that sufficient measures are put in place to ensure that women have the same rights and obligations to look after their natural families both financially and physically because if this became a strong social value, then girls would not be considered a burden to their families and this would increase their sociocultural â€Å"value†. Finally, the belief that women are weak and vulnerable is the result of the lack of social security provided for women in Bangladesh so if the state cannot ensure the security of women, then naturally the people (especially the men) of Bangladesh will be reassured in their beliefs of women and that they are in constant need of protection of their male guardians which will further encourage the practice of child marriage.

Major General Joseph Wheeler in the Civil War

Major General Joseph Wheeler in the Civil War Major General Joseph Wheeler was noted cavalry commander who served in the Confederate Army during the Civil War (1861-1865) and the US Army during the Spanish-American War (1898). A native of Georgia, he was largely raised in the North and attended West Point. Electing to side with the South during the Civil War, Wheeler gained notoriety as a cavalry commander with the Army of Tennessee. Serving in almost of its major campaigns, he became its senior cavalry officer. Winning a seat in Congress after the war, Wheeler volunteered his services when war with Spain was declared in 1898. Given command of a cavalry division in V Corps, he took part in the Battle of San Juan Hill and Siege of Santiago. He remained in the army until 1900.      Fast Facts: Joseph Wheeler Rank: Major General (Confederate States), Major General (United States)Service: Confederate Army, US ArmyNickname(s): Fightin Joe, Little JoeBorn: September 10, 1836 in Augusta, Georgia, USADied: January 25, 1906 in New York City, New York, USAParents: Joseph Wheeler and Julia Knox HullSpouse: Daniella Jones Sherrod (m. 1866)Children: Lucy Louise Wheeler, Annie Early Wheeler, Ella Wheeler, Julia Knox Hull Wheeler, Joseph M. Wheeler, Caroline Peyton Wheeler, Thomas Harrison WheelerConflicts: Civil War, Spanish-American WarKnown For:  Battle of Shiloh, Battle of Perryville, Battle of Stones River, Knoxville Campaign, Atlanta Campaign,  March to the Sea, Battle of Bentonville,  Battle of San Juan Hill Early Life Born on September 10, 1836 in Augusta, GA, Joseph Wheeler was the son a Connecticut native who had moved south. One of his maternal grandfathers was Brigadier General William Hull who served in the American Revolution and lost Detroit during the War of 1812. Following his mothers death in 1842, Wheelers father encountered financial difficulties and moved the family back to Connecticut. Despite returning north at a young age, Wheeler always considered himself a Georgian. Raised by his maternal grandparents and aunts, he attended local schools before entering the Episcopal Academy in Cheshire, CT. Seeking a military career, Wheeler was appointed to West Point from Georgia on July 1, 1854, though due to his small stature he barely met the academys height requirement. Early Career While at West Point, Wheeler proved to be a relatively poor student and graduated in 1859 ranked 19th in a class of 22. Commissioned as brevet second lieutenant, he was posted to the 1st US Dragoons. This assignment proved brief and later that year he was ordered to attend the US Cavalry School at Carlisle, PA. Completing the course in 1860, Wheeler received orders to join the Regiment of Mounted Riflemen (3rd US Cavalry) in the New Mexico Territory. While in the Southwest, he took part in campaigns against the Native Americans and earned the nickname Fighting Joe. On September 1, 1860, Wheeler received a promotion to second lieutenant. Joining the Confederacy As the Secession Crisis began, Wheeler turned his back on his northern roots and accepted a commission as a first lieutenant in the Georgia state militia artillery in March 1861. With the beginning of the Civil War the following month, he officially resigned from the US Army. After brief service at Fort Barrancas near Pensacola, FL, Wheeler was promoted to colonel and given command of the newly-formed 19th Alabama Infantry. Taking command at Huntsville, AL, he led the regiment at the Battle of Shiloh the following April as well as during the Siege of Corinth. Back to the Cavalry In September 1862, Wheeler was shifted back to the cavalry and given command of the 2nd Cavalry Brigade in the Army of Mississippi (later Army of Tennessee). Moving north as part of General Braxton Braggs campaign into Kentucky, Wheeler scouted and raided in front of the army. During this period, he incurred the enmity of Brigadier General Nathan Bedford Forrest after Bragg reassigned the bulk of the latters men to Wheelers command. Taking part in the Battle of Perryville on October 8, he aided in screening Braggs withdrawal after the engagement. A Quick Rise For his efforts, Wheeler was promoted to brigadier general on October 30. Given command of the Second Corps, Army of Tennessees cavalry, he was wounded in a skirmish in November. Quickly recovering, he raided into the rear of Major General William S. Rosecrans Army of the Cumberland in December and continued to harass the Union rear during the Battle of Stones River. After Braggs retreat from Stones River, Wheeler earned fame for a devastating attack on the Union supply base at Harpeth Shoals, TN on January 12-13, 1863. For this he was promoted to major general and received the thanks of the Confederate Congress. With this promotion, Wheeler was given command of a cavalry corps in the Army of Tennessee. Embarking on a raid against Fort Donelson, TN in February, he again clashed with Forrest. To prevent future conflicts, Bragg ordered Wheelers corps to guard the armys left flank with Forrests defended the right. Wheeler continued to operate in this capacity during the summers Tullahoma Campaign and during the Battle of Chickamauga. In the wake of the Confederate victory, Wheeler conducted a massive raid through central Tennessee. This caused him to miss the Battle of Chattanooga in November. Corps Commander After supporting Lieutenant General James Longstreets unsuccessful Knoxville Campaign in late 1863, Wheeler returned to the Army of Tennessee, now led by General Joseph E. Johnston. Overseeing the armys cavalry, Wheeler ably led his troopers against Major General William T. Shermans Atlanta Campaign. Though outnumbered by the Union cavalry, he won several victories and captured Major General George Stoneman. With Sherman nearing Atlanta, Johnston was replaced in July by Lieutenant General John Bell Hood. The following month, Hood directed Wheeler to take the cavalry to destroy Shermans supply lines. Departing Atlanta, Wheelers corps attacked up the railroad and into Tennessee. Though far-ranging, the raid did little meaningful damage and deprived Hood of his scouting force during the decisive stages of the struggle for Atlanta. Defeated at Jonesboro, Hood evacuated the city at the beginning of September. Rejoining Hood in October, Wheeler was ordered to remain in Georgia to oppose Shermans March to the Sea. Though clashing with Shermans men on numerous occasions, Wheeler was unable to prevent their advance to Savannah. In early 1865, Sherman embarked on his Carolinas Campaign. Joining a reinstated Johnston, Wheeler aided in attempting to block the Union advance. The next month, Wheeler may have been promoted to lieutenant general, however debate exists as to whether he was confirmed in this rank. Placed under the command of Lieutenant General Wade Hampton, Wheelers remaining cavalry took part in the Battle of Bentonville in March. Staying in the field after Johnstons surrender in late April, Wheeler was captured near Conyers Station, GA on May 9 while attempting to cover President Jefferson Davis escape. Spanish-American War Briefly held at Fortress Monroe and Fort Delaware, Wheeler was permitted to return home in June. In the years after the war, he became a planter and lawyer in Alabama. Elected to the US Congress in 1882 and again in 1884, he remained in office until 1900. With the outbreak of the Spanish-American War in 1898, Wheeler volunteered his services to President William McKinley. Accepting, McKinley appointed him a major general of volunteers. Taking command of the cavalry division in Major General William Shafters V Corps, Wheelers force included Lieutenant Colonel Theodore Roosevelts famed Rough Riders. Arriving in Cuba, Wheeler scouted ahead of Shafters main force and engaged the Spanish at Las Guasimas on June 24. Though his troops took the brunt of the fighting, they forced the enemy to continue their retreat towards Santiago. Falling ill, Wheeler missed the opening parts of the Battle of San Juan Hill, but rushed to the scene when the fighting began to take command. Wheeler led his division through the Siege of Santiago and served on the peace commission after the citys fall. Later Life Returning from Cuba, Wheeler was dispatched to the Philippines for service in the Philippine-American War. Arriving in August 1899, he led a brigade in Brigadier General Arthur MacArthurs division until early 1900. During this time, Wheeler was mustered out of the volunteer service and commissioned as a brigadier general in the regular army. Returning home, he was given an appointment as a brigadier general in the US Army and placed in command of the Department of the Lakes. He remained in this post until his retirement on September 10, 1900. Retiring to New York, Wheeler died on January 25, 1906 after a protracted illness. In recognition of his service in the Spanish-American and Philippine-American Wars, he was buried at Arlington National Cemetery.

The Youth Support Act 2012 (Fictitious) sets out newly agreed services Essay

The Youth Support Act 2012 (Fictitious) sets out newly agreed services that Local Councils in Wales are obliged to provide for y - Essay Example As part of its statutory obligations to provide support for young people, the Bangor City Council has agreed to fully and part fund qualifying young people to attend Tree Tops. Due to some hostile policies of the City Council, some students cannot enjoy the provisions of The Youth Support Act 2012. This paper will analyze the different grounds for bringing a claim with reference to each of the relevant parties. The paper will pay particular attention to points for both appellant and respondent. Claims for Pricilla The Bangor City Council has recently decided that it will only fund a complete academic year’s attendance at the youth club. As a result of this policy, the Council refuses individuals to enjoy the benefits of the fully or part funding scheme before the age of five and if they turn fifteen within the academic year. On the ground of this funding policy, the Council refused to include Pricilla who is 14 years and 2 months old in this funding scheme. The Council argues that Pricilla can obtain only 10 months’ attendance at the youth club before she turns fifteen and hence she is not eligible for enjoying this particular funding scheme. Here, Pricilla can claim that the Tree Tops club provides recreational activities for young people aged between 11 and 16 and therefore she cannot attend the program if she is refused funding for the scheme on this age basis. Pointing to this, she can argue that the Council should raise the age limit to 16 so as to assist maximum young people to take part in the Tree Tops. Furthermore, Pricilla may demand part funding scheme because she is yet to attain the age of 15. In other words, she can obtain attendance for 10 months before she turns fifteen in the current academic year and therefore she must receive a proportionate funding. However, these arguments may not be valid or justifiable in the eyes of law. It is important to note that The Youth Support Act 2012 defines a young person â€Å"as someone between the ages of five and fourteen years old†1. According to this definition, Pricilla is not eligible to obtain the protection of this Act because she is currently 14 years and 2 months old. More precisely, she is not a beneficiary of the Youth Support Act 2012. The Bangor City Council policy framework clearly states that it will refuse to allow anyone onto the fully or part funded scheme if the candidates turn fifteen within the academic year. Hence, it cannot be claimed that the Council violated Pricilla’s rights provided by this Act. In an ethical perspective, Pricilla should be allowed to enjoy the protection of this Act and not be refused funding for the scheme on the ground of age eligibility cut-offs. If she is disqualified by the Council based on age criterion, she may not be possible to attend Tree Tops in her life because this club will not admit candidates aged over 16. Claims for Amreen and Nabeel Amreen, a 14 year old girl qualified for the full funding scheme was told by the Tree Tops that she would not be permitted to wear her religious headscarf owing to concerns over her personal safety during game activities. Although Amreen agreed to remove her headscarf, her brother Nabeel is outraged by the decision of the Tree Tops. In this case, Nabeel can argue that the Tree Tops had refused his sister’s fundamental rights by asking her to remove the religious headscar

The politics of cultural stereotyping in Los Vendidos Research Paper

The politics of cultural stereotyping in Los Vendidos - Research Paper Example Los Vendidos talks of a time in California when policies regarding race regularly emphasized the differences between black and white, rather than talking of them as one unified whole. The governorship of Ronald Reagan was a prominent cause for this, as his policies regarding race relations have been widely condemned as racist and one where class plays an important role; with poor African Americans facing the brunt of his policies (Reagan). The reference to Reagan in Los Vendidos, is thus not a passing remark on the part of Valdez. It is an overt critique of Reagan, who was then the Californian governor. Miss Jimenez is a character who has moved beyond the lower class beginnings of the Mexican immigrants that Honest Sancho initially shows her, when she asks for a representative of the Mexican American community for the campaign that Reagan intends to carry out. The story thus points to the degeneration of democratic politics into a system where it becomes merely a system where people of different communities are trapped in the form of vote banks. Valdez pokes fun at this tendency by pointing out the utter lack of agency that such representatives possess within the democratic setup that is thus envisaged. He also highlights the bitter truth of the Mexican American himself/herself choosing to stereotype people of his/her own community. This is exactly what Miss Jimenez seems to be doing (Chabram-Dernersesian, 130-45). She moreover, desires to move out of the stereotype that is forced upon her by the mainstream American society, thereby showing that stereotypes are created both by the mainstream and the marginalized sections of the society. By the end of the play, the three Mexican American men, hitherto thought to be robots, by declaring themselves human, come out of the stereotypes that are created for them by the society. They choose also to remain outside the realm of the stereotypes that Mexican Americans choose to create for themselves by uniting for the caus e of the Mexican community and thereby breaking the boundaries that are created within the Mexican American community by people like Miss Jimenez. Miss Jimenez represents the bourgeoisie who chooses to dissociate herself from her own marginalized community so as to try and be a part of the mainstream society. Her need for disguising herself as a â€Å"white washed Mexican† is something that Valdez chooses to poke fun at (Valdez). The recognition of the need for a collective action on the part of marginalized ethnic groups across the world and the need for a nation to be wary of the bourgeoisie which seeks to stifle any such attempt at revolution is what stays with the reader at the end of the story. The play also seeks to undercut the idea of the United States of America as the melting pot of all cultures, and a place where every culture is accepted, an image that is summed up in the phrase, ‘the American Dream’, which seems to promise immigrants a free society t hat does not discriminate between its citizens on superficial grounds such as race. The idea of an egalitarian America has been undercut by many writers of non-white origin during the twentieth century. This idea, which dates back to the puritanical idea of America as a utopian land was one that was created by its white settlers. The need for creating such a society through revolution and unrest is articulated in this play by the three characters who turn out to be humans and not robots, at the end of the pla