Critical Summary Essay Example | Topics and Well Written Essays - 750 words

Critical Summary - Essay Example At this juncture it is interesting to take into account of what happened in Vancouver from the end of the nineteenth century to the earlier part of the twentieth century. The author illustrates how the common people came together with their own efforts to turn the mentioned city into a picturesque landscape. Furthermore the author has also highlighted that the middle class and the wealthier people was the pivotal force beyond this mammoth success. The paper comprises of three interrelated objectives and presents them in sequential manner. Each objective strengthens the other and eventually shapes into a coherent well thought paper. The way the paper starts with a narrow base then considers a broader aspect and then again pinpoint its focus deserves special attention. The primary objective of the concerned paper is to consider and analyse â€Å"specific influential decisions made by individuals or groups with regard to urban development† (Daunais, 1) that eventually led to the expansion of the legislation concerning plantation of the trees and boosted the effort for the same. The secondary objective of the paper is to relate the practise of the plantation followed in Vancouver within the previously mentioned time frame â€Å"to a broader cultural, professional, social and economic context† (Daunais, 1). To be precise the concerned paper leads an endeavour to illustrate â€Å"the dominant white English-speaking p opulation of Vancouver played a crucial role in developing Vancouver’s street tree programme from 1896 to 1925† (Daunais, 1). Besides the concerned paper also illustrates that even when the ambience is not particularly in favour, collective action on behalf of a few can bring significant changes without any external help. The author takes up an urban historical approach to fulfil her objectives. At the beginning the author gives a bird’s eye view of the history of street tree plantation, the evolution of

School Size And Achievement Research Paper Example | Topics and Well Written Essays - 2250 words

School Size And Achievement - Research Paper Example This essay stresses that the type of schools that students attend have been found to impact on the achievements that they get despite importance in potential. In the examination of the impact, there is the use of cross sectional data to bring the issue. There has been the finding that the relationship that occurs between one that attends middle or junior or junior high schools and the performance of the students. The study that was conducted could not well allow the conclusion whether the difference was due to the difference in the grade level configuration in characteristics across different characteristic and configuration .The studies that were conducted were focused on the non-academic outcomes such as self-esteem, school safety and suspension. The main aim of the study is that it discovers the subject of middle and junior high schools in a Canadian context. In addition, the paper uses longitudinal data from an entire province versus a single city. This is an important exercise as New York City has an exclusive educational environment, and results from that city may not be generalizable to other settings and locations. For instance, unlike New York City, British Columbia has a wide variety of urban and rural schools over a very large geographic area

Gene Flow: Causes and Barriers

Gene Flow: Causes and Barriers Variation of inherited traits in the section of individual organisms over a period of time is referred as evolution. The major renowned sources of variation are gene flow, genetic recombination and mutation. Gene flow that is also acknowledged as gene migrations is the genetic alleles exchange within populations by migration of gametes, spores and individuals of the same species. This is common in species through crossbreeding, migration and cross pollination which yield hybrid organisms. Movement of genes is often carried out by human being and wind. When people move from one town or country to another and carry with them plants to experiment if they can grow in their new location gene variation commence. Differences in gene flow across populations depends on the type of organism, populations of inactive organisms tends to be more isolated from each other than population of actively moving organisms. This paper will examine gene flow as an aspect of evolution biology and provide a d eeper understanding of its benefits to organisms. Mobility in gene flow One of the principal factors contributing the flow of genes between different populations is their movement habit. Plant population compared to animal population appears to be sedentary, hence, animals have high rate of experiencing gene flow. Migration and emigration of populations can reduce genetic differences within that particular group (Beurton, Peter, Raphael Falk et al 224). Through emigration, genes are carried away by the ongoing individuals to a new destination, whilst migration brings on board new genes to an existing gene pool. These processes are activated by perpetual diffusion and mixing of genes of a sexual population. Barriers to Gene Flow Human growth and advancement in technological world has not been without its cons to gene flow. This is a major obstacle to gene flow, especially in its many artificial and permanent development of the landscape. A structure like the Great Wall of China has hinder movement of many organisms and relocation of alleles of genes of indigenous plants population (Lewin 95). Another behavior that prohibits gene flow is the fencing of a game park where insider animals are restricted from meeting others from another park. Vast human progress and occupation can wipe out or partition ecosystems into a desert or secluded islands resulting to lessening genetic variation of the populations imprisoned there. In the efforts to facilitate gene flow scientists are increasingly crafting new ways to connect to these isolated species as away of maintaining viable genetic variation. The other distinguished barriers are the natural barriers that halt or slow the rate of migration of genes among populations . These are oceans, impassable mountains, hills and large and wide deserts that exhibit great challenges for animals movement. This hindrances leads to loss of genes in a population as fertile population are barred from meeting the weak or other strong ones (Beurton et al 124). These barriers in human population have created suspicion and tension among races to an extent of tribal animosity. Conducted studies reveal that sex chromosomes (X and Z chromosomes) are affiliated to reproduction and sex genes (Lewin 88). These genes are a factor in the progression of post zygotic isolation especially in hybrid sterility. It has been noted empirically that strengthening of zygotic isolation does occur in certain conditions. Recombination between alleles is a significant factor that has been identified to be opposing reinforcement. Connections between genes that affect mating and those that affect hybrid fitness plus sex chromosomes have the likelihood of boosting the process of hybridizing species. These ideas fall short of extrapolating whether essential forms of non-adaptive effect of divergence with no gene flow are stagnant or they increase. As a result of this we discover that there exists co evolution of zygotic barriers to the flow of genes. Gene flow in action The lives of species is involves a lot of movements in search of satisfaction and fulfilling hierarchy of needs. Thus, migration has become a significant force of restructuring genetic variation. In the contemporary globalization characterized by wide dispersions of humans in search green pastures and mates gene exchange is take place fast. There are now inter-racial marriages aiding much generating patterns of hereditary variations. Migration can occur to a mass of people due war or search of resources and food or to an individual as a result of displacement or personal drive to explore. Large scale migration of people leads to accumulation of mutations and as a result population diverges as there is genetic drift. Individual movements in a small geographical area enhance genetic variation between populations. These migration behaviors have distinctive effects on population structure with each having its methodological challenges. Gene flow accelerated by intermarriage between national or state communities occurs frequently within a short time period. It remains a challenge to determine temporal control and spatial control of historical human migration. Geographical sampling is a costly exercise, hence, to determine geographic scope of a specific event advanced genotyping technologies are used as they are economical. Determining temporal control which is when gene flow has occurred is even more challenging; DNA studies are examined to come up with resolution pertaining human mobility. New methods are underway to provide conclusive sequential bounds on flow of human genes using genetic data that will be analyzed to show human gene flow. To discover historical movements researchers use genetic markers like mitochondrial DNA and the Y chromosome as they are highly thought to be mainly instructive genetic markers. To study human history using these markers one has to understand that Y chromosome is passed from a f ather to sons while mitochondrial DNA is passed only from mother to off springs. This distinctive mode of transmission makes it easier to study human descent. Due to high rate of random genetic drift in these systems Y chromosome and Mitochondrion DNA have been found to have uncertainty. Their records show biasness towards the sex-specific migration of women and men as they are small loci representing large region of human genetic variations (Slarkin 327). Nowadays, multiple markers can be screened across human genome due to rapid progress in use of genotype technologies. Hence, to determine if two populations have similar genetic variations has become simple. However, it requires advanced modeling and inferential statistics to enumerate and establish the amount of gene flow between them. Gene flow from Neanderthals have made scientist to meditate and compare entire genomes. Complete genome sequence of Neanderthal has been sequenced by some scientist. Previously only mitochondria DNA were accessible from Neanderthal as they occur in numerous copies per cell which make it difficult to mine DNA from primeval remains (Barton Bengtsson 360). In this conducted study there was no trace of gene flow between Neanderthal and human being albeit this research was not conclusive as Mitochondrion DNA could have been mislaid through genetic drift. A complete combination of genome sequence from three Neanderthal creatures has been led by Green and colleagues through use of advanced new technology of sequencing. In contrast to mitochondrion DNA there are data sets that show existence of gene flow from Neanderthal to modern human being. It has been identified that non-African descendant have at least 13 genetic regions that originate from Neanderthal siblings. Since these regions are not present in Africans descent, this is thus a sign to show that gene flow had occurred from Neanderthal to modern people as it is assumed some ancestors had left Africa around 50,000 years to look for other destination in the rest of the world (Servedio Kirkpatrick 766). Conclusion An increase or decrease of a population affects gene pool frequencies as gene flow will have high chance to take place in a densely populated area while there will be minimal changes in a sparsely populated area. For example if all black people were to leave America, the next generation of humans would probably have few or no blacks. This study has revealed that gene flow can occur without migration especially in circumstances where people pays a visit to particular place and mate with natives even though they will eventually go back to their place. In this case, genes are transferred across those populations and the resulting generation is hybridized. Gene flow occurs between species when segment of DNA are carried by viruses in their routine invasion of cells of plants and animals. Although this mechanism of transfer is seldom, there exist documented evidence for some species of microorganisms, mammals, reptiles and insects. Human beings have not been left behind in this process; there is a high probability that 40-50% of DNA sequencing might have been carried out by viruses (Slarkin 420).

Blogs - From Printing Press to Blog Essays -- Internet Online Communic

From Printing Press to Blog Lance Arthur, a practiced and well-respected figure in the close-knit community of web design, subtitles his homepage (www.lancearthur.com) with the short and simple phrase, "Just Write." Although his immediate profession is as a designer, Lance is also a writer. His website records his weekly musings and political rants, and it is one of several million to be updated on a regular basis. Such a website is called a blog, or web log, and in an age of the Internet such as this, it is quickly becoming the newest and greatest symbol of modern technology's impact on writing and popular culture. However, writing as we know it is the product of an evolutionary process, which provides for a history that reaches as far back as the clay tablets of ancient Sumer. As such, studying the blog requires an understanding of the methods of writing that came before it, and so the advent of the blog as both a technological and socio-cultural phenomenon is something we can attribute to two historical developments in the history of writing: the invention of the printing press and the birth of typography. While the correlation between blog and press is not immediately clear, Gutenberg's renowned invention brought with it a slew of technological and social changes that laid the foundation for widespread literacy. The technological impact of the printing press is mostly self-evident, in that the automated and mechanized nature of production freed many human hands from the restraint of manual labor. More importantly however, the lower cost and higher output rate of the press tore down the scholastic pillar that had once elevated the aristocracy above the middle classes. By making books plentiful and more readily ... ..., but in time, today's youth will become tomorrow's adults and the blog will exist not as a mere prototype of technology and future writing, but rather as the end-all, be-all symbol of a future way of life in which people will no longer hesitate to just write. Works Referenced Arthur, Lance. Just Write. 24 February 2004. Personal Homepage. <http://www.lancearthur.com>. David, Paul. "Clio and the Economics of QWERTY." The American Economic Review, vol. 75(2). 2001. 332-337. Kiely, Kathy. "Freewheeling 'bloggers' are rewriting rules of journalism." USA Today. 30 December 2003. Gannett Co. Inc. 21 Febuary 2004. <http://www.usatoday.com>. McLuhan. "The Typewriter." Understanding Media. 258-264. Mumford, Lewis.. "The Invention of the Printing Press." Communication in History: Technology, Culture, Society. Crowley and Heyer, eds. 93-97.

Leadership in “Norma Rae” Essay

â€Å"Norma Rae† is a film based on a true story set in a Southern mill-town. The title character and fellow mill workers start a branch of the Textile Workers Union of America through the use of leadership. The two characters of Norma Rae and Reuben Warshofsky combine their talents to empower and lead the people of the mill from downtrodden workers to proactive union members. When Rueben first comes upon the town, he finds the managers of the mill oppressive to their workers. People have no rights. They make small wages. They work long hours. Rueben starts the revolution for the mill workers by inspiring Norma Rae through Superleadership. Norma Rae in turn empowers and motivates the mill workers to attain their common goal: a union. Superleadership occurs when a leader leads others to lead themselves. Superleadership is appropriate for Reuben Warshofsky because it applies well to organizational leaders. Reuben is a representative of the Textile Workers Union of America. He came to Norma Rae’s town to start a union at her mill. For his job to succeed, Reuben needs to be able to start the call for union, and leave the area confident that the cause is in good hands. Superleadership is designed to facilitate the leader within every individual. A leader who exercises Superleadership is not necessarily a â€Å"charismatic† leader. He may have a set vision and great oratory skills, but he does not lead to be followed or obeyed. He leads so that others can lead themselves and better themselves in the process. Superleadership maximizes the human resources of an organization. In the case of â€Å"Norma Rae,† it maximized Norma’s ability to have a voice. In Superleadership, the power is shared. While Reuben started the union movement, he shared a mutual responsibility with Norma Rae once she was up to speed. Followers lead because they want to. They have a stake in what they do. They believe their actions are for a greater cause. A Superleader develops self-leadership through compensation and constructive reprimand. He fosters an environment where people can be free to explore their abilities and gain confidence in what they find. This environment is essential to Superleadership. Only in an open environment can this type of leadership employ the potency and knowledge of the followers. It is the duty of the Superleader to help  develop a group’s skills once power is divided among the followers. Self-leadership can be learned through Superleadership. People are not â€Å"born† to lead. They need not be educated to be motivated or to learn. A Superleader provides a self-leader with direction. He orientates the person with the situation and helps explore the talents and skills necessary to get the job done. Reuben Warshofsky practices Superleadership on Norma Rae. He is a labor organizer looking for aid in a town that is ignorant of unions. The first person he meets is Norma Rae. She is a thirty-one year-old working-class mother of three. She is poorly educated and going nowhere fast. Her two children were by two different men. Only at the beginning of the movie does she brake off her relationship with a married man. Men oppress her in her life. Her bosses at work oppress her. They care not for her mother when she goes deaf. They reject every attempt Norma Rae makes to improve working conditions. She is a woman battered by life, but above it all she reveals an acute understanding of the world. â€Å"You lie with dogs, you get fleas.† She tells this to Reuben on their second meeting shortly after the married man slapped her. Reuben sees this glimmer of life in her and offers her hope when he says, â€Å"I think you’re to smart for what’s happening to you.† Reuben eventually leads Norma to self-leadership. Reuben tells Norma Rae the way things could be at the mill and she is inspired. He explains that the textile industry is the only industry not unionized. Reuben says to people at the first church meeting that things will not change, â€Å"not unless you make it happen.† Reuben encourages the people to join him and share in the goal to unionize the mill. Norma Rae is the only one who accepts the challenge at first. Reuben gives Norma a voice. He teaches her how to fight for a union. She starts by signing a union card. She then wears a union button and hands out others. The woman before was pushed around and uneducated. Now she is typing documents, making copies, and cold-calling her fellow workers; all for the sake of the union. Reuben’s Superleadership extends to things outside of the union. She begins to read Dylan Thomas. She allows blacks and whites to visit her home together. Norma makes her own  decisions. Her priest insults her when he will not allow a bi-racial meeting and without delay, leaves the church. When her new husband is upset with her time-consuming work, she yells back at him, and he respects her for it. Norma Rae no longer allows people to push her around. Her bosses at work continually try to make her quit: they make attempts at character assassination; they work her father literally to death; through it all Norma Rae perseveres. The management posted a sign on the bulletin board to enrage anti-union sentiment. They try to stop her from copying it and she responds, â€Å"I started it, I’m going to finish it!† Norma Rae shows her self-leadership by facing the managers of the mill. She serves a higher purpose that they cannot defeat. She evolved as a person through Reuben’s guidance. When times were tense, he was there to compliment her or to sit her down and chew her out. She was arrested soon after she copied the bulletin board and she was in tears. Reuben explained to her that she had just a taste of what was to come. He prepared her for the battle, and gave her the skills to fight it herself. The path proves to be an uphill battle, yet Norma Rae is able to encourage and motivate her followers at the mill. She bears pressure from management, resentment from mill workers and suspicion from her husband, but she stays true to her goal. She motivated people using situational approaches. She changed certain aspects of the situation in order to fit the needs of the followers. Her means of motivation were great and diverse, but it fit best under the title of the operant approach. The operant approach modifies rewards and punishments based on observable behavior. If someone’s direction, intensity, or persistence needs to be changed, a reward or punishment is delivered. In the case of Norma Rae, if someone aids the union, they can imagine a brighter future. If someone denies unionization of the mill, they will continue to work long hours for subsistence pay. Norma Rae has her own system of rewards and punishments. She knows the workers at her mill. She speaks to them as a fr iend, a friend who knows about them personally. Her reward can be a compliment or a question about a loved one. Through Reuben she developed the ability to influence people by means of flattery. She compels people to volunteer their time for the union movement so that their children can live a better life than they do. Norma knows what  makes people tick and she uses this knowledge to motivate the people to her cause. When her father dies at the mill, he becomes a modern-day martyr to rally around in hopes of a brighter future. The mill workers follow Norma Rae not because she is a saint; they know of her quick temper and sexual history. They follow her because she is passionate about her cause. The more confident Norma becomes in her role, the more she embodies her cause. She does not pretend to be anyone but herself, but she holds the union to higher standards. She is able to command the allegiance of her peers and yet remain equal to them. Her passion is what compels them to follow. In the end she gives them their greatest reward: they become a union. She sacrificed her job–and almost her marriage–to bring her goal to fruition. The union debate came down to a vote, 427 to 373 in favor of a union. This close ballot likely gained the extra needed votes due to Norma’s most memorable moment of self-leadership and motivation. In the climax of the movie, Norma Rae scrawls â€Å"union† onto a board and climbs upon a table. The sign is held above her head for three long minutes. She stands on the table willing to sacrifice everything she has for the sake of the union. She stands on the table holding up a word that is a promise for a better life. On the table, scared but determined, she inspires her co-workers. One by one they turn off their machines. A floor that one moment was a whir of noises and movement is reduced to a deafening silence. Norma demonstrates the power an individual can have to motivate people when they believe so fully in their cause. â€Å"Norma Rae† is a wonderful example of Superleadership and the motivation techniques of a leader. The journey of the mill starts with Reuben Warshofsky and his affect on Norma Rae. She in turn gains self-leadership and is able to use it to motivate her peers to unionize. It is leadership from the bottom up. It is an example of the fortitude of individuals when they are able to channel their power and organize change. It is an example of the change that can be made when backed by the strength of many able followers.

American Temperance Society

The American Temperance Society (ATS), first known as the American Society for the Promotion of Temperance, was established in Boston, Massachusetts on February 13, 1826. The organization was co-founded by two Presbyterian ministers, Dr. Justin Edwards and the better-known Lyman Beecher. * Formation of the American Temperance Society marked the beginning of the first formal national temperance movement in the US. * The Temperance Movement was an organized effort during the nineteenth and early twentieth centuries to limit or outlaw the consumption and production of alcoholic beverages in the United States. By the mid 1830s, more than 200,000 people belonged to this organization. The American Temperance Society published tracts and hired speakers to depict the negative effects of alcohol upon people. Lyman Beecher was a prominent theologian, educator and reformer in the years before the American Civil War. * Lyman Beecher was a prominent theologian, educator and reformer in the years before the American Civil War. Beecher was born in 1775, in New Haven, Connecticut. He graduated from Yale College in 1797 and was ordained in the Presbyterian Church in 1799. He became a minister in Long Island, New York. In 1810, he accepted a position as minister in Litchfield, Connecticut. He became well known for his fiery sermons against intemperance and slavery. In 1826, he resigned his position in Litchfield and accepted a new one in Boston, Massachusetts. By this point, his reputation had spread across the United States. The church in Boston had more money to pay a minister of his standing. It also had a much larger congregation. In 1830, Beecher's church caught fire. A merchant who rented some rooms in the church stored whiskey in the basement. The whiskey somehow ignited. Beecher took this as a personal affront considering the sermons he delivered in the church's sanctuary against the evils of liquor. Neal Dow, temperance reformer, born in Portland, Maine, 20 March 1804. He is of Quaker parentage, attended the Friends' academy in New Bedford, Massachusetts, and was trained in mercantile and manufacturing pursuits. He was chief engineer of the Portland fire department in 1839, and in 1851 and again in 1854 was elected mayor of the City. He became the champion of the project for the prohibition of the liquor traffic, which was first advocated y James Appleton in his report to the Maine legislature in 1837, and in various speeches while a member of that body. * Through Mr. Dow's efforts, while he was mayor, the Maine liquor law, prohibiting under severe penalties the sale of intoxicating beverages, was passed in 1851. After drafting the bill, which he called â€Å"A bill for the suppression of drinking houses and tippling shops,† he submitted it to the principal friends of temperance in the City, but they all objected to its radical character, as certain to insure its defeat. It provided for the search of places where it was suspected that liquors intended for sale were kept, for the seizure, condemnation, and confiscation of such liquors, if found; and for the punishment of the persons keeping them by fine and imprisonment. Maine Law of 1851, The law was forced into existence by the mayor of Portland, Neal S. Dow. Its passage prohibited the sale of alcohol except for medical or manufacturing purposes. By 1855, there were 12 states in the U. S who joined Maine in what became known as the â€Å"dry† states. And the states which allowed alcohol were dubbed â€Å"wet† states. – The act was very unpopular among many working class people and many immigrants. That is when opposition to the law turned deadly by June 2, 1855 in Portland, Maine. It was rumored that Neal S. Dow was keeping a vast supply of alcohol within the city while denying it to the citizens of Portland. He was then called the â€Å"Napoleon of Temperance,† and to others, an unadulterated hypocrite. The alcohol which was allowed into Portland was supposed to be used for medicinal and mechanical reasons were valued at about $1,600. It was distributed to doctors and pharmacists as authorized by the Maine law. – The Irish immigrant population of Portland, Maine was vocal critics of the Maine Law. They saw it as a thinly disguised attack on their culture based on stereotypes. The Irish community already distrusted Neal S. Dow. The Maine law that Dow sponsored had a mechanism whereby any three voters could apply for a search warrant based on suspicion of someone illegally selling liquor. † The Father of American Education†,† Horace Mann, was born in Franklin, Massachusetts, in 1796. Mann's schooling consisted only of brief and erratic periods of eight to ten weeks a year. Mann educated himself by reading ponderous volumes from the Franklin Town Library. This self education, combined with the fruits of a brief period of study with an intinerant school master, was sufficient to gain him admission to the sophomore class of Brown University in 1816†³ (4, Cremin). He went on to study law at Litchfield Law School and finally received admission to the bar in 1823 (15, Filler). In the year 1827 Mann won a seat in the state legislature and in 1833 ran for State Senate and won. Horace Mann felt that a common school would be the â€Å"great equalizer. † Poverty would most assuredly disappear as a broadened popular intelligence tapped new treasures of natural and material wealth. He felt that through education crime would decline sharply as would a host of moral vices like violence and fraud. In sum, there was no end to the social good which might be derived from a common school -In 1848 Mann resigned as Secretary of Education and went on to the U. S. House of Representatives and then took the post of President of Antioch College in 1852. He stayed at the college until his death in August 27, 1859. Two months before that he had given his own valedictory in a final address to the graduating class; † I beseech you to treasure up in your hearts these my parting words: Be ashamed to die until you have won some victory for Humanity† (27, Cremin). – Mann had won his victory as the public school soon stood as one of the characteristic features of American life – A â€Å"wellspring† of freedom and a â€Å"ladder of opportunity† for millions. William McGuffey, U. S. educator remembered chiefly for his series of elementary readers. McGuffey taught in the Ohio frontier schools and then at Miami University (1826 – 36). His elementary school series, starting with The Eclectic First Reader, was published between 1836 and 1857. Collections of didactic tales, aphorisms, and excerpts from great books, the readers reflect McGuffey's view that the proper education of young people required their introduction to a wide variety of topics and practical matters. They became standard texts in nearly all states for the next 50 years and sold more than 125 million copies. In these years McGuffey also served as president of Cincinnati College (1836 – 39) and of Ohio University, Athens (1839 – 43). He was a founder of the common school system of Ohio. In 1845 he was elected to the chair of mental and moral philosophy at the University of Virginia, Charlottesville, a position he held until his death. Noah Webster published his first dictionary of the English language in 1806, and in 1828 published the first edition of his An American Dictionary of the English Language. The work came out in 1828 in two volumes. It contained 12,000 words and from 30,000 to 40,000 definitions that had not appeared in any earlier dictionary. In 1840 the second edition, corrected and enlarged, came out, in two volumes. He completed the revision of an appendix a few days before his death, which occurred in New Haven on the 28th of May 1843. * Webster changed the spelling of many words in his dictionaries in an attempt to make them more phonetic. Many of the differences between American English and other English variants evident today originated this way. The modern convention of having only one acceptable and correct spelling for a word is due mostly to the efforts of Webster, in standardizing spelling. Prior to this, the popular sentiment toward spelling might have best been summed up by Benjamin Franklin who said that he â€Å"had no use for a man with but one spelling for a word. † * produced his own modern English translation of the Bible in 1833. Though an excellent and highly accurate translation, Webster’s Bible was not widely accepted, due to the continued popularity of the ancient King James version. It was, however, was the most significant English language translation of the scriptures to be done since the King James version of more than 200 years earlier. Mary Lyon, American educator, founder of Mt. Holyoke College, b. Buckland, Mass. She attended three academies in Massachusetts; later she taught at Ashfield, Mass. , Londonderry, N. H. , and Ipswich, Mass. Interested in promoting the higher education of women, she won the aid of several influential men and succeeded (1837) in establishing Mt.  Holyoke Female Seminary (later Mt. Holyoke College) at South Hadley, Mass. She served as principal for 12 years, directing the development of a well-rounded college program and emphasizing the principle of service to others. Emma Willard, Educator. Born Emma Hart on February 23, 1787, in Berlin, Connecticut. Emma Willard is remembered for her trailblazing efforts on behalf of women’s education. Raised by a father who, while a farmer, encouraged her to read and think for herself, she attended a local academy rom 1802 to 1804 and then began teaching. – In 1807 Emma Willard went to Middlebury, Vermont to head a female academy there. Two years later she married a local doctor named John Willard. She opened her own school, the Middlebury Female Seminary, in 1814 to provide advanced education that young women were denied by colleges. Her Address†¦ Proposing a Plan for Improving Female Education (1819) was a much admired and influential proposal to get public support for advanced education for young women. Emma Willard moved to Troy, New York, in 1821, where she opened the Troy Female Seminary. (It was renamed the Emma Willard School in 1895. ) With both boarding and day students, in some respects it was the first U. S. institution of serious learning for young women, though even it recognized that most of its graduates would be housewives, not professionals, and most of its students came from families of means. The school actually made a profit, and she also earned money from the textbooks she wrote.