Category: Famous Person

‘Sometimes called popular factual television, reality TV is located in border territories, between information and entertainment, documentary and drama’ (Hill 2005: 2). Discuss with close reference to AT LEAST TWO reality TV shows of your choice.

Reality Television is a genre of television program that documents unscripted real-life situations of individuals. Biressi argues reality TV started as far back as the late 1940s when Candid Camera was at its peak rating. However, it became very popular in the late 90s and early 2000s following the success of Idols and Big Brother. It is widely believed that reality TV fluctuates between factual and fictional. Over the years, many reality television shows have been introduced in many television stations not only in the United Kingdom but all over the World. As a result, it has become a matter of concern to many as to what could be the main purpose of these reality television shows. There are numerous television shows in the United Kingdom such as Xfactor, Master Chef, Jeremy Kyle Show, British Got Talent, Keeping Up with the Kardashians, Embarrassing Bodies, Traffic Cops, etc. This essay will therefore focus on comparing and contrasting ‘Keeping Up with the Kardashians and Britain Got Talent’ and also provide arguments that could be used to determine whether reality television shows fall under documentaries, informative shows, or dramas.

According to an interview conducted in 2015 by more than 44,000 American males concerning the ‘Keeping Up with the Kardashians show’, Armenian ladies were the most erotic female gender globally. Ahead of the Armenian origin comes a lady who characterizes it in widespread philosophy, the Kardashians. I ensure no hesitation that the Kardashian brand is correlated with why American males think or perceive that Armenian women are the sexiest in the world. The Kardashians have embodied the ethos of young feminism and have penetrated the awareness of several individuals around the globe with a long-lasting reality TV show, which is based on the Kardashians. Biressi, Anita, and Heather (2004 p 66) explain that, primarily, a documentary, exclusively deals with real-life events or facts. Therefore, from this fact, it is clear that ‘Keeping Up with the Kardashians could serve as a documentary.

How could the Kardashians, one of many ‘actual’ families, enter this awareness and develop such a significant element of widely held culture via television? The Kardashians successfully crossed all barriers to become a pop and consumer culture giant, a successful 12-season reality program with six spin-off series, outstanding online supporters totaling 597 million, and many public initiatives. The study highlights a characteristic comparison between keeping up with the Kardashian show and the American Got Talent show, maintained by (WAodarczyk, 2018, p 24). Kardashian’s play connects what is ‘sexy femininity,’ who impacts it, and who should embody and consume it.

This problem-striking connection shows that the Kardashians have become a product of contemporary masculinity and are reluctant to surrender to the corporate overtones of popular feminism to tap into her show’s reality. According to (Creeber, 2015, p. 43) a reality television show could also serve as an informative show. Whereby, it proposes to outline and explain some of the issues which be affecting people in their daily lives. For this case, the Keeping Up with the Kardashians Show highlights masculinity as one of the many factors that affect people in their lives. Therefore, for this reason, Keeping Up with the Kardashians could also serve as an informative.

On the other hand, Britain Got Talent is an on-screen British talent display that fragments Simon Cowell’s worldwide Got Talent series. The show was created by Fremantle USA and Syco Entertainment and aired on the NBC TV web. It premiered on June 21, 2006, after canceling strategies for a British version in 2005 due to a disagreement with British newscaster ITV. The production continued in 2007 due to the first season’s popularity, reinforced by (WAodarczyk 2018, p. 46). Each season is broadcast chiefly during the network’s summer program, and the show is presented by the famous duo TV host Anthony McPartlin and Declan Donelly ( Ant and Dec).

The exhibition draws a diverse group of performers from throughout the United Kingdom and overseas who exhibit various skills, including vocal, dancing, amusement, magic, aerobatics, variety, and other genres. Each audition tries to earn a spot in the season’s live shows by astonishing a board of judges, including Cowell, Amanda Holden, and other co-hosts. Those who advance to the live episodes fight for both the judges and public vote to advance to the live final, where the winner gets a substantial financial reward, paid in installments, and, the opportunity to headline various top shows including Royal variety performances. This show is therefore viewed by many people not only in the United Kingdom but in the whole World. It proposes to entertain its audiences as it uplifts the talents of many. According to Hill (2005), a drama is a show that is broadcast in places like television programs to serve the purpose of entertaining people. From this fact, Britain Got Talent could therefore be classified as a drama since it also entertains the audience.

The Kardashian Show highlights how the main character Kim Kardashian acquired her celebrity status. As a celebrity, she influences so many young women and she is also an object of desire for so many American men. Whether one agrees or disagrees, the show has changed consumer culture via television and social media distillation of the feminine ideal. Consumer culture’s power ‘has accelerated and increased in recent years, to the point that commercial values now play a crucial role in the development of young femininity. Today, a significant issue for feminism is how it is portrayed in the media and advertising campaigns, where nonmarket desires are associated with the more independent and intelligent woman who lives in the age of popular feminism. Therefore, this show can basically be considered as a documentary that explains the power of feminism.

There is this idea that the struggle for equality has been won and that the woman of the twenty-first century may now live within the modern, independent, and dynamic language that encompasses contemporary femininity. Consumer culture defines female citizenship due to the increasing influence of social media, television, and cinema on many young women’s consciousness. By adopting the mainstream feminist mindset, females expose themselves to vulnerability since expressing femininity no longer implies the equitable struggles of the early waves of feminism. Rather than that, feminism has been absorbed into popular culture, becoming inextricably linked to it. Thus, expressing one’s femininity involves purchasing products or cherishing shows like Kardashian’s that support feminine values and identities. For this reason, the Keeping Up with the Kardashians show fits to be considered as an informative show since it explains facts that are of main interest in society.

The most straightforward way to demonstrate how reality television shaped the Kardashian mindset is to equate and despair the show’s first and eleventh seasons. By doing so, there will be a possibility to discern how ‘reality’ has changed and how the platform has been overly commoditized by placing a premium on sex appeal above family customs. The first season’s premiere includes the whole family and portrays a family-oriented television comedy with straightforward ‘genuine’ characters.

In the brief introduction, all family members talk and engage with one another, exhibiting a range of emotions according to the established norms of an American family, supported by. To help us get to know the members better, we are introduced to them through their names and intimate footage of them alone in a confessional-type situation. A cheery jingle plays in the context, and we see the production setup (professional lighting), a producer directing the family, and a background of Los Angeles gradually fade away to show the modest Calabasas family home. The opening places a particular focus on Kim Kardashian, which is expected. According to Biressi, Anita, and Heather( 2004, p.71), a documentary can also describe an individual or a group of people. For this case Keeping Up with the Kardashians is a show that explains and describes a family of people generally named as the Kardashian family. It therefore fits to be classified as a documentary.

The new talent showcases are consistent with this extension of lifestyle worry past consumption to the domain of employment and, more generally, personal conduct. There are solid business reasons for extending successful formulae across subjects and into new forms in the media sector. Television seems to become more cross-generic in its search for programming that appeals to a diverse audience.

The alteration context’s dramas provide conflict, tenacity, and self-learning for characters in addition to the intrinsic appeal of the subjects at hand. Change is guaranteed by the before-after contrast upon which the story is constructed, and tension is created. It’s unsurprising, therefore, that the makeover’s means-end obsession can infuse such seemingly dry subjects as time management or financial discipline with vitality. It’s therefore unsurprising that it can be utilized to revitalize the once-glorious genre of light entertainment talent shows.

Advertisements and reality television shows like The Kardashians serve as role models for how sovereign and liberated female characters should look and act, and viewers automatically emulate them (Understanding Reality TV, 66). The underlying issue here is that the Kardashians are articulating their type of feminineness and womankind and that the ideals they characterize today are entirely motivated by reality television’s economic interests. What is given and distributed as normal to millions of people cannot necessarily be considered the ultimate truth, or even any truth.

The Kardashians embody and promote a particular way of life due to their long-running television show and commercial endeavors. By exposing their fake reality to the world, they inadvertently mainstream their lifestyles, which viewers subsequently consume at home. Viewers are given many opportunities to engage with the Kardashian ideal of beauty and youthful femininity via the show’s numerous commodities. Additionally, buying these products to keep up with the show adds to the naturalness of the relationship created by reality television, making it relaxed to consent to them as authentic spokespersons. From this fact, it is clear that ‘Keeping Up with the Kardashians Show’ can serve as a documentary because it highlights a certain fact about lifestyle.

In conclusion, from these arguments, it is evident that a reality television show could either serve as a drama, an informative Show, or a documentary. A reality television show that serves as a documentary, will highlight certain facts that affect people in their daily lives. Similarly, it can focus on explaining an individual’s or the lifestyle of a group of people. Therefore, the Kardashian Show could be classified as a documentary.

From another perspective, a reality television show could serve as a drama. The main aim of a drama is to entertain people. Therefore, Britain Got Talent which is a reality television show can also be classified as a drama since it entertains people. The Kardashian show also explains feminism which is a crucial aspect in modern society. As a result, it serves as an informative Show.

Bibliography

1. Biressi, A. and Nunn, H., 2005. Reality TV: Realism and revelation. Columbia University Press
2. Creeber, G. ed., 2015. The television genre book. Bloomsbury Publishing
3. Hill, A., 2004. Reality TV: Factual entertainment and television audiences. Routledge.
4. Read Ch.1 ‘Understanding Reality TV’, 1-13; and Ch.4 ‘Performance and Authenticity’, 57-78
5. WAodarczyk, P., 2018. Fenomen programów reality show w Stanach Zjednoczonych na przykAadzie’ Keeping Up with the Kardashians’.

There were many factors and important people that helped construct the Texas Revolution. Although the land was Mexican territory, many Anglo-Americans moved to Texas in hopes of getting a good amount of land. There was one man that had a huge role in Texas, his name was Stephen Fuller Austin. Stephen Austin helped convince many Americans to pack their belongings and head down to Texas. Eventually, the Tejanos were starting to become outnumbered by American colonizers. Relations between the settlers in Texas and Mexico’s government were becoming problematic and Texas plunged into a rebellion. During this time, Stephen F. Austin had a primary role in leading the Texas Revolution. He gathered support for Texas by reaching out to the public with educational speeches. On March 7th, 1836, Austin delivered a speech, ‘Address of the Honorable S. F. Austin’, to the people of Louisville, Kentucky. With tensions growing between the Texas revolutionaries and the Mexican government, Austin’s speech attempted to inform Americans while gaining their support in standing with Texas during the revolution, expressing beneficial outcomes following American ideologies.

Austin’s speech was written and delivered on March 7th, 1836, near the end of the Texas Revolution, which lasted between October 2, 1835 – April 21, 1836. His speech expressed gratitude and informative persuasion towards his primary audience, Anglo-Americans in Louisville, Kentucky. Austin went into detail describing how the annexation of Texas would prove to be a beneficial course of action for the American people. Furthermore, he provided the argument that Texas was one of the “finest countries in the world” because of its “cotton or sugar region[s]”, its “navigable rivers…bounded by the Gulf of Mexico”, its inclusion of “several fine bays and harbors” which proved “suitable for all the purposes of commerce-a population”. Using Texas’ natural environment as an appealing factor to win over Anglo-Americans. His speech carefully integrated informative evidence supporting his arguments by providing readings of decrees and the Texas Declaration of Independence, to inform Americans about the recent issues between Texas and the Mexican government. Austin’s speech was delivered in 1836 and provides many examples of what life was like back then and how much Texas had a role in the United States before it was acquired as an American state. For instance, there was tension between Texas and Mexico’s government, but his speech also provides evidence of underlying racial issues embedded within the speech.

Stephen Austin had a noble role in Texan society. In fact, when Texas began having issues with Mexico’s government, he was appointed by the convention as the commissioner or agent of Texas to meet with the Mexican government to present important documents regarding Texas’ issues. Austin always prioritized American ideologies, given his history with his family and slavery, and for those reasons looked out for Americans. Austin supported slavery, as he was a slave owner himself. When his father Moses Austin died, Stephen Austin took over his father’s contract and brought many Americans to Texas as impresario. Due to his father’s involvement in Texas, Austin already had a strong connection to Texas and helped integrate many Americans into Texas. He spent his final years as Texas Secretary of State, after losing the presidential election to Sam Houston. Overall, Austin had very important ties to Texas for many years. So, during the Texas Revolution, Austin searched for American support, and with his speech alluded to American pride. One central issue in the 1800s was the idea of Anglo superiority and the mistreatment of non-white people. For instance, despite Tejanos fighting alongside American colonizers in the Texas Revolution, they still faced discrimination years after. Austin’s speech has certain language alluding to Anglo superiority and racial prejudice. For instance, in his speech, Austin refers to Native Americans with language such as “uncivilized and wandering Comanche and other tribes of Indians”, “savages”, and “countries infested with hostile Indians”, describing them like wild animals rather than humans. Additionally, Austin brings up Mexico’s Decree of the 3d October 1835, and states that it “is copied, as to its general principles, from that of the United States”, and shares his opinion of Mexico’s government as “considered valueless, and thus exciting their jealousy and cupidity”. These examples highlight Austin’s biased views, proving that American’s considered themselves superior, whether it was describing non-white people as animals or with government-related issues. Nonetheless, his speech included language praising American pride as a tactic to appeal to American audiences.

Because Austin’s speech was targeted toward Anglo-Americans, his speech came off as extremely biased. He used pro-American language and referred to American ideologies to win support in favor of Texas. During the Texas Revolution, Texas was not yet an American state, but it was continuing to grow in popularity amongst Americans. During his speech, Austin sells the idea of emancipating Texas by offering opportunities such as “extend[ing] the principles of self-government, over a rich and neighboring country”, having “vast field[s]../ for enterprise, wealth, and happiness”, and suggest it is an escape for Americans wishing to get out of the “frozen blasts of a northern climate, by removing to a more congenial one”. Conveying similar themes of the Westward Expansion, a huge American ideology. Additionally, he carefully appeals to his audience with suggestions of American themes. For example, he explains how Texas was standing up against oppression from Mexico’s government and asserts that “the results [of Texas’ emancipation] will be the promotion of the great cause of liberty, of philanthropy, and religion, and the protection of a great and important interest to the people of the United States”. Austin, without a doubt, was strongly in favor of the American people and presented it in his speech. Austin stated that slaves were needed to help make Texas wealthy and encouraged Americans settling into Texas to bring their slaves along. Because of his influences, many Tejanos became outnumbered and the number of slaves in Texas increased, proving he was strongly in favor of Anglo-Americans.

Austin’s speech tells us a lot about Austin’s personal biases and gives us the context of American life during the 1830s. Although the Texas Revolution took place ten years before the Mexican-American views, Austin’s speech shows how tensions escalated. Americans were aware of Mexico’s unsteady government, and if people didn’t know, Austin made sure to bring up the fact that “Mexico ha[d] been in constant revolutions and confusion, with only a few short intervals, ever since its separation [from] Spain in 1821”. He continues to explain that the recent issues with Mexico were due to “the effects of the ecclesiastical and aristocratical party to oppose republicanism, overturn the federal system and constitution, and establish a monarchy, or a consolidated government”, pointing out flaws with Mexico’s government. His speech gives insight into how relationships and opinions between Americans and Mexicans were escalating and becoming problematic.

Stephen F. Austin was an essential part of Texas’ history. Being deeply associated with Texas, with his father’s connections and his own ties to the Texan government, his speech gives a lot of insight into issues during the Texas Revolution. The pattern of white superiority ideals was evident in his speech, as well as his rhetorical attempt to persuade his fellow Anglo-Americans in supporting him and Texas’ revolutionary actions. During his lengthy speech, he took time to educate citizens on contextual information regarding Texas’ history/relationship with Mexico, explain Texas’ revolutionary causes while recalling similar themes of American values of liberty, freedom, and independence, and list ways Americans could benefit from Texas’ emancipation.

Bibliography

1. Austin, Stephen F. “Address of the Honorable S. F. Austin”. (speech, Louisville, Kentucky, March 7, 1836) PBS, https://www.pbs.org/weta/thewest/resources/archives/two/txaustin.htm
2. Handbook of Texas Online. Eugene C. Barker. ‘AUSTIN, STEPHEN FULLER’. Accessed May 22, 2020, http://www.tshaonline.org/handbook/online/articles/fau14 Uploaded on June 9, 2010. Modified on January 11, 2017. Published by the Texas State Historical Association.
3. Handbook of Texas Online. Eugene C. Barker and James W. Pohl, rev. by Mary L. Scheer. ‘TEXAS REVOLUTION’. Accessed May 22, 2020, http://www.tshaonline.org/handbook/online/articles/qdt01 Uploaded on August 7, 2010. Modified on November 22, 2019. Published by the Texas State Historical Association.
4. Handbook of Texas Online. Randolph B. Campbell. ‘SLAVERY’. Accessed May 22, 2020, http://www.tshaonline.org/handbook/online/articles/yps01 Uploaded on June 15, 2010. Modified on October 30, 2017. Published by the Texas State Historical Association.

• Millais paints a drowned Ophelia who is at one with mother nature and the river
• Unity, central focus, death.
• Colors: Natural, the contrast of bright colors.
• Her hands upturned as if she is asking a question
• The contrast between dark and light
• Half Submerged she becomes part of nature around her
• Value: The brightness of the flowers and green-ness creates a tone of peace. Whilst her pale face contrasts with the dark

Ophelia is Millais’s most popular work. Millais as a Pre-Raphaelite style artist paints a darker style similar to that of the paintings created in the 16th century. Although this was no longer popular in Millais’s time the art collector John Ruskin did like his work. As a result of the patronage of John Ruskin, Millais’s work became popular as did the whole pre-Raphaelite art movement. The darkness is shown in Ophelia, as Ophelia drowns and slowly submerges into the dark water, there is sadness. The Victorians were familiar with this type of art and it resonated with them. It is this mixture between Pre-Raphaelite and Victorian art that made Millais’s work so popular. For a Pre-Raphaelite style of painting, this is considered a masterpiece.

Purpose: By combining his interest in the Shakespearean subject and his attention to detail with the natural elements surrounding the subject, Millais created an unforgettable painting, admired still to this day. Millais’ technical skill and artistic vision are showcased as he depicts a mad-driven Ophelia drowning herself. Being pulled down by the weight of her dress, Ophelia appears to be slowly sinking. Various symbolic flowers stated in Shakespeare’s writing enclose Ophelia.

Ophelia is the main character in William Shakespeare’s play Hamlet. Driven mad by the murder of her father, Ophelia suffers, is desperate, and dies or commits suicide whilst she is very young. She dies by drowning in the river she fell in whilst picking flowers.

The Ophelia painted by Millais accepts her fate by turning her hands up to the sky and letting the river drag her down to her death. Around her, there are floating symbolic flowers (mentioned by Shakespeare). Faithfulness is symbolized by the violets around her neck along with the willows and nettles which in the Victorian period symbolized pain and forsaken love.

Being an early Pre-Raphaelite painting, Millais’ piece demonstrates what the Pre-Raphaelite brotherhood of artists wanted to represent. A very detailed subject matter with, the symbolism of nature and an array of colors. Ophelia’s melodramatic death often appeared as a popular topic in the Victorian era when Shakespeare was very popular.

The contrast of the green and warm natural colors of the foliage and flowers in comparison to Ophelia’s pale face highlights the desperate gloom and sadness emitted by the painting. These themes and combinations were common in Victorian art. The painting was worked on in two stages between 1851 and 1852. The figure representing Ophelia was painted in London in Millais’ street studio and the natural environment for the painting was from Hogsmill River at Ewell in Surrey. It was unusual for artists in this time to complete their work in the open air outside, but this is what Millais and his Pre-Raphaelite friends did. In those times, the landscape was regarded as the less important and often painted second. Millais saw the figure and landscape as of equal importance and therefore painted Ophelia first.

The model used for Ophelia was nineteen-year-old Elizabeth Siddal who was discovered by a friend. She married Rossetti, Millais’ friend in 1860. Millais asked Siddal to lie in a bathtub to act as Ophelia so that he could perfectly capture her long hair and gold dress underwater. This detailed work took Millais four months.

The intensity of the flower’s colors and the bright green show a great contrast against the darkness of the water that she lies in. Along with her pale, almost white face, we get a change in values as the brighter colors show the strength of purity. In this painting, a clear line component of Ophelia laying parallel to the river bank, slightly diagonally on the painting.

By placing her in the middle of the painting, surrounded by trees, plants, and flowers, the balance between her space and the natural space, creates a feeling of suffocation and claustrophobia due to the density of the foliage. Contrasting to her peace in the center of the river’s current. As if the vibrating life of nature of chaos juxtaposes with the silence of death.

Inspired by his surroundings, Millais often visited the countryside and was almost always surrounded by nature. Uniting his interest in Shakespearean subjects and an intense focus on Shakespearean subjects, he produced an unforgettable and powerful image. Millais’ painting allows him to show off his artistic vision and technical skill. The work of Millais is full of symbolism, each color and flower have its own bleak connection to a feeling. Each bright flower in the murky water in the bath shadows Millais swaying reeds. Millais employed Elizabeth Siddal, a young woman, to lie in a bath and act as his model for the body of Ophelia. Millais used real plants that he collected to paint each separate flower in the painting. His main focus was on the details of nature to present it as realistic as possible. It is in his ability to combine the ideals of the Pre-Raphaelites with Victorian sensibilities that Millais excels. Millais’ Ophelia is considered to be one of the great masterpieces of the Pre-Raphaelite style. Millais employed a young woman named Elizabeth Siddal to lie in a bathtub and act as his model for the body of Ophelia.

Introduction

Celebrities are an important factor in our life whether we realize it or not there like political figures their image whether on the big screen of a movie theater or television is a representation of the power and wealth they possess which is what makes them famous in the first place to the people. One of the most famous celebrities is Marilyn Monroe she was a famous actress recognized not only for her theatrical work ethic but the beautiful image she projected toward the public her looks were dazzling to the eyes of many men people say she is a sex symbol because of her attractiveness and her style was impeccable the work of a true artist but beauty wasn’t the only thing Marilyn Monroe was good for but her mind she was very smart and loved reading. This wasn’t the only thing that made her famous the scandals she was involved in the affair she had with President John F. Kennedy and her form of death which was left unsolved. This great artist was found sadly dead and naked with drugs scattered all over the room some say she died by her own hand or was murdered. The scandals of Marilyn Monroe were not done on purpose she just wasn’t aware of the consequences of her scandals like many other famous celebrities she was suffering the pressure from her career from public opinion and fame itself it just got to a point her happiness and dreams just became dull she lost feeling and purpose to her life but there is also the possibility that Marilyn Monroe was suffering from a mental illness.

Identifying Information

Marilyn Monroe is a 36-year-old Mexican American female who lived in Brentwood, Los Angeles, California, even though we know her by her actress name Marilyn Monroe her true name from birth is Norma Jeane Mortenson she was born on June 1, 1926. She later changed her name through baptism to Norma Jeane Baker because in the 1920s single parenting was frowned upon by society. Marilyn’s mother Gladys Mortenson named Marilyn after Norma Tallmadge a famous actor in the mid-1920s. Marilyn was born and raised with no father figure in which to influence her life. Her family was made up of her mother Gladys Pearl Baker after her father abandoned the family. Marilyn’s mother had to take on the role of both mother and father overtime yet due to Marilyn’s mother’s mental illness she was placed in many mental institutions because of depression and schizophrenic habits she developed in the stages of her adult and elderly life and was decided unfit to take care of her daughter Marilyn then she died in 1984 due to heart failure and there is also Marilyn sister Berniece Baker Miracle who is still alive today 100 years old to be exact. Marilyn also had a brother named Robert Kermitt Baker who died in 1933 due to a health condition an infection in his kidneys which is a bit of an unfortunate series of health and mental illnesses for the baker family. Though Marilyn Monroe dropped out of high school at the age of 15 and didn’t really study acting for her career she moved to the south pacific she worked for a manufacturing munitions company in California and was discovered by a photographer from there she branched out toward an acting career. Marilyn Monroe spent a great deal of her childhood in orphanages and eleven different foster homes. Having to live the hardships of foster homes she was mistreated by many of them through various terrible experiences like sexual abuse. Though even in the struggle she was a woman of faith Marilyn’s religion was Christianity, Judaism her faith gave her a bit of mental relief from the pressures and stressors of her career and her life in general but it wasn’t enough to help her pull through and survive her mental illness succumbed her faith and her life. Her marital status, in the end, was single she married and divorced three different men James Dougherty, Joe DiMaggio, and Arthur Miller she didn’t really develop true love in her previous marriages just a need for pleasure the one man who she lasted five years with her in marriage was Arthur Miller a play writer but she divorced him too the world was calling her she couldn’t force herself to settle down and start a family due to her continuous need for substance abuse and attention it clouded her judgment as an individual and actress. She never had any children but she did have possibly two or three miscarriages in her life. Despite her childhood experience and emotionally struggling past Marilyn Monroe went on in 1946 to become a model and from there it took her to become a very famous actor.

Presenting Problem and Diagnostic Formulation

Marilyn Monroe developed many symptoms but to narrow it down a bit will discuss 6 of the most significant ones she demonstrated. Fear/anxiety consumed Monroe her fear of getting her mother illness tormented her and her anxiety led to worry which turned into a struggle for her acting and left her feeling very stressful, Depression succumbed Monroe mind her 3 failed marriages and 2 miscarriages the death of her brother the institutionalization of her mother in a mental hospital it was too much to bear her being an actress with power and money and she couldn’t do anything to prevent any of that she lives with guilt over things she didn’t really have control over, Insomnia was a very serious influence in Monroe due to stress and pressures she faced in her life and career it left her sleepless and tired, Suicidal thoughts influenced greatly Monroe she had finally built a famous life full of riches and attention none of which she received in childhood though it wasn’t enough for her she still felt incomplete that she was missing something and she knew she would never truly recover what she was missing because if she were to step back to her past she believed she would feel pain once more. Monroe lost a sense of identity and confidence in being herself her role as an actor really took on the image of her life her life itself was an act and not something she could really live and enjoy and be proud of she failed to find happiness and saw suicide as a way out of the pain, Substance use she would take sleeping pills to help with her insomnia but she would do it so constantly that now its become a necessity for Monroe and alcohol consumption was another one to drown her depression in though she is Marilyn Monroe she wished she could have changed many things in her past life as Norma Jeane, Identity disturbance she created Marilyn Monroe to mask Norma Jeane her true self because she didn’t want someone who suffered so much to earn the privilege of becoming an actress she didn’t want her rise to stardom to originate from her traumatic experiences and insecurities. These symptoms are signs of Borderline Personality Disorder. Borderline Personality Disorder is a disease that is heritable via genetics so I believe that Monroe received this disease from one of her family members her Mother Gladys Baker who was Schizophrenic and also influences by her traumatic childhood. So we can say Marilyn Monroe’s final diagnosis is Borderline Personality Disorder because it is a mental disorder that shows frequent changes in mood, behavior, and relationships and according to her family history and medical history, and psychological assessment of her traumatic past experiences it demonstrates proof of Borderline Personality Disorder in Marilyn Monroe.

Treatment Plans and Recommendations

An effective treatment that can help Marilyn Monroe with her mental illness would be individual psychotherapy speaking out one on one with a therapist is one of the best forms to begin the recuperation process from the illness that plagues Monroe’s mind. Another common way would be having Monroe attend counseling sessions on relapse prevention so she to continue to improve and not succumb to the mental illness to avoid becoming in an even worse state of health. Outside help from her friends or fellow actors that have been through what Monroe has been through talk it out with her and form a support group so that she is not alone and has all the advice and support she needs on the way to recovery. Dual diagnosis treatment for Borderline Personality Disorder and addiction can help Monroe break well not break but ease her inappropriate behaviors and need for drugs that harm her not only mentally, and physically but her public image as well. Finally psychiatric medication like SSRI an antidepressant that can help Marilyn Monroe with her sleep insomnia, depression, and anxiety. Though there is a problem that can make treatment progressions quite difficult for Marilyn Monroe her career being an actress limits her ability to form a new life for herself her commitment to her career and fans is more of a priority than her health itself. Marilyn Monroe will be unsure about entering inpatient treatment due to her traumatic past experience of being hospitalized. The will to improve is essential in therapy which is a problem for actors such as Marilyn Monroe herself her high public image will force her from finishing treatment in order to protect the said image and keep the attention of the public. In order to deal with such a problem I would send Marilyn to a clinic rather than a hospital because when she was hospitalized she complained about her room that it felt like a prison cell. Helping Monroe trust new counselors, and education on the characteristics and symptoms of Borderline Personality Disorder can really help in the long run. This way we will know what to expect from her counselors as well as from her overall experience in treatment. A way to evaluate prevention would be clinician reports and progress notes another could also be self-report measures and a borderline personality disorder scale shows the level of difficulty in regulating emotions. We hope that with therapy Marilyn Monroe will no longer meet diagnostic criteria for Borderline Personality Disorders and will decrease substance use and help show symptoms of PTSD traits.

Accuracies and Inaccuracies

Unfortunately, Marilyn Monroe`s childhood was very traumatic than the film The Secret Life of Monroe displays. Though Monroe was put in the care of foster parents Ida Bolender and Grace Goddard, her mother for a while, and orphanages. Monroe moved a lot in real life from place to place and had lots of guardians. She was also sexually abused in two of her foster homes which The Secret Life of Marilyn Monroe doesn’t elaborate much on. Baker was schizophrenic and spent her life in and out of hospitals. Though The Secret Life of Marilyn Monroe shows Monroe’s relationship with her mother as closer than it really is. Monroe pays many visits to her mother but when she became an actress she had her business manager give her progress reports of her mother’s condition. Marilyn Monroe did marry Dougherty trying to avoid being put back in an orphanage when she married him at the age of 16. Monroe late revealed that she felt insecure around Dougherty from the beginning. Dougherty says he loved Marilyn Monroe but the theater was something difficult for Monroe to stay away from it was her career and her life. After four years of being married, they divorced in September 1946 because Monroe couldn’t sign a contract with Fox unless she was single. Though The Secret Life of Marilyn Monroe says otherwise that Monroe lied about being single when she signed the contract it doesn’t really touch on her divorce from Dougherty. Though The Secret Life of Marilyn Monroe shows DiMaggio came back into Monroe’s life toward the end, getting her out of the mental clinic she was admitted to in February 1961. They could have been married again if Monroe didn’t die. DiMaggio arranged Monroe’s funeral and continued to send roses to her grave after she died. Although The Secret Life of Marilyn Monroe topples over that part of their marriage. The rest of their marriage was conflicting and violent. Monroe and Miller also really did leave his diary out for Monroe to find which describes his disappointment in her which devastated Monroe. Marilyn Monroe’s drug problem also had a hand in destroying the couple’s marriage. The Secret Life of Marilyn Monroe says that mental illness ran in Monroe’s family. Just like her mother who suffered from paranoid schizophrenia she also dealt with paranoia, delusions, and depression. Things got bad that Monroe almost killed herself by jumping out of a window several stories up which caused her therapist Dr. Kris to admit her to a psychiatric hospital. It’s unclear if Monroe ever showed the behavior seen in The Secret Life of Marilyn Monroe or if she was officially diagnosed with mental illness. Though Dr. Hyman Engelberg who had prescribed sleeping pills Monroe took the night she died said we knew that she was a manic depressive which is called bipolar personality. Dr. Kris also admitted Monroe into the psychiatric ward at Payne Whitney in 1961. It was a distressing experience with a doctor forcing a physical exam on her and Monroe threatening to cut herself with glass if she wasn’t released. A Los Angeles Times report published the day after Monroe’s death describes the actress as being depressed and carless before she passed away. If you watch The Secret Life of Marilyn Monroe you will learn more about Marilyn Monroe than you know that she is one of the most ambitious figures of all time/ Though sadly you’ll also realize that you will never truly know Monroe either which is what Monroe wanted but also feared the most.

Conclusion

This Famous actress Marilyn Monroe is an exemplary example of life she will never be forgotten by history. Marilyn’s life was short she died at the age of 36 surrounded by all the sinful pleasures of the world adultery and drug abuse. Many believed she died by her own hand has suffered from the effect of being famous having to be all alone and eventually developing feelings of depression and hopelessness she did attempt to take her own life 12 years ago in 1950 before her death in 1962 and was treated 11 years later for a nervous breakdown in 1961. Marilyn Monroe died August 5, 1962, in her home from an overdose on a sleep-inducing sedative drug she was taking for her insomnia known as a barbiturate. Marilyn was buried at Westwood Memorial Park in L.A. California. Though the famous Marilyn Monroe was psychologically ill her legend nonetheless is still alive today making her image a strong symbol of feminism. Even though Marilyn Monroe is a thing of the past today her life story, image and name remain cemented in history.

Life contributions of Swami Vivekananda

– one infinite pure and holy – beyond thought beyond qualities I bow down to thee’

Swami Vivekananda was one of the most inspired and influential characters of the 19th century. He was born as Narendranath Datta, in 12th January 1863, to an aristocratic Bengali family in Calcutta. He was among the nine children born to Vishwanath Datta, an attorney at the Calcutta high court. Narendra’s grandfather was a sanskrit and persian scholar.

Swami Vivekananda was a child prodigy known for his photographic memory and his speed reading abilities. Throughout His schooling, he was an all-rounded student who participated in various activities and sports. He was trained in Indian classical music and completed his Bachelor of Arts degree in 1884.

He joined Keshab Chandra Sen’s Nava Vidhan, which was a breakaway faction of sadharan Brahmo Samaj in 1880. Through this, he was introduced to concepts like western esotericism , Unitarianism, and a universalistic interpretation of Hinduism.

Swami Vivekananda met his guru, Ramakrishna during his college days. Even though, he didn’t initially accept his teachings at first, he was greatly inspired by his personality and used to frequently visit him.

Being a member of Brahmo Samaj member, he was monotheistic , and did condoned Ramakrishna’s worship of goddess Kali and idol worship, . He even rejected the idea of ‘identity with the absolute’ or advaita vedanta as ungodly and often made fun of the idea. Narendra tested Ramakrishna, who was patient with his arguments and always encouraged him to see the truth from all perspectives.

However, in 1884, Narendra’s father passed away, leaving behind the family in a great deal of debt and threat of eviction. Times got tough for Narendra as he was unable to find work and to continue his studies, however, his visits to Ramakrishna’s ashram gave him solace and was able to find a path. Ramakrishna had become Narendra’s spiritual focus after his father died. According to Ramakrishna, service to god required service to humanity as each soul is the embodiment of of the divine.

In August of 1886, Ramakrishna passed away due to throat cancer. Later in December that year, Narendra took his monastic vows to become a monk.He took the name of Swami Vivekananda.

In 1888, Swami Vivekananda decided to travel the country and live the life of a wandering monk. He travelled primarily on the alms given by people. He learnt about the various diverse culture in the country and the developed a sympathy for the people suffering. This is where he decided to uplift the nation and the poverty of the people. He met and stayed with people of all religious faiths and backgrounds.

In the summer of 1893, he left for Chicago from Bombay. Swami Vivekananda gave an introduction to India and hinduism in the “parliament of the worlds religion” at the art Institute of Chicago in 1893. This is where he gained worldwide recognition through his iconic speech with “brothers and sisters of America”

After the parliament of the worlds religion, Swami Vivekananda travelled throughout the continental United States giving lectures for two years. He also made two successful trips to UK to give lectures. Due to his tiresome and busy schedule, his health was deteriorating, at which point he started giving free classes in yoga and vedanta.

In 1897, he came back from The US and landed in Colombo. Throughout his travels, he had amassed a huge number of devotees, followers and fans. He travelled throughout India delivering lectures, addressing social issues, opening monasteries for the the next two years.

In 1899, despite his declining health, he visited the west again, accompanied by a few of his disciples. He returned in december of 1900 back to Calcutta.

He played a major role in the revival of Hinduism in India and contributed to the concept of nationalism in the Colonial era. , Vivekananda was inclined towards spirituality. His Guru, Ramakrishna played a major role in the formation of his own philosophy. According to Him, service to god required service to humanity as as all living things were the embodiment of the divine self. Swami Vivekananda travelled throughout the country to get first hand knowledge of the conditions and way of life prevailing in British India.

Research Articles

Title: Swami Vivekananda’s Views on Philosophy of Education and Its Relevancy with Modern Life

Swami Vivekananda believed in an education system that developed a person as a whole and not only parts of them. He encouraged an education that developed a person’s personality as a whole; allowing them to not just be logical and pragmatic but also be creative and have an inventive mind. A system that would not only build the minds but also build character was, in the swami’s opinion, an excellent system of education. He often expressed his displeasure for the contemporary educational system as he thought they produced individuals that were built for obedience and subjugation. “He emphasized that the aim of education is to be life-building, man-making and character-making…” (Tripathi, Singh & Verma, 2015, p. 178). According to him, the purpose of education was beyond just delivering knowledge. A good or an ideal education system aims to not only educate an individual, it also develops character, strengthens the mind, sharpens and increases reasoning and comprehension. This enables individuals to exist under their own steam; make them self-reliant.

The current research paper delves into the beliefs and philosophies of Swami Vivekananda to retrieve those ideologies that still hold power in today’s modern world. His emphasis on an education system that promotes and supports democracy for national development still holds true for our current political scenario. He maintained that good teachers were paramount in an educational system as they were the guides who ushered development within each student. “The teacher motivates and encourages the students to find out the hidden treasure of knowledge that lies dormant within him.” (Tripathi, Singh & Verma, 2015, p. 178).

In today’s world, a lot of what the Swami propounded can still be implemented in pursuance of a well-developed nation, inhabited and run by individuals who follow these principles. His principles of education aimed to uplift and benefit the whole of humanity, eventuating the spiritual and moral welfare as well irrespective of the caste, creed, religion or nationality. This would bring about the peace and harmony our present society so unequivocally lacks. “According to Vivekananda, thus we can make a society or nation or universe, where everything is good, no corruptions, no anti-social activities, no immoral activities exist at all.” (Tripathi, Singh & Verma, 2015, p. 184).

Literature Cited: Tripathi, R., Singh, K.P., & Verma, S. (2015). Swami Vivekananda’s views on philosophy of education and its relevancy with modern life. International Journal of Multidisciplinary Approach and Studies, 2(1), 178-184.

Title: Swami Vivekananda’s Views on Philosophy of Education

The current paper discusses the ideas and beliefs Swami Vivekananda had on education and the guiding philosophies attached to it. The paper mentions the ideologies he put major emphasis on, that being “…the aim of education is to be life-building, man-making and character-making and also, knowledge without culture was only skin deep.” (Nithiya, 2012, p. 42). According to Swami, the aims of education were to proselytize the idea of self-development, freedom grow as one wishes, character development and ‘fulfillment of Swadharma’. He promoted patriotism by underpinning Indian nationalism and spirituality as the philosophy attached to education. “Real education is that which prepares a man for struggle of existence. It prepares man for social service and develops his character.” (Nithiya, 2012, p. 42).

The paper also delineates the principles of education posited by Vivekananda which talk about the method of education that should be followed by the society in place of the contemporary education model that was already being employed. One of his principles involve the practice of Brahmacharya as it teaches the art of concentration which helps an individual in their pursuit of knowledge. Another principle imparted by him states the importance of religious education and the moral values it teaches. A person needs to understand and accept their faith wholeheartedly in order to be self-reliant and confident. However, no teacher should let their personal biases guide their teaching as the foremost idea of religion is to respect the beliefs of others. One of the primary principles given by Swami Vivekananda was to ensure that it helps develop the child not just mentally but also physically and spiritually. This would allow the child to grow into a person with character who can practice discipline and have a sharpened intellect capable of thinking for itself without giving into the subjugation of the masses. “Vivekananda strongly pleaded that development of character through the service of his fellow men, the utilization of his talents for ensuring the happiness and welfare of the millions of his less fortunate fellow-citizens should be the aim of the education.” (Barman, 2016, p. 108).

1. Literature Cited: Nithiya, P. (2012). Swami Vivekananda’s views on philosophy of education. Asian Journal of Multidimensional Research, 1(6), 42-48.
2. Barman, B. (2016). Swami Vivekananda and his views on the philosophy of education. International Journey of New Technology and Research, 2(7), 106-108.

The great Imam Ghazali was born in the year 1058 in Tus (Persia) nowadays Iran. Imam Ghazali was educated by one of the greatest theologians of his time by the name of Imam al-Juwayni who was also known as Imam al-Haramayn. At the age of 33 he was given a leading teaching position in the Nizamiyya higher educational institute, a well-established Sunni theological institution in Baghdad. Imam Ghazali realized that the intellectual fame he was receiving for his academic work had placed his spiritual wellbeing in great danger. He then delved into the philosophy of Sufiism by leading a life of self-discipline. This was towards the end of his life after experiencing life, teaching and learning and debating with many, he came to realization that he was missing out on the spiritual part of his life in comparison to the emphasized usage of rationality. We read into his life, spiritual experiences and personal development, which have been reflected in his book ‘al-Munqidh min al-Dalaal’ (‘Deliverance from Error’). It was during this time he produced ‘Ihya Ulum al-Din’ (‘The Revival of Religious Sciences’). Later he returned to Persia and passed away in the year 1111. Imam Ghazali’s best work on the topic of moral and practical foundations of education is found in his epistle ‘Ayyuhal al-Walad’ (‘Oh, Son’) (Cook 2010). I will briefly discuss both of these books to derive some of his educational theories and juxtapose with today’s Islamic education system.

According to Imam Ghazali, the aim of teaching and learning should be the study of the divine knowledges, and sciences which bring humans closer to their creator by making them realize purpose of living and breathing, otherwise they are useless (‘Ayyuha al-Walad’). Many critiques disagree whether this book was written for senior Muslim higher educational institutions or just for lay people to learn the basics of knowledge and get closer to God almighty. Because, question arises why the students of higher educational colleges wouldn’t not know the basic purpose of seeking knowledge which is gaining closeness to the almighty as well as critically reflect over their learning during student days. He encourages students to attain the ‘pearl’ or the ‘treasure’, which is knowledge of the hereafter, however he does not discourage other branches of sciences, but then again, he deems them to be lower. He believes that the education of children should be of guidance, being on the right path, mannerism, being nurtured or being civilized/cultured, rather than correcting them (‘Ihya ulum al-Din’), and this pedagogical idea of education was repeated in many Islamic medieval writings.

We discussed during our seminars with Dr Abdullah on this concept of Adab, some have said the Greek concept humanism of Paidea literally being civilized or cultured in Greek, it was transmitted into Syriac then into the Arabic literature. We as readers of medieval classical writings must be critical of the textbooks, background of the Authors as well as their location with political contexts etc. What I mean is that, Imam Ghazali was not an Arab, rather he was a Persian Sunni Muslim with mastery in Arabic language, and he actually wrote his ‘Ayyuhal al-Walad’ (later transmitted as book) in the Farsi language, which was later translated in Arabic.

We also notice of Imam Ghazali’s educational ideas, his pedagogical abilities and his teaching experiences confirms him to be a distinguished educator rather than simply a pious spiritual scholar. From his writings, there can be seen two things significant to education: one is that he mixed his Persian cultural values with Arabic as well as ancient Greek values and morals of education which he presented as Sufi values, and the second is that any spiritual study must begin with traditional Islamic belief. He considered the religious sciences as the main body of studies for those seeking higher education (Gunther 2006).

The educational ideas of Imam Ghazali are contained mainly in his ‘Ihya ulum ad-Din’ (‘The Revival of Religious Sciences’). From his study he became convinced that Sufiism is the best way, and most of his educational ideas are surrounded around the notion of Sufiism and they have implications for the way he views education in Islam. For example, he focuses on the spiritual side of man and aspects relating to the purification of the soul. Despite the fact that he lived at a time in which Kalaam (scholastic theology), and Fiqh (Islamic jurisprudence) were very popular and widely studied sciences, and Imam Ghazali himself had been heavily involved in them, he doesn’t seem to give a lot of importance to Ilm al-shariyah (divine knowledges). Imam Ghazali’s educational views can be divided into two aspects. The theoretical aspect and the practical aspect. The theoretical aspect is centred on the concept of knowledge, whereas the practical aspect is centred on his elaboration of student-teacher interaction (Gunther 2006).

The great Islamic thinker Abdul al-Rahman Abu Zayd Ibn Muhammad Ibn Khaldun was born in 1332 in Tunis the capital of the Hafsid Empire. After the death of his family in the Black Plague also known as the Black Death, which killed approximately 200 million plus people. Ibn Khaldun remained alone and practiced solitude most of the time. He personally preferred the interactions of smaller group in comparison to large institutions and organizations. He would consider himself to be an independent critical thinker. Until he reached adulthood, he was educated at home by his father who also directed him towards the appreciation of Sufiism (the spiritual discipline) for gaining closeness to God and his father also encouraged him to go out in search of good teachers (Fromherz 2010). His education was not conformed to official institutions of madrassas and politically controlled collages as his teachers including his most influential master Al Abili showed strong resistance towards them because ‘students were purely attracted to the scholarships and material worldly benefits’ offered by these institutions of learning. Ibn Khaldun viewed these institutions to be educationally problematic (Al Muqaddimah). The Muqaddimah was an introduction to his book ‘Kitab Al-Ibar’, which he wrote at the time of his retreat after spending at least two years in prison. He completed the Muqaddimah in 1377 and continued with his career after he was appointed the highest academic post at Al Azahar University in Cairo and at the same time was appointed as a Maliki judge. He passed away in 1406 (Fromherz 2010).

Ibn Khaldun was a traveller, critical observer of human customs in every city he’s been to, he paid attention to how people were living, communicating to each other as well as their cultural, economical, political and educational impacts on their lives. For Ibn Khaldun, an essential pedagogy for students is travelling and experiencing which would fall under today’s western educationalist John Dewey’s pragmatic approach and experiential learning. Ibn Khaldun disliked staying in one madrassah and studying under one scholar as it can silence the student’s mind. Ibn Khaldun’s views on education were diverse as well as similar to many other medieval Muslim thinkers such as Imam al-Qabisi (d.967) of Qayrawan who was in fact the first educator who wrote the philosophy of education and guideline for the teachers to follow before embarking on teaching, Ibn Sahnun (817-870), Ibn Sina (980-1037) and Al Farabi (872-950). This is solely because pedagogy of teaching and learning had become a well-developed science by the fourteenth century in the Islamic world. He believed in a child-centred education and he warned against unnecessary punishments of students and recommended several methods of dealing with their discipline and character formation. We can see that today in West, there are differences of opinions amongst the philosophers of education regards to what is the best way of producing the next generation intellectual thinkers. If we look at the terms ‘learner-centred’, ‘student-centred’ and ‘child-centred’ are often used interchangeably by Western educators to stand for everything that’s good and wholesome in education. These three terms have a very similar philosophical basis, but ‘child-centred’ has the oldest history, drawing on the work of 18th century philosophers such as Rousseau and Locke. If we were to critically look into Rousseau and Locke’s philosophical understanding, how and by whom they were influenced, was it the Muslim Spain, works of people like Ibn Khaldun or the mighty Ottoman Empire shaking the lands of Europe.

One of the well-known aspects to the Muqaddimah is the concept of Asabiyah (tribalism). He argues that Asabiyah decreases as civilization advances. He identifies the rise and fall of human civilization and analyses factors contributing to it (Rosenthal 1969). Another well-known concept discussed in the Muqaddimah is the concept of Umran (urbanism). He describes Umran to be a movement from Rural to Urban. He believed that living a nomadic life required a courageous behavior, whereas the city dwellers are under governmental laws and regulations and do not possess a power of resistance (Muqaddimah, p.167).

He begins the work of his Muqaddimah with analyzing the science of history. He observes northern Africa and the society around himself first, and discusses the genres of history. His approach to education is religious in nature and has a focus on understanding God’s law. From his writings, it can be evidently seen that Ibn Khaldun inclines towards Sufiism and his views are shaped particularly by Imam Ghazali. He concludes the Muqaddimah with Chapter six in which he engages in the educational sciences, from the human mind to the acquiring of knowledges. He beings by stating that the ability to think has three stages: The ability to sense and understand that things exist around us, the ability to form ideas and develop necessary behaviors to deal with other human beings, and the ability, which provides us with knowledge or opinions (Rosenthal 1969).

According to Ibn Khaldun, education is a social craft. Some of his ideas on education are as follows. He seems to have a general dislike for formal institutions of education such as the Madrassah. He criticizes the narrow syllabus of a madrassah. He believes scholars cannot be good politicians. He viewed the case of education and children’s upbringing from a social thinker’s perspective. Ibn Khaldun believes its appropriate for a teacher to create a curriculum according to the abilities of his students, and that the teacher should be careful not to expose the students to too many sciences at one time, as this would confuse the student who in turn will not achieve a good habit, and as a result may fail at them. He explained that the material being taught should be gradual and in a sequence easier for the students to grasp. Along with this he believed classroom material should be thoughtfully repeated to ensure all students understand equally (Muqaddimah, p.721).

Education in the United States of America has improved undoubtedly throughout the decades, and Horace Mann, an educational reformer, is to thank for that. Horace Mann was an individual of principle and believed that everyone deserves the right to a fair education. Mann fought for the education of all his fellow Americans and for the quality of that education that they were receiving. His ethical beliefs, shaped by his upbringing, formed the educational movement that created our school systems today. Through research and reading of many biographies about Horace Mann, it is clear that he was the most influential educational reformer of his time. His beliefs regarding the right of all Americans to education, as well as his views regarding the unnecessary inclusion of religion in school systems, shaped modern education as it is known today.

Horace Mann came from an impoverished background and learned to become independent and self-sufficient from an early age. Mann’s education was not the primary focus of his childhood, but he still loved to learn. This love of learning grew into a desire when he was an adult to create a better educational system for the common American. He ended up practicing as a lawyer and later went into politics, joining the Massachusetts House of Representatives in 1827. Mann eventually then joined the Massachusetts Senate in 1833, putting him in a position to further his ideas of educational reform.

Horace’s participation in politics led to change around the country. After joining the Massachusetts Senate, Mann supported several reforms, including outlawing slavery, dedicating hospitals to the insane, and securing the passage of an education bill creating the Massachusetts State Board of Education. Mann also volunteered to be the leader of the State Board of Education for 11 years. His reforms may seem beneficial today, but back then were viewed as controversial. For supporting these reforms, Horace suffered a great deal of backlash and negative attention. This, however, did not deter him from his goal, and he continued to fight for a better education for all.

Mann desired to spread the message of quality secular education and was determined to find an outlet to convey his ideas. He held annual education conventions to showcase its importance. He also had a semi-monthly magazine published to explore all the problems within public schools. Mann’s conventions were actually quite successful and kept the public interested. Horace Mann successfully spread his pioneering educational reforms using many different strategies, thereby gaining the support needed to implement his ideas in schools.

Mann believed teaching standards in the United States were not up to par, and he wanted to ensure teachers were properly equipped to mold young children’s minds. To do this he advocated for the formation of training schools for teachers, called ‘normal schools’. He obtained funding from wealthy patrons and that, along with additional money from the state, led to the creation of these schools. Horace’s desire to ensure that teachers were properly trained undoubtedly led to more effective educators.

Teachers were severely underpaid, which Horace believed contributed to poor teaching standards. To try and better the lives of teachers, and therefore create better educators, Mann sought funding to increase teachers’ salaries. During his time in the Senate, funding for public schools more than doubled. This led to better and more healthy teachers. Horace Mann’s successful attempts to increase teachers’ salaries retained existing teachers and attracted new ones.

Student attendance in public schools was very low due to the fact that few people valued education. Instead, these people would work in shops and on farms to make money for their families. Horace Mann understood that a good education was a pathway to success, and he implemented minimum attendance requirements in the school systems. Accordingly, school attendance was increased to 6 months minimum per student. This allowed teachers to have more time with their students and helped educators impart a wider variety of information. Mann’s change in attendance requirements led to better-educated students.

Mann wanted schools to value not only academics but also molding children’s minds, as well as stopping strife between social classes. He believed that if all citizens had the same opportunities, then there would be less infighting among the classes. Horace endeavored to show these benefits to both the rich and the poor, to bring these groups together. Mann believed that schools should be required to make not only good students but also good and moral citizens. His policies shaped not only the education of students but their character as well.

Mann traveled extensively and sought out other methods of educational improvement. He traveled to Germany to view their school systems and attempted to implement some of the German ways of education. Unfortunately, Massachusetts teachers took offense to his reports on how they should change their teaching style, leading to the failure of this project. Horace Mann had a few large projects that failed during his hunt for better education for Americans, but this was one of them. Even though he failed, his efforts show how dedicated he was to educational reform.

Mann wanted to ensure that society wasn’t built off of an uneducated populace. He believed that without proper education, the working men of the country would be worse off. Considering that the majority of the population consisted of the working class, the lack of education meant the voting adults of the country were uninformed. Mann’s insistence on having an informed population helped ensure that the people voting in each state knew what they were voting for. As he put it, “Education… is a great equalizer of the conditions of men – the balance wheel of the social machinery”. Mann also stressed that people needed to have their education to be more intelligent and moral, so if the government ended up switching to a republic, they would make the smart, moral choice.

Mann created a statewide campaign to show people the importance of education. This campaign was to establish common schools which were Mann’s new and improved schools. These schools were basically free secular public schools with a required level of academic standards. Each state had oversight of its schools. These schools were one of Horace Mann’s biggest achievements.

Mann also promoted the benefits of female teachers and wanted schools to start hiring more women. He complimented women on their high moral character and nurturing ability. He stated it was also a way for women to bring in more money for their household. Mann’s promotion of more women in the workplace helped diversify the school workforce.

Horace was discouraged by the wealthy but continued to fight for educational reforms anyway. The wealthy wanted Mann to use his position to help them, but he chose to help everyone instead. When he started his reforms in Boston, there was a large uptick in Irish immigrants making his job harder, but her persevered. The large number of immigrants led to him having to try and educate more people who were just there for manual labor. The education of the immigrant population was just as important to Mann as anyone else’s education.

Horace wanted the focus of schools to be on education and morals without a specific religion. Mann was insistent on not making religious studies mandatory in school, a position which was frowned upon. He was labeled anti-religious for his stance on secular schools. Without religion in school, people were afraid that Horace Mann may have been corrupting the young. This, however, did not lead to anything significant standing in his way of reform.

Horace Mann wanted every American to have the best education available to them. Mann’s morals and upbringing are what led to his ethical beliefs about education. He believed that a good education was necessary for every American and that religion need not be included in the educational experience. Through research and reading of many biographies about Horace Mann, it is clear that he was the most influential educational reformer of his time. His beliefs regarding the right of all Americans to education, as well as the necessary inclusion of religion in school systems, shaped modern education as it is known today. Horace Mann’s education reform movement fundamentally changed the landscape of education, and its effects are still felt today.

In the memoir Boy by Roald Dahl, he uses advice from another text called How To Write a Memoir. In Boy Roald Dahl tells stories that have stuck with him since childhood and into adulthood. Well, what does this book have to do with “How to Write a Memoir”?In How To Write a Memoir William Zinsser talks about different writing techniques that you should use while writing your own text. William Zinsser the author of How To Write a Memoir said you should use three different writing techniques while writing your memoir. The main rules are Be yourself, Think Small, and Speak Freely. Well, how do these all relate back to Boy well the next paragraph will tell you Boy relates to Speak Freely.

The boy uses cuss words and other words that are not good words for kids. Even though Roald Dahl knew that kids would read it he didn’t care he just wrote how he talked. He did not censor any words and kept it the way he liked it. This supports speaking freely because the purpose of “Speak Freely” is just to write the way you talk and that Boy uses other advice like “Think Small” and “Be Yourself” This paragraph can prove that Boy relates to “Be Yourself”. The book tells a large number of disturbing stories like how Roald Dahl Got beat by his headmaster or how he almost lost his nose and way more stories but that doesn’t matter what matters is that Roald Dahl just does writing the way he likes and does not hesitate about it. In his memoir, he explains most of these traumatic moments in detail. This shows that he is following “Be Yourself” because in How to Write a Memoir Zinsser says,” When you write your own history don’t try to be a “writer”. ” [How To Write a Memoir, Pg 2 ] This proves that Boy Follows The rule be yourself because in Boy Roald Dahl does not try to be a children’s writer he just writes like the book is his diary.

The boy follows the advice “Think small” because on page 1 of Boy, Roald Dahl talks about how each story in the book is small to him but important. This shows that he is following the advice because he uses stories that are small to him but made a big impact. Zinsser also says on page 1 that he did not have to search for any of these stories they just popped into his mind when he started writing. This proves that Boy follows the rule think small because in How to Write a Memoir William Zinsser says,” Take Whatever memory calling; your subconscious” (How To Write a Memoir 7). Zinsser also says,” Tackle your life in easily manageable chunks.”(How To Write a Memoir 7). This proves that Boy followed the advice because the book is slipped up into different parts and each one of the parts is memories Roald Dahl also says,” I didn’t have to search for any of them. All I had to do was skim them off the top of my consciousness and write them down.” (Boy Pg1). So in conclusion Boy Follows thinks small because all these things are present in the text.

In conclusion, Boy Follows every Rule given by Zinsser. Roald Dahl Follows, Think small, Be yourself, and Speak freely. Boy uses Zinsser’s rules to express the purpose of the text. So in conclusion Boy Follows each one of Zinsser’s rules.

A six-time world champion with a tough and rebellious charm, Stone Cold Steve Austin unarguably recorded numerous in-ring accomplishments which saw his torrid rise to the top of the WWE heap. Although the WWE Hall of Famer has stepped away from the ring, he remains one of WWE’s greatest entertainers ever and continues to entertain fans on TV and in films. Find out how the wrestling legend established himself as one of pro wrestling’s biggest icons in history.

The Texas Rattlesnake was welcomed into the world on December 18, 1964. However, Steve Austin was not raised by his biological father James Anderson as his parents separated when he was only a toddler. His mom, Beverly moved on and remarried Austin’s stepfather Ken Williams. Though born in Austin, Texas, the former WWE star was raised in Edna, Texas with his siblings Scott, Kevin, Jeff, and Jennifer.

Steve Austin’s athletic skills were evident from his student days at Edna High School where he played various sports including football. In fact, he later won a football scholarship to study at Wharton County Junior College. Steve would have earned a degree in physical education while eventually studying on a full scholarship at the University of North Texas but was short by a few credits. He later ditched college to pursue other interests. Prior to professional wrestling, Steve Austin had to work some odd jobs such as dock loading in order to earn a living.

Steve Austin had been wrestling for years before coming to WWE. After working for a while, he caught the wrestling bug and decided to first hone his in-ring skills in Dallas in the year 1989. After graduation, he joined the United States Wrestling Association and made his wrestling debut in Texas in 1990. A year later, Austin joined WCW with the stage name ‘Stunning Steve Austin’.Call it fate or luck but Austin was later sacked from WCW due to an elbow injury and he moved on to ECW. The muscular wrestler quickly struck a chord in the hearts of many with his tough, trash-talking persona and soon landed a deal with WWE in January 1996. Austin made his WWE debut as ‘The Ringmaster’ and after winning his first contest, his journey to superstardom in WWE was established, and ‘Stone Cold’ was born.

The Texas Rattlesnake’s Stone Cold character was that of a villainous alcoholic who endeared himself even more to his audience for fighting his boss. In the course of his glittering eight-year WWE career, Steve Austin had some remarkable bouts with other wrestling superstars. More so, he went on to become one of the most profitable wrestlers in WWE history.

Steve Austin had a decorated in-ring career. Notably, he is a six-time WWE world champion, a two-time Intercontinental champion, a three-time Royal Rumble winner, and a Triple Crown Champion. Moreover, Steve Austin was inducted into the WWE Hall of Fame in 2009. After several memorable WWE appearances, Stone Cold retired from in-ring competition at WrestleMania 19. But Austin didn’t go completely off the scene as he continued to entertain fans in a series of one-off appearances and also undertook some non-wrestling characters.

After retiring from the ring, the six-time world champion caught the acting bug and has several credits on the silver screen. The Texas Rattlesnake also ventured into business and launched his own beer brand. Steve Austin made his acting debut in 2005 with the movie The Longest Yard. He has since followed up with other film credits including The Condemned (2007), The Expendables (2010), Grown Ups 2 (2013), Finders Keepers (2014), and Smosh: The Movie (2015).

On TV, Steve has appeared in series such as V.I.P., The Bernie Mac Show, Nash Bridges, Chuck, and many others. The WWE Hall Of Famer is also a TV host and can be recognized from shows like Tough Enough, Redneck Island, Steve Austin’s Broken Skull Challenge, and more recently, USA Network’s new docuseries Straight Up Steve Austin. Steve also runs the Stone Cold Podcast which began airing in 2014.

From a school dropout to a dock loader to a regular wrestler living out of his car and then establishing himself as one of the world’s most lucrative wrestlers, Steve Austin has undeniably done well for himself. During his active in-ring years, the ex-WWE star reportedly once made an estimated $1.2 million salary plus a huge sum in merchandising royalties. While his current post-retirement earnings have not been disclosed, the WWE Hall of Famer enjoys a net worth that is currently estimated at $45 million.S

Steve Austin has made four marital attempts. The six-time world champion was first married to Kathryn Burrhus, his childhood sweetheart from November 1990 to August 1992. Austin quickly moved on and married his second wife Jeannie Clark in December 1992 but their union was also shortlived as they officially parted ways in May 1999. In September of the following year, Stone Cold married his third wife and WWE Diva Debra Marshall. But like his previous relationships, it also ended in divorce on the allegations of domestic violence. In 2009, Steve Austin married his fourth wife Kristen Austin, and the couple is still going strong to date.

Steve Austin is a proud father of three daughters. His marriage with Clark produced two biological daughters Stephanie and Cassidy. Austin also adopted Clark’s daughter, Jade from her previous relationship. His other relationships did not produce children.

His HeightIt is no news that Steve Austin has a muscular build. Although the Texas Rattlesnake appears way taller onscreen, he actually stands tall at a height of 6 feet 2 inches, complemented by a body weight of about 114 kg. His other body stats have not been disclosed.