Dressed All in Pink Essay Example for Free

Dressed All in Pink Essay Literary Ballad A literary ballad is a poem written by a specific author. These ballads are not set to music. An example of a literary ballad would be Dudley Randalls ballad Dressed All In Pink Dressed All In Pink by Dudley Randall It was a wet and cloudy day when the prince took his last ride. The prince rode with the gonernor, and his princess rode beside. And would you like to ride inside for shelter from the rain? No Ill ride outside, where I can wave and speak to my friends again. They ride among the cheering crowds, he young prince and his mate. The governor says, See how they smile and cheer you where they wait. The prince rides with the governor, his princess rides beside, dressed all in pink as delicate as roses of a bride. Pink as a rose the princess rides, but bullets from a gun turn that pink to as deep a red as red, red blood can run, for she bends to where the prince lies still and cradles his shattered head, and there that pink so delicate is stained a deep, deep red. the princess rides beside, and her dress of pink so delicate deep, deep red is dyed. Jackie Kennedy is the princess -iambic tetrameter -rhyming scheme: abcb -the dress symbolizes the country itself falling from grace -colour imagery of pink as roses and red as blood -princess is described in colour -dyed at the end has a double meaning -dress is said to be as pink as roses but roses are also a deep shade of red, but the dress is not referred to a rose when it is covered in blood -Pink is the colour of innocence and it turning red is significant in dis playing the loss of innocence

Evolution in the United States Education System Essay -- Essays Papers

Evolution in the United States Education System In July of 1925, a Tennessee high school teacher named John Scopes sat in a court room facing a violation of state law by teaching evolution, the idea that human beings and monkeys share a similar ancestry. This was no ordinary trial, this was the â€Å"trial of the century†; it featured heavy media attention, it was a battle between two of the best attorneys in the nation, and it raised many questions about evolution and creation, the theory that human beings were put on Earth by God. Today, these questions still are not answered, with cases and debates still popping up 78 years after the famous â€Å"monkey trial,† with the same issues at hand: creation versus evolution (Futuyma 6). The evolution theory goes back to the times of the Greeks, who believed that humans went through a form of evolution. Later on in the 18th and 19th centuries, many scientists and philosophers from Europe wrote theories pertaining to evolution. Finally, in 1859 On the Origins of Species, a book on observations by Englishman Charles Darwin, was published explaining his theory, that in the long run, the fittest of all species survive, passing on different characteristics to help the next generation survive. This theory changed the aspects of biology and sparked much controversy in society. Beginning in the 1870s in the United States, about ten years after Darwin released his controversial book, Southern Christians began to fight the idea of evolution, while in the North, much was not made of the topic. It was almost completely ignored. In the early 1900s, teaching of evolution had become pretty normal in an American elementary, middle, or high school, although sometimes with some controversy. In the... ...d J. (1998). Summer for the Gods: The Scopes Trial and America's Continuing Debate Over Science and Religion. Boston: Harvard University Press. Levenson, J.C. (2004). The age of Darwin. Raritan, 23 (3). 115-149. Linder, Douglas. (2002). Tennessee vs. John Scopes Monkey Trial. Retrieved April 19, 2004, from http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm Morgan, Jeffrey P. (2003) Reading race into the Scopes trial. Journal of American History, 90 (3). 891. Robinson, B.A. Teaching of Evolution of U.S. schools. Retrieved: March 30, 2004, from http://religioustolerance.org/ev_school.htm Shultz, Lynne H. Summary of Evolution in Public Schools. Retrieved: April 19, 2004, from http://infidels.org/activist/state/evolution.shtml Scopes, John T. & Presley, James. (1967). Center of the Storm. New York: Holt, Rinehart, & Winston Books

Nation of Islam Essay

Malcolm X was born Malcolm Little in Omaha, Nebraska in 1925. He was born to a minister father that was a supporter of Black Nationalist Movement leader Marcus Garvey, which resulted in Malcolm experiencing discrimination and racial hatred from an early age. His father was killed and his home burned when Malcolm was young, and Malcolm was jailed in his early twenties after several run-ins with the law following his father’s death. He joined the Nation of Islam in while in prison, and when he was paroled in 1952 he was named the national spokesman for the Nation of Islam. Malcolm X was an outspoken, articulate, charismatic man that used television, radio, and every other form of media available to convey the Nation’s message. He preached for militant stance in the black community and for equal rights for African Americans, â€Å"by any means necessary†. This unwavering stance and militant attitude made some see Malcolm as a threat and he was followed under FBI surveillance until he was assassinated in 1965. He used his charisma and his steadfast beliefs to make the message of the Nation of Islam well known in America and to bring the issue of African American rights to the forefront of American consciousness. His mission later transformed from fighting for African American rights to fighting for equal human rights for every race, and he enforced the same militant stance with his new message. Mahatma Gandhi was a human rights leader like Malcolm X but he delivered his message in a very different way. Born Mohandas Karamchand Gandhi, he was given the name Mahatma because it means, â€Å"great soul†. He was born in British-ruled India and practiced law in South Africa which was also ruled by Britain. While in South Africa he began a twenty-year campaign for Indian freedom. Instead of X’s militant, unmoving approach, Gandhi practiced and taught the principles of non-violent resistance. He believed it was more honourable to be jailed for one’s cause than to create violence. He also practiced fasting as a way of conveying his message of peace and non-violence. He returned to India after twenty years and became the leader of the Indian Nationalist Movement. After India was declared independent in 1947, it was divided into India and Pakistan and the two countries rioted against one another. Gandhi began a fast to encourage the leaders to stop fighting. After he fasted for five days, the fighting stopped and the countries were at peace until Gandhi was assassinated shortly after. Until his death, Gandhi epitomized his message to, â€Å"Be the change you want to see in the world†. He saw no value in violence, and thought that the message of non-violence as a way of protest could bring tolerance, peace and unity more effectively than any violent act could. Despite the change in his place of residence and the political climate of his country he stayed true to his message of peace and unity.

Sample Abstract Thesis

The abstract thesis is an essential part of any research. Represented at the beginning of the paper, the abstract is a kind of the initial separate description of the whole investigation viewed by a reader. Thus, the abstract should be treated as a perspective to install precise expectations. As the abstract summarizes the entire thesis, it should represent all the general components of the research in a pressed form. The following sample abstract thesis is related to the research on Ancient History â€Å"The Development of the Social-Cultural Institutions in Athenian Polis according to the Comedies by Aristophanes†. The paper reviews the evolution of the Athenian city-state from the beginning of the fifth to the end of the fourth centuries B.C. All the social, political, and cultural transformations are analyzed from the point of their influence on the citizenship mentality. In the first section of the text, the process of the incipience of the democratic social order in Athens is investigated. The author pays premium attention to the issue of the contribution of the cultural institutes to this phenomenon. Namely, the pride place goes to the appearance of a public theater. Additionally, social-cultural alterations are analyzed in a way as they are represented in the comedies by Aristophanes. The analysis of the key problems of peace and war, liberty and politics, upbringing and morality make the basis of this part of the research. The final chapter observes the crisis situation within the polis institutions and their origin. Together, these outcomes permit to draw a deduction that the developmen t of the Athenian polis primarily depended on the political and economic factors that caused deep alterations in the citizenship morality of the Classical Greek community.