Victorian Britain Essay Example for Free

Victorian Britain Essay In Victorian times people were more susceptible to being lied to and were a lot more gullible, which is probably why they could believe a lot of the writing more. This is because the Victorians suspension of disbelief was far greater than any of ours today. The Sherlock Holmes mysteries were perfect for their time, but the Holmes character was also reflective of perfection, whereas in todays society we generally prefer our characters to have more flaws, to make them seem more human, although Sherlock Holmes classically still appeals to many. The Cardboard Box describes Sherlock Holmes not only as a very good detective but also as an ear expert, which today we would not believe as very few people could be this clever or perfect, but then the Victorians liked it to be like that and they would believe it, each ear is as a rule quite distinctive, and differs from all other ones. In last years anthropological journal you will find two short monographs from my pen upon the subject. I had therefore examined the ears in the box with the eyes of an expert, and had carefully noted their anatomical peculiarities. Imagine my surprise then, when, on looking at Miss Cushion, I perceived that her ear corresponded exactly with the female ear which I had just inspected. This illustrates Sherlock Holmes talking about his knowledge of ears, such intelligence of which is highly unlikely if he is also admitted as being a very good detective. In The Man with the Twisted Lip, Holmes has somehow managed to figure out that the dirty beggar, Boone, was in fact the well respected, upper class Neville St Clair Holmes stooped the water jug, moistened his sponge, and then rubbed it twice vigorously across and down the prisoners face. Let me introduce you he shouted, to Mr Neville St Clair, of Lee, in the county of Kent. Somehow even though it has deluded every other detective and policemen working on this crime, Holmes had managed to figure it out when no one else could. This again is highly unbelievable that he could have figured it out as he had an insufficient amount of clues. But what is even more unbelievable is from The Speckled Band, where all the clues Holmes had was a dog lead, a bowl of milk and a whistling sound. Somehow he managed to figure out that from this a snake was ordered by the whistling sounds and fed on the milk, and was controlled using the dog lead, and that the snake went up through a fake vent into the next the bedroom and climbed down a fake bell pull to bite the victim and then ordered back by the whistle and tempted back into a safe by the saucer of milk. It is unlikely that anyone, even Sherlock Holmes, should have been able to figure that out with the clues he had. Finally he took the bell rope in his hand and gave it a brisk tug. Why its a dummy, said he. Wont it ring? No its not even attached to a wire. This is very interesting you can see now that it is fastened to a hook just above where the ventilator is. No one else had realised that the bell rope did not work, no one had even realised it wasnt hooked up to a wire but one quick look around the room by Holmes and was enough to see that it was not and he also noticed that there was a fake ventilator when he didnt even know where it led to. All these things show us that many people of Victorian Britain were a lot more susceptible to unbelievable things whereas today we tend to prefer things to be more realistic and more huma. We prefer a character to be flawed, whereas Victorians preferred their characters to be perfect, e. g. Sherlock Holmes. So, in conclusion the Sherlock Holmes stories can tell us a lot about Victorian Britain. We can identify that it was a place where class was everything, and that you should stay in the class you were born into. The upper class citizens were the people that mainly read these books and they appeared to like the seedier side of things, as they thought it was a true aspect of what really happened, which they preferred not to accept, but if it was in a book it was acceptable. The British people thought that they were better than every other ethnic group and saw it as being okay to discriminate against them and be racist whereas today we would not accept it and it is a crime. There was a lot more common crime in those times as well, which came up a lot in the stories as each was based around a crime, with even the higher class people committing crimes like going to opium dens among other things. Poverty as well was a lot more rampant in the Victorian times as no one seemed to be bothered about the poor, as it was part of their everyday life to be or to see a lot of poverty in the streets. The stories also told us about the Victorians love of all things gothic, the architecture, dark clothes and writing; gothic writing contained a lot of murder, ghosts, evilness and darkness. They were also depicted as being a lot more gullible than we are today and would believe almost anything that they were told in stories and were not bothered if it did not seem real. We can see this from Holmes perfect character and how he did not even have one flaw. To summarise, Sir Arthur Conan Doyles stories combine many elements which give us a very good representation of Victorian life.

Should capital punishment be reintroduced in the UK

Should capital punishment be reintroduced in the UK Capital punishment is a practise of which criminals, when, convicted of a serious crime known as a capital crime are executed. The term capital originates from the Latin word capitalis, meaning the head and a capital crime was originally punishable by the severing of the head. Although not always used, 58 countries still uphold capital punishment as a sentence according to Amnesty Internationals figures in December 2009, and, since 1985, over 50 countries have abolished capital punishment. The six main execution methods still used since 2000, are; electrocution, lethal injection, beheading, shooting, hanging and stoning. In the U.K hanging was the preferred way of executing a person. This was found to be of simple and quick preparation and an extremely quick process of dying for the prisoner. Capital punishment in the U.K was abolished in 1969. Nowadays capital punishment is considered a barbaric and inhumane sentence. The question of whether capital punishment should be reintroduced has been widely debated, argued and many reasons given for support and against its practise. This essay will provide the history of capital punishment in the U.K, and evaluate the arguments for and against reintroducing capital punishment to the U.K. The following steps were taken to acquire the information needed to complete this assignment: Questionnaires were distributed on the 19th October 2010 and collected on the 25th October 2010. Internet sources were accessed on the 17th, 21st, 22nd, 23rd, 24th and 25th of October 2010. Capital punishments abolition in the U.K William the Conqueror first abolished capital punishment in the U.K in the 11th Century but this was reinstated by his son. Several proposals were put forward to parliament from the late 1700s but all were opposed. In the 1800s hangings were seen as great days out and people of all classes would enjoy watching a criminal strung up by the neck and would be very disappointed to see him/her die too quickly. From the 1800s to the 1900s many capital crimes were reduced from the death penalty to imprisonment (see below table) and murder was the only capital crime still punishable by death. By the end of the Second World War, attitudes had changed towards accepting the abolition of capital punishment as people were concerned by the holocaust of Nazi Germany. The last executions to happen in the U.K were that of two men who were hanged in Walton Gaol in Liverpool. Capital Punishment Abolished Notable Date Notable Event 1908 People under 16 are no longer liable for hanging. 1922 Infanticide (Mother killing her child) is no longer a capital offence. 1931 Pregnant Women are no longer hanged. 1933 People under 18 are not executed. Sentenced to Her/his Majestys Pleasure. 1948 House of Commons suspends capital punishment. Overruled by House of Lords. 9 March 1950 Timothy John Evans hanged at Pentonville Prison. 28 January 1953 Derek Bentley hanged at Wandsworth Prison for the murder of P.C. Miles. 13 July 1955 Last Women hanged in U.K (Ruth Ellis at Holloway Prison). 1956 The passing of Death Penalty (Abolition) Bill is overturned by Lords. 1957 Homicide Act 1957 restricts use of capital punishment. 23 July 1957 First execution under the 1957 act: John Vickers. 5 November 1959 Last execution for murder of police officer: Gunther Podola. 13 August 1964 Last executions: Peter Anthony Allen Gwynne Owen Evans. 1965 Capital punishment in murder cases is suspended for 5 years. 1966 Timothy John Evans receives a posthumous pardon. 1969 Capital punishment for murder is abolished. February 1998 Mahmood Mattan receives a posthumous pardon. July 1998 Derek Bentley receives a posthumous pardon. Capital list. Available from http://stephen.stratford.co.uk/capital -list.htm (accessed 24th October 2010). Mps decided on May 20th 1998, to adopt human rights provisions, outlawing capital punishment for murder except for times of war or imminent threat of war. Capital punishment ended effectively with the criminal justice bill on the 31st July 1998 and on the 27th January 1999, the 6th protocol was signed by the home secretary formally abolishing capital punishment in the U.K. Arguments for capital punishment Cost: It can be argued that the cost of keeping a criminal incarcerated is cheaper than giving them the death penalty but this is not the case. Studies have shown that the complicated legal process of pre trial and trials are tremendously expensive. The additional cost of confining an inmate to death row, as compared to the maximum security prisons where those sentenced to life without possibility of parole ordinarily serve their sentences, is $90,000 per year per inmate. With Californias current death row population of 670, that accounts for $63.3 million annually. (Commission on the Fair Administration of Justice, June 30, 2008). Available from http://www.deathpenaltyinfo.org/costs-death-penalty. (Accessed 25th October 2010). Retribution: Murderers get what they deserve, punishment should fit the crime and an eye for an eye. This seems an debateable argument worldwide for many criminals to be given the death penalty as the punishment does not always fit the crime for example people who assault, are not assaulted and rapists who raped, are not raped. The Justice Centre of the University of Alaska at Anchorage, in its website section titled The Death Penalty: Specific Issues Retribution Justice for Murder Victims, offered the following: Death penalty advocates justify capital punishment under the principle of lex talionis, or an eye for an eye the belief that punishment should fit the crime. In particular, people who favor capital punishment argue that murderers should be executed in retribution for their crimes and that such retribution serves justice for murder victims and their survivors. Death penalty opponents emphasize the sacredness of life, arguing that killing is always wrong whether by individual or by the state, and that justice is best served through reconciliation. Justice center of the University of Alaska at Anchorage. Available from: http://www.deathpeanlty.procon.org/view.answers.php?questionID=0010004. (Accessed on the 25th October 2010). However there is a serious risk of executing the innocent and the adage People getting their just desserts pose a serious drawback for the retribution argument. Deterrence: Does the death penalty act as a deterrent and that by executing convicted criminals will deter would be murderers from killing people. Many people believe that this is correct and in 2000 George W Bush stated: I think the reason to support the death penalty is because it saves other peoples lives, and further that Its the only reason to be for it. The Berkeley electronic press available at: http://www.deathpenaltyinfo.org/donohue Deter.pdf. (Accessed on the 25th October 2010). Studies have failed to provide any evidence that deterrence works and research has found that if a crime is not pre-meditated it is unlikely that the criminal who most probably at the time of his/hers capital crime was not thinking logically and heedless to any consequences that would occur later. Persons who commit pre meditated murder often concentrate on escaping any detection or conviction and thus the threat of punishment by death does not deter them as they are convinced they will not be caught. John McAdams stated: If we execute murderers and there is in fact no deterrent effect, we have killed a bunch of murderers. If we fail to execute murderers, and doing so would in fact have deterred other murders, we have allowed the killing of a bunch of innocent victims. I would much rather risk the former. This, to me, is not a tough call. Marquette University/Department of Political Science, on deterrence available at: http://www.prodeathpenalty.com. (Accessed on 24th October 2010). Prevention of re-offending: Those who commit heinous crimes and are executed cannot commit any more crimes it is said but imprisonment for life does not necessarily make for a peaceful society either. In the U.K life imprisonment usually means a sentence of a minimum time which is set by a sentencing judge usually 15-20 years, the person who committed his/her crime then becomes eligible for parole. For example: Jon Venables after murdering Jamie Bulger along with his accomplice Robert Thompson was given a sentence of just eight years. There has been a public outcry about the sentence given and early this year Jon was recalled back to custody after breaching the terms of his release. Denise Bulger, Jamies mother stated nine years ago: If released they would reoffend Interview available at: http://www.thesun.co.uk/sol/homepage/news/2884530/jon-venables-recognised-by-a-localhtm. (Accessed on the 25th October 2010). Arguments against capital punishment Wrongly convicted: DNA testing has opened a large window into a persons claim of innocence and has literally changed the justice system. People have been motivated by external influences to confess or admit to a murder that they didnt commit only to be exonerated possibly years later. In the case of Frank Sterling, a New York truck driver convicted on a confession that he gave in 1992 that he had strangled a four year old girl. Frank served 19 years in jail only to be freed earlier this year with the help of the innocence project when DNA proved that he in fact did not murder her and another inmate Mark Christie had. Picture 12 Frank Sterling Freed After DNA proves His InnocenceFrank Sterling Image available at: http://www.genpop-org/2010/04frank-sterling-freed-after-dna-proves-hiinnocence/ (Accessed 17th October 2010). There is ample evidence now that proves there are and have been errors and flaws throughout the legal system, Frank Sterling is just one of countless numbers of people who are innocent. It is also inevitable that innocent people will be convicted and sentenced to death in the world and such mistakes cannot be put right. The right to live: It has been stated that the right to live is the most significant right of them all when it comes to the death penalty, but it can also be argued with the adage an eye for an eye. Professor van den Haag stated in an interview: I hold life sacred, and because I hold it sacred, I feel that anyone who takes some ones life should know that thereby he forsakes his own and does not just suffer an inconvenience about being put into prison for sometime http://www.prodeathpenalty.com/ornellaspaper.htm.(Accessed 21st October 2010). In the United Kingdom, Article 2 of the human rights act 1998 which states everyones right to life shall be protected by law was enforced in 2000 meaning that no one in the U.K can be sentenced to death. A Questionnaire was posted online on the 17th October. The graph below shows the results of the 120 people who were sent and replied to the questionnaire. C:UsersOwnerAppDataLocalMicrosoftWindowsTemporary Internet FilesLowContent.IE5ELA6NUIH20101024211242[1].jpg If capital punishment were to be re introduced into the U.K many questions would be raised for example: will innocent people be executed? can the legal system be trusted? and will it ever be proved as a deterrent etc? I personally dont believe that any of these questions can be answered with the upmost truth and above all proof and you have to take into account that each and every person in the world is capable of murder if faced with, for example: self defence. Whether or not capital punishment would deter would be criminals prior to their offense, I do believe that the death penalty should be reintroduced into the U.K. In the interest of the people, criminals who have committed acts of such a heinous nature should be given a punishment proportionate to fit the crime. I would go as far as to say that the U.K justice system should, when giving out a life sentence to an offender, mean it is for life and, when a life is taken in such a monstrous way, the offender should be sentenced to death. The reintroduction of U.K capital punishment would not come without its mistakes, and, it could cause misery to the offenders families. But I personally think that if it was reintroduced with strict laws and guidelines and only for offenders, who have committed terrible crimes, then there could be some retribution, it would permanently incapacitate them, and, maybe it could save some money that could be spent on rehabilitating other less serious criminals . Commision on the fair administration of Justice.http://www.deathpenaltyinfo.org/costs-death-penalty (Accessed 25th October 2010). http://abouthumanrights.co.uk/right-life.html (Accessed 25th October 2010). http://www.amnesty.org/en/death-penalty/numbers (Accessed 24th October 2010). http://www.genpop-org/2010/04frank-sterling-freed-after-dna-proves-his-innocence (Accessed 17th October 2010). http://www.deathpenaltyinfo.org/DonohueDeter.pdf http://www.prodeathpenalty.com/ornellaspaper.htm (Accessed 21st October 2010). http://stephen.stratford.co.uk/capital -list.htm (Accessed 24th October 2010). http://www.thesun.co.uk/sol/homepage/news/2884530/jon-venables-recognised-by-a-localhtm (Accessed 24th October 2010). http://users.rcn.com/mwood/deathpen.html#Retribution John McAdams Marquette University/Department of Political Science, on deterrence. http://www.prodeathpenalty.com (Accessed on the 24th October 2010). Justice Center of the University of Alaska at Anchorage. http://www.deathpeanlty.procon.org/view.answers.php?questionID=0010004 (Accessed 25th October 2010). The Berkeley electronic press. http://www.deathpenaltyinfo.org/donohuedeter.pdf (Accessed 25th October 2010). I would like to thank all my friends on facebook who answered my questions posted on the internet on the 17th of October 2010.

Graduation Speech -- Graduation Speech, Commencement Address

We all have had many stones read to us, and even read many ourselves. In elementary school they were stories of Lad, Jane and Spot. Each of us beamed with pride as we stumbled over that first line of "See Lad go," or "Run Jane run." Then, in junior high we learned about plot and theme, and the characters of the stories actually developed personalities. Now, as graduating seniors, many of us have learned that stories can teach us valuable lessons about life. Even the simple stories from elementary school contain lessons that we can relate to our own experiences. One story in particular that just happens to be from my favorite producer, Disney, and emphasizes the importance of friendship is "The Fox and The Hound." As this story demonstrates, the people that we have encountered throughout our lives, as well as our experiences, help us to grow and develop as individuals. I think we all can learn from the example of Tod and Copper: Now, some people will tell you that a fox and a hound could never get along. But Tod and Copper didn't know that. "You're my very best friend." "And yo...

The Conflict of Paideias in Gadamers Thought :: Philosophy Philosophical Papers

The Conflict of Paideias in Gadamer's Thought (1) ABSTRACT: Although Gadamer's study of Greek paideia has been virtually ignored in the scholarly literature, I argue that it is central to his philosophy of education. Gadamer singles out three kinds of paideia: traditional, sophistic and philosophic. Traditional paideia, grounded in an unaware habit or disposition of the soul, was vulnerable when sophistic paideia brought reasoned argument against it. This 'new' paideia originally supported traditional notions of the just and the good with its conscious art of argumentation and pragmatic enhancement of success. But this paideia also undermined conventional morality by arguing that it is only convention, thereby corrupting the youth of Athens by appealing to the untrammeled desire for power. Philosophical paideia takes its bearings from the sophistic as its deepest opponent and counterimage. It turns out, however, that the two are virtually indistinguishable. Both bring thinking to consciousness; both are rhetorical arts; both create confusion; and both are subject to the 'weakness of the logoi.' In the end, the difference between them rests not on distinctions of reason, but the intent of the reasoner. This conflict of paideias is relevant to the situation of education today. Problems of narrow technical perspective and the broadest ideological manipulation are directly traceable to sophistic paideia. Thus, Gadamer points to hermeneutical praxis as 'the heart of all education that wants to teach how to philosophize.' Hans-Georg Gadamer describes the traditional ideal of Greek education as turning the student toward everything exempt from necessity comprising the beautiful. (2) This paideia consisted above all in developing a harmonious disposition of the soul, a hexis or "habit," through early training in music and gymnastic. (3) Its guiding purpose was to create citizens fit to govern in freedom. Clearly the importance of paideia as an educational concept can hardly be over-emphasized. Gadamer is an increasingly influential figure in the philosophy of education. He is also one of the eminent classicists of our times. Yet although paideia and its relevance to contemporary education forms a recurring theme in Gadamer's writings, this historical dimension of his approach to education has been virtually ignored in the scholarly literature. (4) One may speculate that the reason for this lacuna is a tendency to approach the subject more analytically than historically. Moreover, the theme appears in so many essays, spanning Gadamer's entire career, that it is difficult to follow the trail of his study. The Conflict of Paideias in Gadamer's Thought :: Philosophy Philosophical Papers The Conflict of Paideias in Gadamer's Thought (1) ABSTRACT: Although Gadamer's study of Greek paideia has been virtually ignored in the scholarly literature, I argue that it is central to his philosophy of education. Gadamer singles out three kinds of paideia: traditional, sophistic and philosophic. Traditional paideia, grounded in an unaware habit or disposition of the soul, was vulnerable when sophistic paideia brought reasoned argument against it. This 'new' paideia originally supported traditional notions of the just and the good with its conscious art of argumentation and pragmatic enhancement of success. But this paideia also undermined conventional morality by arguing that it is only convention, thereby corrupting the youth of Athens by appealing to the untrammeled desire for power. Philosophical paideia takes its bearings from the sophistic as its deepest opponent and counterimage. It turns out, however, that the two are virtually indistinguishable. Both bring thinking to consciousness; both are rhetorical arts; both create confusion; and both are subject to the 'weakness of the logoi.' In the end, the difference between them rests not on distinctions of reason, but the intent of the reasoner. This conflict of paideias is relevant to the situation of education today. Problems of narrow technical perspective and the broadest ideological manipulation are directly traceable to sophistic paideia. Thus, Gadamer points to hermeneutical praxis as 'the heart of all education that wants to teach how to philosophize.' Hans-Georg Gadamer describes the traditional ideal of Greek education as turning the student toward everything exempt from necessity comprising the beautiful. (2) This paideia consisted above all in developing a harmonious disposition of the soul, a hexis or "habit," through early training in music and gymnastic. (3) Its guiding purpose was to create citizens fit to govern in freedom. Clearly the importance of paideia as an educational concept can hardly be over-emphasized. Gadamer is an increasingly influential figure in the philosophy of education. He is also one of the eminent classicists of our times. Yet although paideia and its relevance to contemporary education forms a recurring theme in Gadamer's writings, this historical dimension of his approach to education has been virtually ignored in the scholarly literature. (4) One may speculate that the reason for this lacuna is a tendency to approach the subject more analytically than historically. Moreover, the theme appears in so many essays, spanning Gadamer's entire career, that it is difficult to follow the trail of his study.

Ease Of Using Search Engines :: essays research papers fc

â€Å"It is easy for all users to find specific information on the World Wide Web†. Because the web is relatively new in terms of reaching a large percentage of a country’s population, users’ experience, understanding and expertise varies widely. Technically-minded people will arguably have been familiar with the World Wide Web for longer, and therefore be able to find specific information more efficiently, if not more quickly than less experienced users. Defining ‘easy’ in terms of using the World Wide Web is interesting. In terms of searching for a specific item, it could be defined as ‘the ability to satisfactorily fulfil a task within a short period of time’. The increasingly plentiful selection of search engines and reference sites on the Internet means that some users will experiment with different engines, whilst others will find one they are satisfied with and make it their first stop when wishing to find information. Users who experiment with a variety of search engines will take longer to familiarise themselves with each individual engine, this can take more time than a user who knows their way around their favourite engine. A user who is loyal to one or two search engines would therefore find it ‘easy’ to retrieve information, provided their choice of search engine successfully provided the required data. If, however, the chosen search engine were not successful, the user would then have the option of either altering their selection of words, or try again on a completely different engine, one that may be uncharted territory for the user. I have been loyal to a small number of search engines, because on the whole they have provided the information I require, albeit after attempting a small number of alternative input words or phrases. This loyalty has stemmed from both my becoming more familiar with these engines, and my acceptance that if my chosen search engines or reference sites cannot find the desired information, then it is unlikely I will have any greater success on entirely different ones. Moreover, having become used to a few search engines, namely ProFusion (Intelliseek) and AltaVista seems to lessen the attraction to try those unfamiliar to me, such as HotBot or GoZilla. The level of experience a person has with both computers and the World Wide Web can help determine what type of user they are. Sutcliffe suggests four categories detailed below,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Naà ¯ve  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Novice  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Skilled (or ‘Experienced’)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Expert The first of these – Naà ¯ve – refers to someone who has either never used computers before, or who uses them only very occasionally.

European Women’s Fashion in the Eighteenth Century

Fashion has been always been a dominate part within every society throughout the years. Fashion is â€Å"a prevailing custom or style of dress, etiquette, socializing, etc. † and â€Å"conventional usage in dress, manners, etc. , especially of polite society, or conformity to it† (â€Å"fashion†). When it comes to fashion, Europe happens to be the most influential continent. For centuries, Europe has always been fashion-forward, influencing many other continents and countries with its style. There has always been the misconception, as stated by fashion historian Aileen Ribeiro in Dress in Eighteenth-Century Europe, â€Å"[that] most think immediately of Paris and the French court when they ponder that time [of eighteenth century fashion], forgetting reverberations in England, Italy, and elsewhere worldwide† (Cullen). However, in the eighteenth century (around the 1750s), France was well-known for its rococo style, which was simply â€Å"wide skirts, fine fabrics, and an overdose of embroidery† (â€Å"Women's Fashion of the 18th Century†). Like most French fashion, it spread across Europe. The rococo style emphasized the love of shell-like curves and decorative arts (â€Å"Rococo Fashion Era†). During this time in the late eighteenth century, certain undergarments, gowns, shoes, and simple, refined hairdos and make-up were essential for the fashionable European woman. In the late eighteenth century, women only wore certain undergarments. For example, they wore chemises, stays, panniers, free-hanging pockets, and waistcoats, but they did not wear underwear during this time. The chemises that the women often wore had very low necklines and elbow-length sleeves that flushed out fully. Over the chemise, they wore stays, or corsets, in hopes of attaining the correct, fashionable posture of a woman during this century, which consisted of standing with the shoulders back only slightly; stays generally kept women with cone-like torsos and accentuated large hips. Stays were also usually tied tight but comfortably and offered women back support. At the hips were panniers, or side hoops, which were important when it came to court fashion because they dilated the hips. Free-hanging pockets were tied about the waist, and waistcoats or petticoats were worn over the corsets for warmth. These were the types of undergarments that most late eighteenth century women wore. (â€Å"1750–1795 in Fashion†; Cullen) Aside from the necessary undergarments, low-necked gowns were typical attire in the 1750s. Usually, the gowns had skirt attachments, and the skirts would have an opening in the front to expose the petticoat that the woman wore beneath it. If the gown’s bodice had an opening, then there was usually a stomacher pinned to the corset that was beneath the gown for decoration. The sleeves of the gowns normally had tight elbow-length sleeves that flushed at the ends with frills or ruffles. During this period, gowns were very popular and versatile and could be worn extravagantly or plainly. Upper class women would often have the more expensive, extravagant gowns while the middle and lower class normally settled for the plain â€Å"shortgowns. † (â€Å"1750–1795 in Fashion†) When it came to shoes during the late eighteenth century, women wore them like they wore their clothes. Much like now, in most societies, people dress in terms of their wealth, i. . the rich dress fanciful and the poor dress in what they can afford. The same rules apply to women of the eighteenth century. Women wore shoes with high, curved heels made of colorful silk or delicate leather, sometimes decorated with gold and silver lace and braid. Even though most women of this time dressed in silk gowns that were heavily decorated (as is a requirement of the rococo style), it was rare that the women would have shoes of the same, matching material. The reason for this was that it would just be too expensive. Some of the women’s shoes were laced, and some had decorative buckles. The toes of their shoes were either pointed or a bit rounded. However, further into the eighteenth century, the extravagance behind the fine shoes was simplified. (â€Å"Eighteenth – Century Footwear†). Lastly, women of the eighteenth century didn’t necessarily change their hairstyles much. Women rarely wore wigs, aside from special occasions. Normally, women kept their hair powdered and coiffed, decorated with a small bonnet or flowers, jewelry, and bows (â€Å"Rococo Fashion Era†). Along with the hairstyles came make-up. These hairstyles were fairly simple, leaving more focus onto the woman’s face and her make-up. The point of make-up in the eighteenth century was to make women look â€Å"artificial,† hence why many women strived for pale skin (â€Å"Women's Fashion of the 18th Century†). It wasn’t until later, after the rococo era, that high wigs became fashionable. Fashion has always been an important aspect in history. As mentioned earlier, Europe has always been the â€Å"fashion-forward† continent in the world, influencing many other countries around the world. The rococo style, also known as the baroque style, was one of the influential fashion changes that occurred throughout Europe and was emphasized by the French. With a popular style that emphasized shell-like curves and elaborate decoration, the fashion-forward European woman of the eighteenth century embraced the new era – the rococo era – taking in the customs of only wearing certain undergarments, gowns, shoes, and simple, refined hairdos and make-up. This was fashion in the eighteenth century.

Batas Rizal

Batas Rizal republic act 1425 RA 1425 Explanation based on Rizal Website RA No. 1425 prescribes the teaching of the life, works and writings of Jose Rizal for all school, colleges and universities. Students and teachers, in the past years, have relied on books and periodicals from the library to do their studies on Rizal. The advent of Information Technology, however, facilitated the acquisition and sharing of ideas among peoples of varied persuasions throughout the globe. Survey results show that more and more students are using the Internet to do research work.This Jose Rizal website is, therefore, designed, and created to assist students in the appreciation of the role of Rizal in the development of the Filipino nation. The web contains very comprehensive materials on and by Rizal in both the English and Filipino languages. Further more, it is offered for free to everyone. The endorsement of the web by the Commission on Higher Education helped increase the number of visitors. This web continues to acquire and update information about Rizal in order to be of better service to the users. source: ttp://www. joserizal. ph/in01. html What is RA 1425? Just in the year 1956, to be exact, on June 12 (the anniversary of the declaration of independence) the parliament in Manila passes a law (Republic Act Number 1425) which decreed the entire works of Rizal as teaching material in all private and public schools and universities. Since the correspondence with Blumentritt represents the biggest portion of Rizal's exchange of letters it can be said with full justification that Blumentritt is known to practically every schoolchild in the Philippines.Kurt, a grandson of Blumentritt, was presented an honorary plaque posthumously on December 30, 1978, on the death anniversary of Rizal, for his grandfather's exceptional interest in the history and culture of the Philippine people . . for his voluntary alliance, his cooperation and his identification with the Philippine reformi st politicians . . . for the publication of many valuable works about the Philippines . . and for the inspiration and active support, which he lent the propaganda actions . above all, to his best friend, Dr.Jose Rizal . . . † A year later, Blumentritt was admitted posthumously to the order of the Knights of Rizal in the rank of â€Å"Knight Commander†. Here too, in the substantiation for his admission, Blumentritt was cited as inspirer-advisor and friend of Rizal for life and appreciation was paid him for introducing Rizal to the prominent men of letters and science in Europe and for being a constant source of courage to his friend and the inspiration for Rizal's vision of an independent Philippine nation.In one of the numerous future visions which were exchanged between Rizal and Blumentritt, Rizal writes in the possibly most touching letter of this long correspondence: â€Å"Yes, I believe the time is already near when I may return to the Philippines. When I am alrea dy there, then you must come with your whole family and live with me; I am provided with a big library, I shall have a little house built on a hill for myself; then I shall devote myself to the sciences, read history and write, establish a school and if you can bear the climate, then you shall be the director.I am sure all the young ones, the best in the country shall come to us: Blumentritt-Rizal will stay in the memory of the Filipino people like Goethe and Schiller, like Horatius and Virgil, like the Humboldts †¦ † The inexorability of history destroyed the dream of Rizal but his vision for the Filipino people came true – the memory of the two friends is alive. May these lines contribute to making a breach in the wall of ignorance and forgetfulness so that on his side of the globe, Ferdinand Blumentritt will finally be honored. source: http://www. univie. ac. at/Voelkerkunde/apsis/aufi/rizal/nat-mour. htmPambansang Kumperensiya: Batas Rizal â€Å"Ang R. A. 1425 sa Loob ng 50 Taon† Malugod po namin kayong inaanyayahang dumalo sa Pambansang Kumperensya tungkol sa ika-50 taon ng Batas Rizal, na pinamagatang â€Å"ANG R. A. 1425 SA LOOB NG 50 TAON. † Ito po ay idaraos sa Hunyo 19, 20 at 21, 2006 sa Pulungang Claro M. Recto, Bulwagang Rizal, Unibersidad ng Pilipinas sa Diliman, Lungsod Quezon, sa pagtataguyod ng UP Departamento ng Filipino at Panitikan ng Pilipinas, UP Kolehiyo ng Arte at Literatura, National Commission for Culture and the Arts (NCCA) at Knights of Rizal, Inc. , Sa pangkalahatan, layunin nito na: 1. alagom ang implementasyon ng Batas Rizal sa sistemang pang-edukasyon simula 1956 tungo sa mabisang pagpapatupad pa nito; at mula rito'y makahalaw at makapagmungkahi ng mabisang pagtuturo ng buhay at mga sulatin, partikular ang dalawang nobelang Noli at Fili, sa anyong modyul at iba pang kaparaanan. 2. makapagdulot ng napapanahong kaalaman mula sa bagong pagtanaw at pananaliksik hinggil sa pambansang bayani; at 3. mapal akas ang ugnayan sa lebel na indibidwal at institusyonal sa hanay ng mga kalahok hinggil sa layunin ng kumperensya. more on http://batasrizal. blogspot. com/ taken up from.. http://hubpages. com/hub/Ra_1425