Abstract The paper offers a general overview of the Mexican Revolution and focuses on the lives of two prominent Mexican females, Tina Moddotti and Anita Brenner. The paper shows how the Mexican Revolution, both in Mexico and abroad, was shaped and carried on by female leadership, making the war, in a sense, a feminist revolution.
Outline:
Introduction
The Mexican Revolution
Women of the Mexican Revolution
Tina Moddotti and Anita Brenner: Two Great Women Revolutionaries
Conclusion
From the Paper "The Mexican Revolution lasted from approximately 1910 to 1917. Not to be confused with the Mexican War of Independence from Spain, or Mexican War of Independence, the Mexican Revolution was a period of political, social and military conflict and social turmoil commences with the call to arms issued by Francisco I. Madero and included the overthrow of Dictator Porfirio Diaz Mori and the rise and fall of Madero as president. It is estimated that over one million people were killed during the revolution. (McLynn, 2002)."
Abstract This paper discusses the book, "Eight Eurocentric Historians": Max Weber, Lynn White, Jr., Robert Brenner, Eric L. Jones, Michael Mann, John A. Hall, Jared Diamond, and David Landes. This paper describes the book's thesis that challenges the concept of European diffusionism, the belief that the rise of Europe to modernity and world dominance is due to some unique European quality of race, environment, culture, mind or spirit and that progress for the rest of the world results from the diffusion of European civilization. The paper author states that the role of each of these eight historians in generating colonialist understandings of history is not only proven to be extinct but also to be based on fallacious assumptions.
From the Paper "The book first defines the eurocentric diffusionist model of the world as one that invents a permanent world core, an "Inside", in which cultural evolution is natural and continuous, and a permanent periphery, an "Outside", in which cultural evolution is mainly an effect of the diffusion of ideas, commodities, settlers and political control from the core. The ethno history of the doctrine is traced from its 16th-century origins, through its efflorescence in the period of classical colonialism, to its present form in theories of economic development, modernization and new world order. Blaut demonstrates that most "Western" scholarship is to some extent diffusionist and based implicitly on the idea that the world has one permanent center from which culture-changing ideas tend to emanate. Eurocentric diffusionism has shaped our attitudes concerning race and the environment, psychology and society, technology and politics."
Abstract This paper begins with a brief biography of Shakespeare and summaries of the plays "Romeo and Juliet" and "Macbeth." The paper then presents Julia Kristeva's critique about hatred in "Romeo and Juliet" and Gerry Brenner's critique of the friar in that same play. The paper presents Harold Goddard's interpretation of the characters in "Macbeth" as criminals. The paper concludes with a comment on each of the two plays: 1)Romeo and Juliet's love was narcissistic; and 2) Macbeth and Lady Macbeth roles reverse by the end of the play.
From the Paper "William Shakespeare was born in 1564 in Stratford-upon-Avon. The exact date of his birth is unknown but his christening took place on April 26, 1564 therefore it is assumed he was born on April 23, 1564. His father, John, was a glove maker. He was tutored at an early age and then attended the Free School in Stratford when he was seven years old. His father took him out of school when he was 13 years old to have him apprenticed as a butcher. When he was 18 years old he married Anne Hathaway. The 26 year old woman was approximately three months pregnant when they married in November 1582. Their first daughter, Susanna, was born on May 26, 1583. Three years later, their twins, son Hamnet and daughter Judith, were born. Both were named after family friends. Little is known about his relationship with his family or what transpired in his life over the next several years."
The Hemingway Code uses Ernest Hemingway's piece 'A Farewell to Arms' to discuss what it is to be a hero and how successful the characters are at dealing with the injustices of life.
2,207 words (approx. 8.8 pages), 7 sources, 2002, $ 68.95
Abstract This paper sets out to discuss Ernest Hemingway's novels and short stories conceptualizing his ideas of heroes facing life's harshness with dignity and grace which culminate in the Hemingway Code. The essay traces his works as well as various feminist scholars, but focuses on Hemingway's famous piece 'A Farewell to Arms' which the paper analyzes, especially in reference to the heroine Catherine Barkley.
From the Paper Catherine does more than simply face unpleasant facts; she takes appropriate action as well. Her demeanor is calm and matter-of-fact, whether the activity in question involves giving Frederic an enema before surgery, dealing with an unplanned pregnancy, or helping Frederic escape to Switzerland to avoid imprisonment and execution. And, as she steadily handles one crisis after another, she continues to reassure her lover. "You mustn"t mind, darling,? she says about the baby, ?I"ll try and not make trouble for you" (138). Later, as they escape to Switzerland, she says fondly, "You"re such a silly boy. But I"ll look after you" (251).
Abstract This paper discusses how Patricia Benner's work "From Novice to Expert" fundamentally shifts the paradigm of nursing education from its current focus on conveying practical knowledge to the need to create nurses who are good decision-makers. It looks at how she creates a progressive typology of mastering the profession of nursing and how she provides a pedagogical map for nursing educators, mentors, and even administrators as to how to set expectations for levels of nursing competence.
From the Paper "Benner structures her book around her definitions of nursing confidence and competence, from novice to expert. Mastery at the highest level is defined by not by possessing technical knowledge, but on the ability to independently adapt nursing knowledge to different situations. The novice nurse, for example, is almost entirely rule-bound. No matter how well-educated he or she may be there is a strong level of dependence upon supervisors to define the rules. The novice often does not know how to contextualize his or her behavior. Without reference to life experience, for example, a nurse may not know when to put his or her knowledge in layperson's terms, so as to not frighten a patient with confusing terminology (Benner 20). "
