American Indian Smithsonian Museum Essay Example for Free

American Indian Smithsonian Museum Essay The second floor of National Museum of the American Indian contains many interesting exhibits that tell stories of American Indians, such as the livelihood of Native Americans in the present time and the culture of American Indians. There are many items that are related to American Indians’ lives in those exhibits. However, the author of this essay is interested in The American Indian which is the name of an oil painting that has been depicted in one of those exhibits, Our Live. This oil painting was painted on linen in 1970 by Fritz Scholder who was the renowned Native American artist of the 20th century. The painting depicts an American Indian man who beautifies his long black hair with a feather and holds a pipe tomahawk in front of the yellow and brown background. Additionally, the man covers the American flag over his body. The Our Live exhibit represents contemporary life and identities of American Indians. According to the website of National Museum of the American Indian, â€Å"The main section of Our Lives centers on various layers of identity. For Native people, identitywho you are, how you dress, what you think, where you fit in, and how you see yourself in the worldhas been shaped by language, place, community membership, social and political consciousness, and customs and beliefs. But Native identity has also been influenced by a legacy of legal policies that have sought to determine who is Indian and who is not. The issue of Native identity continues to resonate today, as Native people across the Americas seek to claim the future on their own terms. In other words, a significant number of Native Americans attempt to remain their identities; their languages, tradition, culture and custom although the English language, new culture and modern life style of modern Americans influence over their lives. As a result, all of the items that are shown in this exhibit express the view of American Indians about protecting or continuing their lives and identities though their society is affected by white people. For example, the oil painting, The American Indian, is not just the painting that is hanging in order to decorate a wall, but there is the hidden meaning behind the picture. The artist’s inspiration came from the relationship between native nations and modern nations which were full of complexities and ironies, confrontation and negotiations. Also, the artist painted the pipe tomahawk in the man’s hand in order to represent the notion that American Indian were not willing to give their land to white people, and they did not want to abandon their identities, so they had to fight for maintaining their land and their culture. The information board beside this painting states â€Å"The pipe tomahawk reminds us that our survivance was not freely given, we have had to defend it. † Moreover, although American Indians attempt to fight for their identities following their culture, they have to behave in modern American ways in order to survive in present society; using English instead of their traditional languages, changing their religions to Christianity, and changing their culture to modern Americans’ culture. Therefore, the artist expresses this feeling in the picture by draping the American flag over the Native American man’s figure. Because of the profound meaning of this oil painting that is able to tell the story and feeling of Native Americans, it is one of the important items that is shown in this museum. This oil painting is related to the story, â€Å"Decolonising the Mind†, in the book One World, Many Cultures. According to the story, the narrator whose name was Ngugi Wa Thiong’o was born in 1938 in Kenya, Africa. He started his story by introducing his language, Gikuyu and a traditional story that was told to teach Kenyan children by using an animal as the main character of a story. However, everything was changed when he went to a school that was a colonial school. In the school, he must use only English though he talked to Kenyan friends who have Gikuya as their own language. If any student disobeyed this rule, they would be given corporal punishment or fined money that they were not able to afford. Also, English literature was taught to all Kenyan students, whereas the oral literature of Kenya was discontinued to educate Kenyan children. Moreover, the narrator stated that if students had distinctions in all subject except English, they were not able to attend any universities and have high-paying job. Additionally, Ngugi said â€Å"the real aim of colonialism was to control people’s wealth: what they produced, how they produced it, and how it was distributed; to control, in other words, the entire realm of the language of real life. In other words, he thought colonialism controlled his country and forced him to abandon his language and culture. Although he had a notion that he resisted changing the language and culture in his country that was controlled by colonialism, he had to behave in the ways that the colonialism commanded because he did not have any choices. In other words, following the rule of colonialism was the only way that he could survive in the society. Similarly, the oil painting, the American Indian, represents modern Americans attempt to transform Native Americans. American Indians did not have any choices as same as the Kenyan people had to change their own identities; tradition, culture and language in order to survive in the obligatory circumstances. After reading the story, â€Å"Decolonising the mind†, and visiting the Our Live exhibit, the narrator of this essay thinks that culture and tradition are used to identify the difference of each country around the world, and also, people in each country are proud of their own culture, tradition and languages. As a result, people do not want others to come to their lands and command them to eliminate their culture and tradition in order to follow the new culture and tradition. This feeling is contained in both the story and the oil painting that the writer describes in this essay. Finally, the author of the essay believes that although colonialism is able to force people to behave in its ways, it cannot completely change people’s minds.

Search for Immortality in the Epic of Gilgamesh :: Epic Gilgamesh essays

The Search for Immortality In The Epic of Gilgamesh the main character, Gilgamesh, is searching for immortality. This want is brought about by deep feelings held by Gilgamesh for his dead friend Enkidu. From this, Gilgamesh finds himself being scared of dying. This fear pushes Gilgamesh to search for the power of immortal life, which is believed to be held only by women because of the fact that they can reproduce. This takes him on a long and tiresome journey to a land where no mortal has gone before. The search by Gligamesh is fueled by the desire to play a part in reproduction. His journey begins at Mount Mashu, the mountain which describes a woman in the part that her "paps reach down to the underworld." Referring to two women’s breast’s hanging down. Before he may enter the mountain, he meets two half female, half dragon figures guarding the entrance. They begin asking why he has come; "No man/ born of woman has done what you have/ asked, no mortal man has ever gone into the/ mountain." This mountain is off limits to mortal beings, he should not be there   Gilgamesh is alloud in and goes through twelve leagues of darkness before he reaches the golden garden of the goddesses. Upon arriving there he is greeted by Shamash, the Sun God, who tells him, "You will never find the/ life for which you are searching." This upsets Gilgamesh because he has traveled so far to now just "sleep and let the earth cover my head forever?" From leaving Shamash, Gilgamesh is sent to see Siduri. "Beside the sea she lives, the woman of/ the vine, the maker of wine†¦" and she does not want to allow Gilgamesh pass. Gilgamesh pleads with her that since he has seen her do not let him see death. She answers, "Gilgamesh, where/ are you hurrying to? You will never find that life for which you are looking." Once again Gilgamesh hears that what he is looking for does not exist. She tells him to enjoy life to its fullest because that is what a man is there for. That does not satisfy Gilgamesh and he wishes to know where to find Utnapishtim, the only man with eternal life. To find him, Gilgamesh must locate Urshanabi, the ferry woman. She then proceeds to take him over the Ocean and over the waters of death.

Contrasting Roles: The Good and the Bad

Contrasting Roles: The Good and the Bad In Fydor Dostoyesky’s, Notes from the Underground, the relationship between an underground man and a young prostitute, Liza, depicts admirable and harsh qualities. Truly, Liza illustrates a kind-hearted human being while the Underground Man exemplifies a harsh and isolated person. Liza’s function in this novel is to show the contrast between the two completing roles that characterize a classic literary illustration of what is good and bad. The altercations that Liza and the Underground Man have significantly portray positive and unsuitable qualities.Upon meeting Liza, the Underground Man harshly ridicules Liza and her lifestyle. He says that she is â€Å"a slave from the start. Yes, a slave! You give up everything, your whole freedom. If you want to break your chains afterwards, you will not be able to† (Dostoyevsky p. 64). This quote undoubtedly exposes Underground Man’s awful perspective on Liza. He believes that L iza is property, rather than a human being. Also, the quote shows that he is stripping Liza of any hope for the future. He does so by telling Liza that if she ever wanted to stop prostituting, she would not be able to.Despite all of the awful accusations that he makes, Liza patiently listens although it is hurting her tremendously. Furthermore, this emphasizes the contrast in characters. It evident that Liza is truly good and that the Underground Man is relentless. However, this not the only altercation that sheds light on this notion. Moreover, there is also another conflicts that give a defined distinction between what is good and bad. The underground Man goes on to further insult Liza without a will to stop.He states, â€Å"I know that I have only to whistle and you have to come with me whether you like it or not. I don’t consult your wishes, but you mine† (p. 69). The underground Man is dehumanizing Liza by comparing her to a dog. He claims that Liza will come to h im just as a dog follows a master’s command without question. As if that insult were not enough, he proceeds to tell Liza that she must grant his every desire but he does not care for her wishes. Undoubtedly, the quality of being able to hurt Liza in such a manner is horrible.Liza’s pain is illustrated when the novel states that â€Å"She bit the pillow, bit her hand till it bled (I saw that afterwards), or, thrusting her fingers into her disheveled hair, seemed rigid with the effort of restraint, holding her breath and clenching her teeth† (p. 72). This quote actively portrays how the Underground Man’s negative qualities truly affect her. It not only pained her emotionally to hear these things, but also physically. Despite her emotions, Liza put her feelings behind her and forgives him.After he apologizes, he states, â€Å"she squeezed my hand in her fingers so tightly that I felt I was saying the wrong thing and stopped†(p. 73). This excerpt trul y shows Liza’s nobility. Although Liza is so hurt, she makes him feel like he should not have to apologize. She does this by squeezing his hand. However, this is not the only time where Liza puts the Underground Man before herself. Liza’s responses in situations with the Under Ground man portray her comforting qualities and expose his poor qualities. Previously, the audience noted that while Liza cries, the Underground Man did not comfort her.However, in later text, the tables turn. When the Under Ground Man began to cry, she did not waste time in asking what was wrong by asking, â€Å"What is the matter? What is wrong? † she cried, fussing about me† (p. 83). This quote depicts that Liza is a compassionate person. It also shows the difference between the Underground Man and her. It was her natural instinct to help him yet he did not help Liza in her time of need. This again shows that Liza is naturally good while the underground man is uncompassionate.The last encounter that the Underground Man has with Liza truly shows her positive characteristics. After some time, Liza believes that he no longer sees her as a prostitute, but as a companion. However, after having relations with the Underground Man, he wants her to leave and gives her money for the relations that they previously had. Although this hurts her beyond belief, she leaves the money. The underground man states â€Å"I saw a crumpled blue five- rouble note, the one I had thrust into her hand a minute before† (p. 89). This shows that Liza is admirable in dignity.Although she had been hurt, she still had her dignity and that was important for the Underground Man to see. Liza is placed in the novel to show that despite negative situations, a person can still posses an admirable personality. Truly, Liza continuously finds herself to be in horrible situations but she never fails in acting graciously. In a sense, Liza is an inspiration to all. She shows the audience that he r profession pains her and that she regrets it. Not only can the audience learn from her mistakes, but also from her gracious personality as well.

The Death And The Afterlife Essay - 1675 Words

Nearly everything could be represented by a god or goddess. Death and the afterlife was represented by Osiris. Aten and Ra were sun gods. The Egyptians felt that they needed to pray and build temples for these gods and goddesses to stay in their favor. These gods were believed to control everything, and if the Egyptians pleased them they would be rewarded. They worshipped their gods by making offerings. They would leave flowers and food in temples to show their respect. Commoners were not often allowed in temples. Priests had plenty of power because the gods were often feared. Most Egyptians did not actually love the gods, but feared their wrath. Commoners could occasionally attend ceremonies. At these ceremonies animals were often sacrificed. Ancient Egyptians believed that if they lived a good life that they would be allowed to live in a paradise in death. When an Egyptian would die, they would be mummified. Properly burying and preserving the body was very important because they believed that the soul would not actually disconnect from the body. Organs deemed important were put in jars and buried with the body. The heart was left inside the body. Once the body was cured in preserving solutions, it was then wrapped in linen cloths. Rich individuals were buried in temples with their most prized possessions. A priest would pray to Anubis for the dead to help them on their journey. Unfortunately, looting of tombs became common place in the destruction of historicalShow MoreRelatedDeath and the Afterlife Essay593 Words   |  3 PagesDeath and the Afterlife A/ Muslims believe in Akhirah. This is the belief that there is eternal life after death in either Heaven (paradise) or Hell. To reach either Hell or Heaven Muslims believe they must cross the Assirat Bridge. While crossing the Assirat Bridge Allah passes his judgement on your soul. The righteous can cross the bridge and reach paradise, but the damned will simply fall off the bridge into the fiery pits of Hell. Paradise is for believersRead MoreDeath, Morality, And The Afterlife919 Words   |  4 PagesThe idea the death, morality, and the afterlife have gradually changed through history. Death has an unavoidable and unpredictable nature. The conceptualization of death and what happens to a person when they die is perplexing to understand. Humans tend to fear the things in which they cannot begin to explain. No one person exactly knows for sure what to expect once they leave this world. So, we have established religion and science in an attempt to allow us to wrap our heads around this idea. EventuallyRead MoreAnalysis Of Death And The Afterlife1334 Words   |  6 PagesThe questions behind death and the afterlife have existed among all people from an immemorial time. 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To look at what has changed over the periods we have to look at our history starting with writings like the Epic of Gilgamesh, the Hebrew texture, the Bible andRead MoreDesire, Death, And The Afterlife2435 Words   |  10 PagesLovedeep Ghotra ENG4U Mrs. Valdez Monday January 5th, 2014 Desire, Death, and the Afterlife The 1951 play A Streetcar Named Desire explores the fate of the principle characters to which desire leads, as indicated in the title. Desire, in reference to sex is displayed as a destructive force by the author Tennessee Williams, which leads to a series of tragic events in the life of Blanche Dubois, the protagonist. She is the character of focus in this play and has an interesting personality as sheRead MoreSocrates: on Life, Death and the Afterlife1419 Words   |  6 PagesBD Socrates’ views of death as represented in â€Å"The Trial and Death of Socrates† are irrevocably tied to his beliefs of what makes life significant. For Socrates, life must be examined through constant questioning and one must hold the goodness of life above all else. Consequently, even in the face of the un-good, or unjust in Socrates’ case as represented in his trial, it would not be correct to do wrong, return wrong or do harm in return for harm done. Therefore, no act should be performed withRead MoreHamlets Understanding Of Death And The Afterlife1143 Words   |  5 PagesThroughout the play, Hamlet’s understanding of death and the afterlife shifts to accommodate his emotional state and the needs of his conscience. Deep down, Hamlet doesn t believe in a true â€Å"afterlife†. After seeing the sins of man, he has a hard time believing that we deserve such a fate and seems to almost hope that all that awaits is peaceful nothingness. However, ce rtain situations cause Hamlet to shift his views as a way to console his conscience and help him to avoid facing his own problemsRead MoreDeath And Afterlife : Judeo Christianity1892 Words   |  8 PagesJulissa Tejeda Death Afterlife in Judeo-Christianity Martyn Lloyd-Jones proclaimed, â€Å"A whole gospel for a whole man!† In an exposition of Romans, he explained that the Gospel cannot be watered down or taken apart; it must be preached for what it is, in its entirety (Jones). If it is true that the complete Gospel takes up the entire person, one must ask what exactly is the entire person? Traditionally, humans have been defined by a combination of body, soul, and spirit. The human body is the connectionRead MoreAztec Beliefs On Death And The Afterlife1467 Words   |  6 PagesAztec view of the afterlife and its significance was the driving force of their life. Aztecs strongly believed in an afterlife. The journey to the afterlife entailed many things. It was believed that the way you died decided how your afterlife would go, not the way you lived. If you didn’t die in the specific ways which sent you to specific gods, you would go through the nine levels hell; in the ninth you would serve for eternity. â€Å"They ar e not places of bliss or damnation, merely multiple levelsRead MoreEmily Dickinson : Death And Afterlife996 Words   |  4 PagesEmily Dickinson: Death and Afterlife Emily Dickinson lived a life of seclusion and grew up in Amherst, Massachusetts. She almost always stayed at home and wore basic clothing, only dressing in white gowns (Puchner 1054). Dickinson also never married. She was born in 1830 and died in 1886. Dickinson never intended for her works to be published or even made public for that matter. She asked her sister to destroy all of her works, but instead, her sister decided to have her works published after

Performance-Based Compensation Programs for Teachers

In the recent years, many school systems have undergone various budget cuts, causing educators’ salaries to plummet. As a solution, some argue that paying teachers according to their students’ grades may improve the suffering school system’s economic status. However, making test scores and grades a variable to an educator’s pay would be difficult, ultimately costly, and unfair. Bearing in mind that a system in which grades would determine teachers’ pay, the salaries would be differing amounts and establishing these diverse paychecks would be difficult. Deciding how to administer this new system of pay would make more work for the already messy school board system. According to Edutopia, The Denver Classroom Teachers Association agreed to award educators according to student progress. In this â€Å"pay-for-performance plan†, as they called it, educators would earn raises if their students met or exceeded the specific academic standards, in p lace of the typical factors used to decide pay such as, years of service and the teachers’ level of education. This however, raised the question of how the school board can adequately evaluate how much each teacher will receive. It would be very hard to impose this system among schools due to the fact that there is no specific way of evaluating teacher performance. Imposing this system would bring us to the question of what makes a ‘good teacher’? Measuring a teacher’s value in the education system is nearly impossible because thereShow MoreRelatedThe Race For K 12 Public Education Reform1370 Words   |  6 PagesTeacher compensation is one of many hot button issues in the race for K-12 public education reform in America. Google (2015), defines compensation as simply the money received by an employee from an employer as a salary or wages (Google). This definition is perhaps the simplest to understand, but fails to truly articulate the complex meaning of c ompensation. Most school divisions include salary, extra pay, benefits, and pension in their employee compensation package. Leonard Boswell (2015), formerRead MoreThe Pay For Performance Plan1280 Words   |  6 PagesAbstract The pay-for-performance plan has been implemented in many organizations as a motivational strategy for workers. However, the plan remains a hard sell in public schools where teachers have deliberately turned down its implementation. Although the incentive program boosts individual performance, it undermines the effort of other staff members since; there is no universally accepted criterion that is used to gauge teachers’ performance apart from student test scores. Apparently, the lack ofRead MorePrincipals Perceptions Of Performance Pay And The Relationship Of Student Achievement1682 Words   |  7 PagesMECHANICAL UNIVERSITY COLLEGE OF EDUCATION Principals Perceptions Of Performance Pay And the relationship To Student Achievement By Michael G. Burchfield A Dissertation submitted to the Department of Educational Leadership and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy Fall 2015 The members of the Committee approve the dissertation, entitled, Principals PERCEPTIONS OF PERFORMANCE PAY AND THE RELATIONSHIP TO STUDENT ACHIEVEMENT. MICHAEL G. BURCHFIELDRead MoreEssay about Exploring the Possibility of Merit Pay for Teachers1277 Words   |  6 Pagesaward merit pay to teachers in an attempt to obtain and retain effective teachers as measured by student academic achievement. These proposals are supported by budgeted funding for the 2011 fiscal year with additional funding included in the optional, competitive 1.35 billion Race to the Top Fund. A number of different merit pay systems exist. Some reward entire schools or districts when passing rates on standardized tests are achieved, while others reward individual teachers for passing ratesRead MoreFinancing Funding And Student Achievement1651 Words   |  7 Pagesprevalent in many schools for the past decades. Incentive pay programs attempt to tie compensation to a teacher’s performance in the classroom and student achievement. The premise of this type of compensation relies on the initiative that teachers teach better when their efforts are recognized and rewarded monetarily. Klein (2015), thinks that incentive pay is a resource distribution strategy used in education to reward teachers for the outcomes they achieved (Klein, 2015. p.2). The problemRead MoreHr Review1637 Words   |  7 PagesAbove Market - organizations tie their wage practices for most position to the market average, for example, a good teacher is essential for good learning, so she s hould get paid more, rather a less good teacher is OK w getting a smaller salary due to her bravura Benchmarking - CH 7 stuff Benchmark jobs - are well known jobs, that are strategically important and are structure in such a way that one would expect to ï ¬ nd them in the general marketplace Beneï ¬ ts statements - periodic report customizedRead MoreEmployee Development Process For Loving Shepherd Early Learning Center1195 Words   |  5 PagesHiring the right person for the job is only the first step in ensuring that the person you have hired will be successful in your organization. Providing orientation, training and development, and a job performance appraisal is imperative in making sure that your employees know what to do, how to do it, and are given every chance to be effective. This assessment will provide a summary of the employee development process for Loving Shepherd Early Learning Center (LSELC), a ministry of Golden ValleyRead MoreThe Four Motivational Theories Within The Video Resources925 Words   |  4 Pagescompany policy are inadequate, employees will most likely be dissatisfied. Motivating factors refers to achievement, promotion, recognition, work, responsibility and growth. According to the provided YouTube video, Maslow’s Hierarchy of Needs is based on basic needs that must be established before other levels of the needs can be obtained. Maslow categorized this needs by deficiency and growth needs. At the base of the hierarchy lies physiological needs, which include our basic needs to live, foodRead MorePublic Schools And Private Public Partnerships881 Words   |  4 PagesFor years, public schools and private entities, such as religious-based schools and textbook manufacturers, through Private-Public Partnerships (PPP) have worked hand-in-hand to provide educational services (Brewer and Picus, 2014, p. 583). Regarded as a means to improve efficiency, equity, and effectiveness, privately controlled education providers have become more visible in recent years. As the demand for specialized and higher quality educational opportunities has changed, privatization has becomeRead MoreModule 7 Action Inquiry Essay Merit Pay1459 Words   |  6 PagesI NQUIRY RESEARCH PAPER- MERIT PAY Action Inquiry Research Paper- School Finance Jennifer Ponton Grand Canyon EDA 535 July 01, 2012 Action Inquiry Research Paper- School Finance Statement of the Problem This past spring thousands of teachers protested at the Louisiana State Capital to prevent Louisiana lawmakers from passing an educational reform bill proposed by Governor Bobby Jindall that would change the face of public education in Louisiana forever. Many superintendents and school

The Death Of A Man Of High Power - 1241 Words

Amy McLaren Ms. Malek ENG4U – Period 2 Monday March 7th, 2016 Justice is a word that seems to be taken for granted by many in modern times. Contemporary people have grown accustomed to the thought of rules and laws set in place to ensure justice throughout the world. Whenever acts of injustice occur, people become outraged and appalled. However, in William Shakespeare’s King Lear ¬, justice is not equitably administered. Defined as a â€Å"story of human actions producing exceptional calamity and ending in the death of a man of high power,† (Bradley), King Lear must be considered one of the most heart-wrenching Shakespearean tragedies ever written. It’s degradation of honourable individuals through a plot line that demonstrates betrayal and†¦show more content†¦In the play, characters were frequently betrayed by those closest to them, and more specifically by their family. Parents betrayed their children, while children deceived their parents, and siblings turned against one another all in the hope of gaining m ore power. It became a vicious cycle where people ended up betraying one another, only to be deceived by someone else. King Lear and the Earl of Gloucester, two of the most powerful characters at the beginning of the play, were both betrayed by their children. In King Lear, social status was everything, as it helped to determine a person’s rank and respect. The eldest son of the Earl of Gloucester, Edmund, should have been able to take over the position of Earl when his father died, however, due to his illegitimacy, he was denied his inheritance. During Edmund’s first appearance in the play, he delivered a soliloquy in which he spoke about how he had not believe it to be fair that, simply because of his illegitimate status, he should be stripped of these rights. This anger and resentment against his father and his legitimate half-brother, Edgar, lead to his betrayal against them both. Edmund carried out his plan to become Earl of Gloucester by tricking his father into believing that Edgar was

Women in the Early 19th Century Free Essays

The American experiment that began as a Republic after ratification of the Constitution created political, social, and economic participation for its citizens, but not for women. The status of women in the early 19th century was shaped by economic considerations, religious beliefs, and long-held notions of female inferiority. While poor, laboring women suffered the most, the characteristics of inequality were evident in all social classes. We will write a custom essay sample on Women in the Early 19th Century or any similar topic only for you Order Now The Proper Role of Women in the Early Republic The early 19th century experienced a shift, at least for women in the urban centers of the Northeast, from the household economies that reflected an agricultural society to the necessity of linking female responsibilities with their husband’s careers. For lower class women, this meant supplementing family income by working either in early industrial mills, as domestic servants, or vending on city streets. Upper middle class women focused on social endeavors tied to their husband’s employment and continued social upper mobility. This included supervising servants, facilitating parties, and raising the children. Women who voiced any political activism were frowned upon. Perhaps the only place a woman might venture such opinions was around the dinner table. Above all, women were equated with virtue and purity. Middle and upper class women devoted time to helping charities that sought to alleviate the plight of the poor, especially widows and abandoned mothers with children. They worked with Protestant missions and labored to save poor women from prostitution. Due to the cult of female purity, they were viewed as being the best teachers, the â€Å"moral guardians† of society. Women in the Working Class In the early 19th century, many Northeast cities, especially port cities, saw an increase in crude mass production industries, as in the first textile mills. One result was the use of poor class women working for cheap wages, often to augment their husband’s meager incomes. Some poor women left the cities during periods of harvest to assist farmers needing cheap laborers. Others earned meager sums vending on city streets. Still others worked in the growing sewing trades or as domestic servants. Single mothers, however, were often forced to rely on the Almshouses and the various charities geared toward the poor. Widows had a particularly difficult time. Historian Christine Stansell, in her 1986 study of New York women 1789 to 1860, writes that â€Å"widowhood was virtually synonymous with impoverishment. † Another result of the changes in female status was the slow decline in birthrates. Historians John D’Emilio and Estelle B. Freedman state that, â€Å"Economic interest encouraged some families to have fewer children. † They demonstrate a possible correlation of the rise of industrialization and the decline of agricultural pursuits with steadily lowering birthrates throughout the 19th century. Impact of Protestant Theological Shifts By the early 19th century, Protestantism had discarded earlier notions of man’s relationship to God. This was particularly true of the Calvinist principle of predestination. Religion focused on an individual relationship with God and placed on man a greater sense of controlling one’s destiny. These views were being shaped by Transcendentalism as well as the emphasis on personal commitment coming out of the Second Great Awakening. Such views had a direct impact on sexuality and lowering birthrates. Sexuality was no longer simply a loveless act of procreation. Thus, families limited the number of children based on their economic situation. Still, the changing attitude was not universal and men and women had numerous children, especially in rural, farm areas. Lucretia Mott, an early advocate of women’s rights, for example, had six children. Female Status in the Early 19th Century Although the expectations of women in the early 19th century were shifting, their status within a patriarchal society remained the same. Politically, they were powerless. Job opportunities were severely limited. Because of the social expectations that tied female dependence on men, single women and widows were the most vulnerable. Even upper middle class women were doomed to conform to patterns of daily life that were dictated by their husbands. How to cite Women in the Early 19th Century, Papers