Free

Freedom Fighters Essay Nelson Mandela was a visionary freedom fighter who brought about the end of an apartheid society and solidified the democratic elections of presidents by majority rule to South Africa. Born in 1918, Mandela’s early introduction to leadership in the Thembu tribe molded his democratic beliefs (Nelson Mandela, 2009). His youth found him exposed to Western culture which ultimately led him to abandon the Thembu culture and relocate to Johannesburg (Nelson Mandela, 2009). It was during his early years in Johannesburg that he explored the many political philosophies that surrounded him. It was also during this time that Mandela began thoughtful observation and contemplation of the struggles of the black men and women in South Africa. Mandela came to the conclusion, â€Å"It was not lack of ability that limited my people, but lack of opportunity† (Sohail, 2005). His profound dissatisfaction with the apartheid society and the oppression of his people eventually led him to join the African National Congress or ANC in 1944 (Nelson Mandela, 2009). In 1948, the Afrikaner dominated National Party established the apartheid customs into law (Sohail, 2005). In response to this the ANC initiated the Campaign for the Defiance of Unjust Laws at the urging of Mandela (Sohail, 2005). This was the turning point for the ANC and the beginning of Mandela’s rise to recognized leader within the ANC. Prior to this campaign the ANC was committed to peaceful negotiations. With Mandela’s convincing they converted to nonviolent protesting with the goal of overthrowing the white minority government and putting an end to the apartheid laws (Nelson Mandela, 2009). These unsuccessful protests were met with violent opposition. It was one such violent encounter that propelled Nelson Mandela and the ANC to adopt violence as a means of protest. In 1960, sixty nine protestors were killed by government police, this act ultimately lead to the development of Umkhonto we Sizwe (Spear of the Nation) by Nelson Mandela (Nelson Mandela, 2009). The Umkhonto we Sizwe was an offshoot of the ANC whose sole purpose was to engage in violent sabotage of the government. It was Nelson Mandela’s activities within the Umkhonto we Sizwe that ultimately led to his capture and incarc eration. His trial and sentencing captivated a world audience and forced the actions of the South African government into an international spotlight.(Nelson Mandela, 2009). Fully expecting the  death penalty, Mandela rebutted the idea of seeking appeal recognizing the strength of his position in regard to the cause; â€Å"If anything we might serve the cause greater in death as martyrs than we ever could in life† (Sohail, 2005). Nelson Mandela was sentenced to life imprisonment and solidified his standing as a symbolic embodiment of South African’s fight for freedom (Nelson Mandela, 2009). While incarcerated the violence that Mandela birthed continued to escalate over the years. The world continued to pay attention and the United Nations began supporting sanctions against the South African government (Sohail, 2005). Mandela, aware of the violent chaos, began to contemplate a change in strategy. Recognizing that the movement he began was not vast enough to outright overthrow the existing government he began to consider the possibility of negotiations. At the height of the violence and with increasing international pressure the South Afric an government was ready to negotiate as well. The first of many secret meeting took place in 1988 between President Botha and Nelson Mandela (Nelson Mandela, 2009). While these negotiations failed to produce any compromises they set the precedent for Botha’s successor F.W. de Klerk in 1989. President de Klerk was committed to change and meaningful negotiations. With the help of President de Klerk, Mandela established the foundation on which the ANC and the South African Government would negotiate (Sohail, 2005). President de Klerk overturned several of the apartheid laws and ensured Mandela his freedom. Nelson Mandela, to the celebration of millions, was released on February 11, 1990 (Sohail, 2005). After spending 27 years in prison, Nelson Mandela and F.W. de Klerk mediated the negotiation of the multiparty Convention for a Democratic South Africa (Nelson Mandela, 2009). The culmination of these negotiations was the Record of Understanding signed by Mandela and de Klerk in 1992 establishing a â€Å"freely elected constitutional assembly† (Nelson Mandela, 2009) and the drafting of a new constitution. The first free democratic elect ions took place on April 27, 1994 (Nelson Mandela, 2009), effectively ending the minority white reign and the apartheid laws. For Mandela’s significant contributions and sacrifices to bring about these social and political changes he was awarded the Nobel Peace Prize in 1993(Nelson Mandela, 2009). Andrew Jackson was a revolutionist and the 7th President of the United States. It was though this pursuit of the United States presidency  that he changed the political landscape; changing the way presidents were elected and solidifying presidential power. He further initiated significant change with the displacement of the Native Americans westward. (Red Hill Productions, 2007) Andrew Jackson was born 1767 in South Carolina. Orphaned by the Revolutionary War at the age of 15, he quickly developed a reputation of being â€Å"hot tempered and violent† (Red Hill Productions, 2007). Yet at the same time, he maintained a strong work ethic and earned a law degree. He relocated to the frontier lands of Tennessee at the age of 20 to serve as a public prosecutor. It was during this period in his life that he first experienced formal politics. Serving as Tennessee’s first Congressman he quickly became disenchanted with the political scene. Frustrated with ineffective committee meetings and what he saw as far reaching corruption, he returned to Tennessee where he became a superior court judge. (Red Hill Productions, 2007) At the urging of his supporters and amid far reaching popularity, Jackson once again entered politics with a bid for the 1822 presidential race. Andrew Jackson was defeated in 1824 despite winning the popular vote. John Quincy Adams was awarded the presidency at the discretion of the sitting House of Representative (Andrew Jackson, 1997). Empowered by what they saw as a corrupt election process where presidents were decided via the political elite and not the will of the common people, Jackson’s supports organized the first Democratic Party (Red Hill Productions, 2007). United under the Democratic Party the common people led a feverish campaign. This campaign culminated in the electing of Andrew Jackson to the presidency in 1828 (Red Hill Productions, 2007). Recognizing the political power of an organized party the Republican Party was realized later in the decade. Originally dubbed â€Å"the National Whig Party† (Red Hill Productions, 2007), the birth of this party laid the foundation for a two party political system that continues to dominate politics today. During Andrew Jackson’s two term presidency he further enacted political change by redefining the role of President within the government. In juxtaposition with the founding fathers, Jackson saw the role of the President as the leader in gov ernment rather than the Congress (Red Hill Productions, 2007). Being the only position in government to be elected by the vast majority of the common people, Andrew Jackson envisioned the presidential responsibility as to â€Å"serve the good of all people† (Red Hill Productions, 2007). With  this responsibility came great power which Jackson wielded with great efficiency. He invoked his executive power and utilized his veto power vehemently (Red Hill Productions, 2007). With this wide sweeping reform and successful transition of political power to the President, Andrew Jackson is credited with being the first modern President (Red Hill Productions, 2007). While serving as President, Andrew Jackson determined to secure westward expansion of the United States enacted even further political and social change with the Indian Removal Act of 1830 (Red Hill Productions, 2007). Jackson was the catalyst that ultimately concluded with the displacement of the Native Americans east of the Mississippi (Red Hill Productions, 2007). Recognizing the significance of westward expansion for the continued success of the United States, Jackson introduced the Indian Removal Act in a message to Congress in 1830 (Red Hill Productions, 2007). This displacement of the Native Americans wou ld open Native American lands for the white Americans to develop and expand westward. The Indian Removal Act was passed by Congress in 1830 (Red Hill Productions, 2007). Despite the Supreme Court ruling in favor of the Cherokee people, Andrew Jackson moved forward with the Indian Removal Act forcing a westward movement of the Cherokee people (Red Hill Productions, 2007). This westward movement was famously termed â€Å"the Trail of Tears† (Red Hill Productions, 2007). This impacted the Creek and Seminole people as well and effectively solidified the expansion of the white farmers and business entrepreneurs on the land west of the Mississippi for the American people (Red Hill Productions, 2007). Andrew Jackson’s contribution of the establishing of political parties and the expansion of presidential power solidifies his legacy of enacting significant political and social change. These contributions continue to remain the foundation of politics in the United States. His Indian Removal Act was an equally significant example of political and social change that allowed the United States to expand westward. This westward expansion firmly cemen ted the continued success of the United States. References Andrew Jackson. (1997). In Biography Reference Bank. Retrieved from http://ehis.ebscohost.com/ehost/delivery?sid=986fb1e9-82c5-4a86-8443-28de1ed235%40sessionmgr112vid=13hid=4208 Nelson Mandela. (2009). In Biography

Title IX and Impacts on Womens Education Essay -- essays research pap

Title IX and the impacts on women and their education HISTORY: Title IX of the Educational Amendments of 1972 is the landmark legislation that bans sex discrimination in schools, whether it is in academics or athletics. Title IX states: "No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid." Athletics has created the most controversy regarding Title IX, but its gains in education and academics are notable. Before Title IX, many schools refused to admit women or enforced strict limits. Some statistics highlighting the advancements follow: †¢ In 1994, women received 38% of medical degrees, compared with 9% in 1972. †¢ In 1994, women earned 43% of law degrees, compared with 7% in 1972. †¢ In 1994, 44% of all doctoral degrees to U.S. citizens went to women, up from 25% in 1977. Title IX governs the overall equity of treatment and opportunity in athletics while giving schools the flexibility to choose sports based on student body interest, geographic influence, budget restraints, and gender ratio. In other words, it is not a matter of women being able to participate in wrestling or that exactly the same amount of money spent per women's and men's basketball player. Instead, the focus is on the necessity for women to have equal opportunities as men on a whole, not on an individual basis. Concerning intercollegiate athletics, there are three primary areas that determine if an institution is in compliance: 1. athletic financial assistance 2. accommodation of athletic interests & abilities 3. other program areas Appraisal of compliance is on a program-wide basis, n... ...d numbers. Indeed, the United States stands alone and is a world leader in opening the doors of higher education to women. FUTURE: Even today, we acknowledge the many advances women have made in academics, employment and athletics, we still need to recognize some dismaying facts in our efforts to achieve equity. While sex discrimination is no longer routinely accepted in education and has been prohibited since Title IX became law, the incidences of sexual harassment and assault that are continually reported show that freedom from threats to learning still has not been achieved. In response, the Office for Civil Rights of the Department of Education has released its final policy guidance on sexual harassment to help educators recognize sexual harassment and formulate age-appropriate responses to prevent or resolve incidences of this form of sex discrimination.

Irish Roman Catholic who describes (B Devlin) her school days

Source D is form an Irish Roman Catholic who describes (B Devlin) her school days, which implies a degree of bias because her Vice Principle â€Å"mother Benignus† had her family suffer at the hands of the British. Her view on Protestants was that they were not Irish, and she even had separate views on teaching about Irish history. This source is an adaptation form b Devlin â€Å"the price of my soul, 1969†, this date indicates that this source could be primary but yet again it could be bias. This source is limited in a way but still gives us sufficient evidence to show how troubles could have broken out, because Protestants and Catholics Were divided as communities and were taught in separate methods, they were also separated so when the two meet either side would contradict each other. Therefore resulting in violence. Source E is a Protestant cartoon from the nineteenth century showing â€Å"ERIN† (Ireland) bound by ropes by a Catholic Priest. This is portraying conflict between the two religions. There is a message portrayed by the cartoon and it is that Catholicism has control of Ireland. But this could be portraying the truth, as Catholicism was the main religion in Ireland. This source is limited but it helps to show how conflict between Catholics and Protestants came about. But this could also be a Propaganda Against the Catholics to try and gain support for Protestants. Source F is a map showing the Gerrymander in Derry in 1966. It is obvious that the Protestants have deliberately placed themselves at an advantage in places where they get the most votes apart from the South Ward, where Catholics had the majority. But this source is very limited, as it cannot give more information than it already holds. Source G is of Protestant images of Catholic attacks on Protestants in 1641. This could be propaganda to recruit more men into raising an army. If any thing I think the Catholics people who are being pushed around because the Protestants have the British behind them so this makes more tension added to what is building up to be the beginning of the troubles. Source H is what some People would call primary evidence that has no bias what so ever. This is true to some extent the photograph shows a civil rights marcher clearly being struck by armed officers. However the photo is limited evidence we cannot see what is outside the perimeter of the photograph or what before or after this incident to cause the RUC officers to strike the marcher. There may be a cause for it and yet it could also be a raged attack by thee RUC officers. We also learn that the police might have attacked without provocation and there is a lot of violence in the blood of both Protestant and Catholics. This source, like others can be read two ways it can show two sides to an uncomprimised story. However it is sources like these that did infact add insult to injury, in that it was probably sold to papers and both Catholics and Protestant would be outraged reading this. One side could feel disgusted that uniformed officers are acting in this way at a peaceful civil rights march. And the other side could say that the media is quick to snap a photograph of a RUC officer beating a marcher but where is the photograph showing the cause for their attack IE violent marchers or perhaps a weapon of some sort. So really this source has not helped either side prove or gain in any way but just aggravated the situation. Source I is a photograph of a violent situation where loyalist ambush civil rights marchers at Burntollet in January 1969. This picture is not very clear and does not tell us much about the ambush. As the picture is not clear you cannot tell whether there is actual violence. This piece of evidence is primary but it could be bias. There seems to be something censored in the photograph as every one is looking in the direction direction were it is censored. This source source doesn't really help add more tension between the two sides but it does stir a little fire I think. Source c is telling us of a man who was in a pub before the incident, where Para troopers told him â€Å"they were going to clear the Bog.† Which when added to what I have read in the â€Å"Bloody Sunday† gives an idea that they had an intention to go in and fire and they were expecting trouble. Source B tells us that as time progressed so did science and so the forensic evidence was able to change for the better, as this source tells us that a lot of evidence was changed. The Para troopers used illegal weapons. I think that this source is linking with source C to say that the Para troopers were abusing Their Powers that day. Source A: Paras in bloody Sunday evidence Storm. Source A is from a newspaper report dated Friday 17th September 1999, bloody Sunday occurred 30th January 1972. There is approximately 27 years and nine months between this event and the report. Although the report is not trying to interperate the events of Bloody Sunday it does them. The report also discusses enquiries that are going on presently about bloody Sunday, again 27 years ago. This is just one example amongst many that clearly illustrates how an event so big in history is discussed even years after it occurs. Although compared to a historical event such as the battle of Hastings, Bloody Sunday is quite recent, it is perhaps this fact that makes it hard to determine what happened that day. For example we have limited source work/ evidence or exact knowledge of the battle of Hastings but for Bloody Sunday we have plentiful, which is why I guess that it makes it harder to judge what really happened. Witnesses and evidence contradict each other through bias in their stories and the sides that they take. Photographic evidence can be read two ways as can scientific and again this will be perceived through the side that you take. It is the evidence that contradicts itself and other hard facts. It is because the evidence can be read in two ways that it has produced so many interpretations and will continue to do so throughout time. Looking at Bloody Sunday is a bit like analyzing the color red. Depending on the perceiver's personality or current state of mind red can be viewed in many different ways. It can show passion, aggression, rage, danger, royalty, love, authority or hate. Neither of the above are correct and neither are incorrect but we can all agree that if there is an underlying emotion that we associate with something visual i.e the color red, it will be enhanced once the two meet. It is in the same way that we may view the events of Bloody Sunday. There is underlying emotions within people concerning that day and these can be brought to light by different factors. Depending on what it is that the person involved has connected as a visual stimulant different things will arouse different emotions.

Discuss William Shakespeares Presentation of Order and...

Towards the end of the play, as the Athenian nobles prepare for the mechanicals’ performance, Theseus remarks, â€Å"How shall we find the concord of this discord?† This question relates to the whole play; the discords of Oberon and Titania and the lovers having been resolved into concord. The following mechanicals’ play of ‘Pyramus and Thisbe’ offers a new set of incongruous conjunctions reflecting - as in a distorting mirror - aspects of the earlier discords. In this play the apparently anarchic tendencies of the young lovers, of the mechanicals-as-actors, and of Puck are restrained by the sharp Athenian law and the law of the Palace Wood, by Theseus, Oberon, and their respective consorts. This tension within the world of the play is†¦show more content†¦Puck is the catalyst for disorder, but he is also the caretaker of order. Puck 3.2.459 Every man should take his own, In your waking shall be shown: Jack shall have Jill; Nought shall go ill; The man shall have his mare again, and all shall be well. This passage shows that Puck lives up to his name â€Å"Goodfellow†, he is clearly a friend of the people and he knows what is to be done to â€Å"restore amends† of the young lovers’ confused relations. The line â€Å"Every man should take his own† is in keeping with the Tudor laws â€Å"A womans body and her goods became her husbands property when she married and the law allowed him to do whatever he wanted with them.† Order would therefore be restored to a level familiar with the sexual edict of Tudor England. However, the Palace Wood isn’t entirely compliant with these social laws, the introduction of Oberon and Titania, King and Queen of the fairy kingdom, shows the troubles of their relationship. When Oberon and Titania enter the scene, they do so separately from opposing doors; this creates an air of division and hostility between the pair. Their entrance is also marked by a change from rhyming couplets to blank verse: further accentuating the tension between them and giving the impression that they are incompatible as a ‘couplet’. Oberon greets Titania with the words â€Å"ill met by moonlight†, to which she replies that she has â€Å"forsworn his bed and company†. It