World War I And Its Concequences - Free Essay Example

Sample details Pages: 2 Words: 468 Downloads: 6 Date added: 2019/05/17 Category History Essay Level High school Tags: War Essay World War 1 Essay Did you like this example? Throughout history, there have been many, many wars. So many, in fact, that its hard to even keep count. There are currently still wars going on, and that will probably never change. Don’t waste time! Our writers will create an original "World War I And Its Concequences" essay for you Create order For humanities entire existence, there will forever be war. It will never end, and as sad as it may sound, there will most likely never be world peace. Wars have caused several billions of fatalities, but nothing can compare to the lives that were lost during the World Wars. Both wars resulted in the death of many, and all of those lives were lost because of small, minor events that had occurred beforehand, and all of these small, minor events could have easily been avoided. On June 28, 1914, a man by the name of Gavrilo Princip made one very terrible mistake. Gavrilo assassinated a man named Archduke Franz Ferdinand. This was the event that mostly led to World War I. If this man had not been assassinated, the war may not have ever begun in the first place. However, there is no way to know that for sure. Though the assassination of Archduke Franz Ferdinand may have been a major cause of the wars beginning, it was most certainly not the only reason the war began. World War I began on July 28, 1914. Just one month after Archdukes assassination. That led people to believe that the assassination of this man was the ultimate cause of the war. It was not. There were several ultimate or leading causes of the war. Some examples of this are alliances, imperialism, militarism, nationalism, and crises such and the Moroccan Crisis (1904) and the Bosnian Crisis (1908). The assassination of Archduke Franz Ferdinand was not the one and only cause of World War I. Archduke Franz Ferdinand was a member of the House of Hapsburg, which was filled with rulers of the Holy Roman Empire, the Austro-Hungarian Empire, and the Spanish Empire. He had become a major general by the age of 31 and began his military career at age 12. He was then quickly promoted. In June of 1914, he traveled to Sarajevo. He did this because he wanted to inspect the imperial armed forces in Bosnia and Herzegovina. Bosnia and Herzegovina were both annexed by Austria-Hungaryin 1908. This annexation had infuriated the Serbian nationalists, so a group of these nationalists came up with a plan to kill the Archduke during his visit. One month after Archduke Franz Ferdinand was shot, the world broke out into war. This war consisted of Britain, France, Russia, Italy and the United States all fighting against the Central Powers; which was made up of Germany, Austria-Hungary, Ottoman Empire and Bulgaria. About four and a half years later, (five years exactly after the Archdukes death), on July 28, 1918, Germany and the Allied Powers made and signed the Treaty of Versailles that ended the war.

The House On Mango Street Character Analysis - 1116 Words

On average 40,093,000 people in the United States move annually. In the book The House on Mango Street the main character Esperanza and her family are included in this number. They Come very poor roots, and they dont have much money. They move often, one day dreaming to live in a real house, one they dont have to share, one with their own yard, with stairs that are not hallway stairs, etc. They finally move into this beaten up house on Mango street, Her family is in love with it and act like its their dream, however it does not meet Esperanza`s standards. Despite her dislike for this house and her feelings of it not being her home her and her family grow drasticly and have major milestones in their life in this house, for example†¦show more content†¦But then her Uncle Nacho persuades her to get up and dance, he tells her â€Å" Youre the prettiest girl here, will you dance?†( ) And soon shes having so much fun that she forgets all about the shoes. She notices that the boy is watching her dance, and she likes it. That quote shows that she is growing confidence and becoming less embarrassed and self shamed. Even though she is changing as a person doesnt mean that whats on her mind is changing, She still is dreaming of a new house. Another time that Esperanza shows change is when, Esperanza goes to get her future read. She goes to see a witch woman named Elenita in hope that she sees if anything in her future includes a house. However Elenita only sees a home in the heart, which causes Esperanza to be disappointed. However this is a turning point for her in the book, because once this happens she begins to accept the fact that the house on mango street is the closes thing she has to a home right now and she begins to accept it. She still dreams of one day of having her dream house on her own when she grows up, however she finally realizes that The House on Mango street is where she is from. It is her home and there is nothing she can do to change this no matter how much she changes as a person the house on Mango street is still her home. One More example in the house on mango street That shows esperanza`s groth isShow MoreRelatedThe House On Mango Street Character Analysis760 Words   |  4 Pageswhen one knows what is and who is good for themselves and to protect them. In the novel The House on Mango Street, by Sandra Cisneros the narrator, Esperanza, reveals her story about how she tries to find her true self. As she enters womanhood, she develops her identity and changes drastically as she gets a better understanding of her sexuality, heritage, and her as a person. In Cisneros’ House on Mango Street, Esperanza evolves from an insecure girl to a mature young lady as she becomes more awareRead MoreThe House On Mango Street Character Analysis1048 Words   |  5 Pagesworld. It usually isn’t an encouraging judgement though. Throughout the book, The House on Mango Street, the message of judgement of others being cruel is revealed. This isn’t just in Esperanza, the main character, but everyone in the book. It is important that everyone in the book progresses and matures as a person because, it causes everyone to become more together. This all proves the claim of, The House on Mango Street portrays an aspect of maturity by showing that what people imagine about othersRead MoreThe House On Mango Street Character Analysis706 Words   |  3 Pagescome to be. The main character, Esperanza from The House on Mango Street by Sandra Cisneros, is an excellent example of that; Esperanza is an insecure young Latina girl who is shaped by her family as she grows up. In the novel, Esperanza has the perspective of life from the experience of living in poverty. Esperanza dreams of a perfect home with amazing flowers and enough rooms that everyone in her family would each have one. However, she moves to the house on Mango Street, and reality is so differentRead MoreCharacter Analysis of Esperanza in The House on Mango Street by Sandra Cisneros1207 Words   |  5 PagesEsperanza, a stron g- willed girl who dreams big despite her surroundings and restrictions, is the main character in The House on Mango Street by Sandra Cisneros. Esperanza represents the females of her poor and impoverished neighborhood who wish to change and better themselves. She desires both sexuality and autonomy of marriage, hoping to break the typical life cycle of woman in her family and neighborhood. Throughout the novel, she goes through many different changes in search of identity and maturityRead MoreThe House on Mango Street by Sandra Cisneros766 Words   |  3 Pageswriting a literary analysis on â€Å"The House on Mango Street† by Sandra Cisneros. This story takes place in the center of an over populated Latino neighborhood in Chicago, a city where many of the poor areas are ethnically segregated. This novella uses two main symbols shoes and trees. Later in the literary analysis I will explain what these mean to the main characters. There are three main characters in the novella Esperanza, Sally and Nenny (short for â€Å"Magdalena†). The House on Mango Street tells the lifeRead MoreAnalysis Of The House On Mango Street 1367 Words   |  6 PagesBaker ENG 102 – 2006 14 April 2017 Esperanza’s Mango Street The House on Mango Street is a short novel that packs a strong and deliberate message. At first, when reading the first few chapters, one assumes that this book is going to be a simple story about some young girl’s life, but as the reader continues to read on, that perspective about the story changes because of the story’s complexity. The House on Mango Street has received many praises amongst critics for its well-definedRead MoreLiterary Analysis Of The House On Mango Street1163 Words   |  5 PagesEzra Collins English 9: Tetlak Literary Analysis: The House on Mango Street November 3, 2017 Remember Where Your From The House on Mango Street On average 40,093,000 people in the United States move annually. In the book The House on Mango Street the main character Esperanza and her family are included in this number. They Come very poor roots, and they don t have much money. They move often, one day dreaming to live in a real house, one they don t have to share, one with their own yard, withRead MoreWorld History Essay1533 Words   |  7 PagesSummer Reading Assignment Name: ____ __________________ 10th Grade The House on Mango Street Before returning to school next school year, you will need to read The House on Mango Street by Sandra Cisneros and complete this assignment. This organizer is intended to guide your reading and focus your thoughts in preparation for the discussions, summer reading quiz and writing assignments you will engage in when you return in September. By carefully completing this assignment overRead MoreEssay on House On Mango Street1074 Words   |  5 Pagesdegradation of them was a recurring theme in the book House on Mango Street. Many of Esperanza’s stories were about women’s dreams of marrying, the perfect husband and having the perfect family and home. Sally, Rafaela, and Minerva are women who gave me the impression of [damsel’s in distress].CLICHamp;Eacute;, it’s ok though. It’s relevant They wished for a man to sweep them of their feet and rescue them from their present misery. These characters are inspiring and strong but they are unable to escapeRead MoreThe Development Of Girls1172 Words   |  5 Pagesthe ideal that Western culture has insisted upon†¦ long legs, long arms, small waist, high round bosom, and long neck† (DuCille 217). Society has perpetuated a culture where girls strive to be perfect – craving this Western ideal of beauty with a big house and nice c ar. Society has also created a stereotype women are expected to fit into. Philosopher Marilyn Frye explains oppression and describes how, â€Å"There is a women’s place, a sector, which is inhabited by women of all classes and races, and it is

Alice Walker Maya Angelou free essay sample

Angelou writes â€Å"She smocked the yoke into tiny crisscrossing puckers, then shirred the rest of the bodice. Her dark fingers ducked in and out of the lemony cloth as she embroidered raised daisies around the hem. Before she considered herself finished she had added a crocheted cuff on the puff sleeves, and a pointy crocheted collar. I was going to be lovely. A walking model of all the various styles of fine hand sewing and it didn’t worry me that I was only twelve. † (33) Whereas Walker also boastfully describes the attire she wears in church on Easter Sunday that was designed with care by her mother and sister. Walker writes â€Å"It is East Sunday, 1950. I am dressed in a green, scalloped hem dress (handmade by my adoring sister, Ruth) that has its own smooth satin Urbanczyk, Page 2. petticoat and tiny hot-pink roses tucked into each scallop. My shoes, new T-strap patent leather, again highly biscuit-polished. We will write a custom essay sample on Alice Walker Maya Angelou or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † (1) Neither girl is rich by any means but the closeness shared with their families makes up for being underprivileged and this makes them rich with love. Thus the appreciation of the clothing is strongly felt through each of these essays as it is recited by Angelou and Walker. Continuing further, the tone of each story remains synchronized as both young lady is faced with a tough situation. The life altering circumstances are not alike in nature but ultimately set a sad and rebellious tone in each of the essays. Walker, at only eight years old, loses her right eye as a result of horseplay by her brothers playing with a BB gun. This triggers Walker’s depressed state due to her appearance and also consequently affects her schooling and social life (2). The tone changes in Angelou’s essay as she is victimized by the ignorant criticism of Mr. Edward Donleavy, a white speaker, at her graduation day ceremony. The unwelcomed scrutiny transforms Angelou’s positive thoughts toward the future drastically (36-37). However, through the dark clouds each girl finds a silver lining. Both Walker and Angelou find redemption of their physiological setbacks and breakthrough as stronger, smarter, and secure woman. Furthermore, the writing styles of Angelou and Walker’s essays are very much alike in different ways. Each essay begins on a high and jolly note then transpires into the climax and concludes with each author finding herself with a stronger sense of self awareness. Walker gains her awareness through her experiences in the desert that inspires her to write poems, but her most influential experience comes about from her the words spoken by her daughter â€Å"Mommy, there’s a world in your eye. † (5) Walker continues writing â€Å"There was a world in my eye and I saw that it was possible to live it: that in fact, for all it had taught me of shame and ager and inner vision, I did love it† and closes her essay with a reference to Stevie Wonder’s song â€Å"Always† (5). Such is similar in Angelou’s self experience of shame to Urbanczyk, Page 3 edemption. During Angelou’s graduation ceremony a young man from her student body, Henry Reed, takes the podium in an effort to rejoice his graduating classes of 1940 after the preconceived notions were served by the white speaker, Mr. Edward Donleavy. Reed unites Angelou’s class by taking on the role of orchestra conductor and begins to recite the Negro National Anthem which lifts the spirit of the room. Angelou writes â€Å"The words of Patrick Henry had made such an impression on me that I had been able to tretch myself tall and trembling and say: â€Å" I know not what course others may take, but as for me, give me liberty of give me death. † While echoes of the song shrived in the air, Henry Reed bowed his head. † Angelou then closes with; â€Å"We were on top again. As always, again, we survived. † Although Angelou and Walker’s experiences weren’t quite the same, the concluding writing styles of their essays are very meaningful and leave the reader with an enlightened sense of their character. Growing up during this time requires both Angelou and Walker to wear a tough layer of skin. Both these Negro girls become achievers despite what society has to say. It is hard to imagine what it was like growing up in their time but without it the world may have never acquired writers such as Angelou and Walker. Even though it is somewhat sad to read the struggle each woman faced it is wonderful to know the outcome and fortune that each have had all through their brilliant writing ethics. Maya Angelou and Alice walker will continue on as famous writers, but furthermore legendary women.

The Negative Effects of Technology on Children’s Social Development Essay Example

The Negative Effects of Technology on Children’s Social Development Paper Children are being exposed to technology at a younger age every generation. The average age that a child received a cell phone in 2006 was thirteen (Carter). In 2009 that age dropped down to eight, according to Tribune Business Journal. The use of technology by children negatively affects interpersonal communication skills because it limits social interactions and development and this is important because it affects future jobs, relationships and health. Cognitive development is the construction of thought process, including remembering, problem solving and decision making from childhood through adolescence to adulthood. † (Lloyd 15) If, during â€Å"critical periods of development† (Cole 13), the child misses an important developmental skill, the ball is set rolling, and the child will be behind his or her peers. One critical period is around when a child is about eight years old. Here, they begin to learn how to communicate their needs effectively and polish their thought process. These specific thought process skills include assimilation, accommodation, and adaptation. According to Piaget, assimilation is the process by which various experiences are mentally taken in and incorporated into existing schemas. Accommodation is taking what is experienced and applying it to new and old information and adaptation is taking the information processed and changing their behavior based on the experience. This is the very core of the human thought process. If this stage of mental development is missed, the foundation for future developmental skills is fragile. We will write a custom essay sample on The Negative Effects of Technology on Children’s Social Development specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Negative Effects of Technology on Children’s Social Development specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Negative Effects of Technology on Children’s Social Development specifically for you FOR ONLY $16.38 $13.9/page Hire Writer How a child at eight years old might miss this stage is by replacing face to face conversations with adults, with texting or fragmented phone call conversations with peers. The evidence of the effects of technology on children’s social skills is most notable in school, where they do the most socializing. However, when observing students in school today, versus ten years ago, there are drastic differences. At first glance in an average high school, the hallways are buzzing with the sounds of chatter and laughter, but when you look closely many of the students are at their lockers texting. Most schools prohibit the use of cell phones in class; hence the time that the students spend together in the halls is also spent attached to their phones texting each other instead of socializing face to face. On the bus rides to and from school, most students choose to listen to their MP3 players and play handheld gaming systems instead of attempting to make conversations. By making conversations, not only do they expand their network of friends, but their vocabulary and socializing skills. After school, students ride the silent bus home, to go straight to their rooms and computers. Here they isolate themselves from friends in their neighborhood, playing in online virtual worlds they create. These online â€Å"selves† can project identities that are not their own, morphing them into what they want to be seen as, instead of who they really are. This creates a self image conflict and children continue to isolate themselves to preserve their virtual â€Å"image† or become the person they are pretending to be. Even social networks is a virtual community where children are opting to socialize instead of going over to a friend’s house. Less face to face conversation also inhibits emotional exchange. Texting and typing responses on a computer, hardly make up for the social interactions children once had ten years ago. Academically, technology has adverse affects on students who overuse it. Within class, students who are less socially developed are less likely to partake in group activities. Over time, this forces teachers to change their teaching styles to accommodate those students. Group projects in school is more than just being able to assign larger more in depth projects. This is where students learn how to problem solve, give and receive constructive criticism, work together, and learn leadership skills. However, these group projects are more painful than helpful because students lack the foundation of interpersonal communication skills. Teachers resort to teaching verbally and rely on the students capabilities in auditory processing. School is becoming boring to students to overuse technology. They are so used to being constantly stimulated and needing to multitask every moment, that school is no longer stimulating enough. Since their attention spans are so limited, their auditory processing is also limited. Because of the heavy use of abbreviations used while texting, students grades are being negatively impacted because they are using the slang and abbreviations in assignments and formal papers. Most of the problems children are having today can be prevented by parents and school systems. As research is continuing to be done, schools are trying to adapt. Even though some schools have banned cell phones, that does not mean the students keep them at home. They resort to secretly texting during class, which means they are not focusing on their lessons. They are able to multitask but their attention spans are shortened. Works Cited: Carter, O. K. Students are Facing New Addiction: Cellphones. McClatchy Tribune Business News (2006): 1. ABI/INFORM Complete. Web. 13 Feb. 2011. Cole, Michael, Sheila R. Cole, and Cynthia Lightfoot. The Development of Children. New York: Worth, 2001. 13-15. Print Collis, Betty. Children and Computers in School. Mahwah, NJ: L. Erlbaum Associates, 1996. Print. Johnson, Teddi Dineley. Excessive texting, social networking linked to health risks for teenagers. Nations Health 40. 10 (2011): 11. Academic Search Premier. EBSCO. Web. 10 Feb. 2011. Lloyd, Peter, and Charles Fernyhough. Lev Vygotsky: Critical Assessments. Vol. 1. London: Routledge, 1999. Print Plester, Beverly, Clare Wood, and Victoria Bell. Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect childrens literacy attainment?. Literacy 42. 3 (2008): 137-144. 139 Charts Academic Search Premier. EBSCO. Web. 12 Feb. 2011. Tomei, Lawrence A. Challenges of Teaching with Technology across the Curriculum: Issues and Solutions. Hershey, Pa: Information Science, 2003. Print.