Hamlet- A Revenge Tragedy Essay - 705 Words

Hamlet is one of Shakespeare’s most well-known tragedies. At first glance, it holds all of the common occurrences in a revenge tragedy which include plotting, ghosts, and madness, but its complexity as a story far transcends its functionality as a revenge tragedy. Revenge tragedies are often closely tied to the real or feigned madness in the play. Hamlet is such a complex revenge tragedy because there truly is a question about the sanity of the main character Prince Hamlet. Interestingly enough, this deepens the psychology of his character and affects the way that the revenge tragedy takes place. An evaluation of Hamlet’s actions and words over the course of the play can be determined to see that his ‘outsider’ outlook on society,†¦show more content†¦One symptom of Schizophrenia is finding oneself incapable of communicating with society. It is possible that Hamlet is Schizophrenic because, given the way that Hamlet feels unable to trust the l ikes of Claudius, Gertrude, and the other characters, it could suggest a reasoning for his acts of insanity being a way to communicate. Well known is it that the main plot of Hamlet is outlined by revenge. Upon learning the circumstances of his father’s death, Hamlet’s attitude shifts. Once a saddened mourner, Hamlet becomes a man on a mission for revenge. When the ghost of Hamlet’s father brings the news to the awestruck Hamlet, Hamlet is appalled by the â€Å"Foul and most unnatural murder† (1.5, 31). Hamlet immediately promises the ghost the retribution he desires, claiming that he will seek swift vengeance against his father’s murder to prove his love for him: â€Å"Haste me to know’t that I, with wings as swift as meditation or the thoughts of love, may sweep to my revenge† (1.5, 35-37). Ironically, Hamlet promises the ghost a swift revenge, though his revenge is anything but quick. The theme of delayed activity reoccurs throughout the plot of the story, because, consistently, the protagonist’s time-table for accomplishing the task is slowed due to his pond ering of moral issues. Hamlet’s Mousetrap scene is a perfectShow MoreRelatedThe Revenge Tragedy Of Hamlet Essay1976 Words   |  8 PagesIssara Butt Professor Abbott English 102 November 30, 2016 The Revenge Tragedy of Hamlet Revenge tragedies share some common characteristics of the play Hamlet which classify them in the group of many great stories such as The Spanish Tragedy, and King Lear. A vengeful ghost, a play within a play, and the main character who seeks revenge on an opponent and murdered (KAY). At some point in life many of us feel the need to seek revenge and never actually act upon it, but what if we did? What wouldRead MoreHamlet : A Classic Revenge Tragedy1103 Words   |  5 PagesHamlet is not like any tragedy. Hamlet is a classic revenge tragedy. All the revenge tragedies were popular in England during the late 16th and early 17th. A Shakespearean tragedy is built upon a central conflict which runs through from the beginning to the end of the tragedy until the conflict is finally resolved. The play is built upon the long, tragic conflict between Hamlet and Claudius and the conflict is built upon the figure of revenge. The Driving points that shapes the plot of play areRead MoreShakespeares Hamlet: The Tragedy of Revenge1165 Words   |  5 PagesShakespeares Hamlet: The tragedy of revenge The time is out of joint: O cursed spite, / That ever I was born to set it right! (I.5). Shakespeares Hamlet is an unwilling avenger. Despite his hatred of his uncle Claudius and his sense of the injustice perpetuated upon his fathers memory, Hamlet seems unable to obey the will of his fathers ghost. Ultimately, this is not shown to be a sign of weakness or cowardice upon Hamlets part. Rather, the intellectual protagonist understands all too wellRead MoreHamlet And Laertes - A Revenge Tragedy1248 Words   |  5 Pages Hamlet and Laertes – A Revenge Tragedy Everyone’s personality can be changed through encountering different situations. In Hamlet, playwright William Shakespeare presents two characters, Hamlet and Laertes, who love their fathers, King Hamlet and Polonius respectively. Once their fathers are murdered, Hamlet and Laertes become mentally insane committed acts of reprisal. In particular, Hamlet wants to kill Claudius and Laertes wants to kill Hamlet. While Hamlet and Laertes share similar experiencesRead MoreThe Role Of Revenge Tragedy In Hamlet1020 Words   |  5 Pageswhole world blind is a common saying for revenge. Like Shakespeare he based most of his tragedies based on: betrayal, death, lies, and revenge, and they can be view throughout the whole play Hamlet. In the tragedy Hamlet, Shakespeare utilizes Hamlet’s character as a major role in the development of a revenge tragedy by his loss of morality, individuality, and madness throughout the play, further clarifying that indeed Hamlet is a revenge traged y. Although Hamlet is not the only Shakespearean play thatRead MoreExamples Of Revenge Tragedy In Hamlet1033 Words   |  5 Pagesof Shakespeare’s plays allude to revenge and revenge tragedy. Revenge tragedy is seeking revenge for wrongdoings done against someone in a literary work. Usually, the person seeking this revenge is the protagonist and the plot is usually developed throughout their journey to get their rightful revenge. Revenge tragedy is also the central conflict within a literary work. In the play, Hamlet,Young Fortinbras, and Laertes are all examples of revenge tragedy. Hamlet ironically isn’t a person that showsRead More Revenge and Vengeance in Shakespeares Hamlet - Pure Revenge Tragedy?1932 Words   |  8 PagesHamlet – the Revenge Tragedy?  Ã‚        Ã‚  Ã‚   A baffling array of considerations relevant to the revenge aspect of Shakespeare’s tragic drama Hamlet make an essay on this topic an interesting experience.    Ruth Nevo in â€Å"Acts III and IV: Problems of Text and Staging† explains the uncertain place which revenge occupies within the hero’s most famous soliloquy:    And conversely, because self-slaughter is the ostensible subject of the whole disquisition, we cannot read the speech simplyRead MoreEssay on Discuss Hamlet as a Revenge Tragedy1023 Words   |  5 Pages2011 Discuss Hamlet as a revenge tragedy Revenge has caused the downfall of many a person. Its consuming nature causes one to act recklessly through anger rather than reason. Revenge is an emotion easily rationalized; one turn deserves another. However, this is a very dangerous theory to live by. Throughout Hamlet, revenge is a dominant theme. Fortinbras, Laertes, and Hamlet all seek to avenge the deaths of their fathers. But in so doing, all three rely more on emotion than thought, and takeRead MoreHamlet as a Revenge Tragedy Essay examples1285 Words   |  6 PagesHamlet as a Revenge Tragedy Revenge tragedy was a brief sub genre of tragedy at the end of the sixteenth century, despite some clashes with the teachings of the church. In a revenge tragedy a crime, normally murder, has gone unpunished, because the criminal has too much power and cannot be reached by the law. This fact is revealed by a ghost to someone closely connected with the victim, laying on him the responsibility to revenge the crime. The revenger is usually anRead MoreA Traditional Revenge Tragedy Approach To Hamlet759 Words   |  4 PagesA Traditional Revenge Tragedy approach involves the drama of a character seeking revenge for an injury or caused by another character (Reedy). In the play of Hamlet, this approach can easily be seen in the character Hamlet’s plot to â€Å"remember† his father. After his father’s death, Hamlet spends the whole play concocting a plan to avenge his father. He develops a play to bring guilt to his father’s murderer and to convince the royal subjects of their king’s foul sin. The tragedy in this approach occurs

Historical, Anthropological And Gender Perspective

â€Å"Every child has the right to education†; I am sure that at some point or the other, we have all heard some variation of this very powerful statement. However, is every child given the right to education? We do not have to look far to notice the gaps in education availability between the developed and developing countries. I will be comparing and contrasting the educational system in Britain to that of a third world country, The Gambia. I will explore the history of Western education in The Gambia, and how this has played into Gambian perceptions of Western education. Because this class is interdisciplinary, I will attempt to make my paper well rounded by explaining my points from various perspectives including a historical, anthropological and gender perspective. After giving general differences and similarities, I will then concentrate specifically on the relationship between gender and education in both regions and how accessibility to education may differ on the basi s of gender. The Republic of The Gambia (The Gambia), is a small country located in West Africa with a population of about 1.9 million people (The World Bank). The capital city of The Gambia is Banjul and although small, Gambia represents a very diverse culture of about 10 different ethnicities. English is the language of instruction in schools and also in the legislature. Formally a British colony, The Gambia gained its independence in 1965 and has since then only had two presidents. The Gambia is aShow MoreRelatedAnthropology : The Anthropology Of Sports1496 Words   |  6 Pagesstudy of sports (Coakley and Dunning 2000:150). The anthropological approach to the ways research methods, can utilise the understanding that, sports constitutes human action which highlight social issues in ways no other discipline can (Besnier and Brownell 2012; Coakley and Dunning 2000:151; Blanchard 1995:2). For example, the anthropology of sports focuses on the distinctive framework within which one may address sp ecialised problems like gender and sports, sports and ritual, and violence in humanRead MoreCultural Study Of Anthropology Of Sports1493 Words   |  6 Pagespurview in which this study is conducted. These headings are relevant to this research because they provide utility to the study topic and in sports study, highlighting the arguments, successes, challenges, strengths, weaknesses and gaps in the anthropological (socio-cultural study of sports). 2.2 Anthropology of Sports Sports was only considered in the 1980s as a modern invention and focuses on cultural practices that is regarded as pre-modern. In the nineteenth century two sports forms emerged fromRead MoreMy Academic Interest On Gender And Kinship Studies963 Words   |  4 Pagesof Purpose My academic interest in gender and kinship studies was triggered by my encounter with one of the greatest minds in our history. I was fascinated by Simone de Beauvoir in her The Second Sex, both by her insightful existential analysis of women’s situation and the interdisciplinary approach which she takes. She approaches gender from manifold perspectives including the biological, the psychoanalytic, the historical, the literary and the anthropological, leading to a powerful revelation ofRead MoreThe Analysis Of Mythology Of The Environment And The Unconscious Mind978 Words   |  4 Pages The analysis of mythology in relation to society establishes a commonality among humanity, as well as the analyzation of various cultural perspectives and values around the world. Thus forth we see the origins of mythology diversely interpreted and analyzed by the context of culture. Myths â€Å"symbolize† and â€Å"embody† human experience in relation to a cultures beliefs and values (Rosenberg, 1999). Despite the various roots in which a myth may originate and or the level of cultural recognitionRead MoreGed210 Introduction to Cultural Anthropology Unit 2 Exam1063 Words   |  5 Pageshttps://homeworklance.com/downloads/ged210-introduction-to-cultural-anthropology-unit-2-exam/ For More Information Visit Our Website ( https://homeworklance.com/ ) Email us At: Support@homeworklance.com or lancehomework@gmail.com 1. One goal of anthropological linguistics is to determine the number of phonemes (phoneticstructure) that exist in different languages. This goal is accomplished by employing the use of: †¢ minimal pairs †¢ phone taps †¢ maximal differences †¢ syntax units 2. The wordRead MoreThe Interpretation Of Cultures By Clifford Geertz1713 Words   |  7 Pagesideas, I interpreted his tone and word choices at times as a tad bit condescending. I found â€Å"Religion as a Cultural System† to be the same as well in terms of rubbing me the wrong way. Phrases like â€Å"infantile fairy tale worlds† (103) or â€Å"bizarre perspective embodied in dreams and hallucinations (110)† are just a couple of things he says that seem strange and off-putting. Nevertheless, I will not concentrate too much on these words, for I found some other words more problematic and confusing. If youRead MoreWomen s Language And Textual Strategies1364 Words   |  6 Pagesprovides a fundamental coherence. First, in all feminist scholarship an initial and often remedial focus on women – their roles and stereotypes has been replaced by a more sophisticated notion of gender as a system of relationship between women and men (Connell 19987; Gerson Peiss 1985). As a corollary, gender relations within any social group are seen to be created by a sexual division of labor, a set of symbolic images and contrasting possibilities of expression for women and men. A second sourceRead MoreWhy Do Governments Participate During Ethnocide And How Can Removing One s Cultural Identity Harm Society As A Whole1728 Words   |  7 Pagescollaboratively enacted by two or more politically minded groups, that oppression and exploitation eventually manifest amongst groups who want to control and dominant, leading ultimately to unjust forms of financial and political repression. Anthropological Insights Immersion into western society was a topic of interest for the United States Government in the 19th century as far the Native population is concerned. Grinde Jr. highlights the past in his article by saying that â€Å"H. H. Stuart†¦statedRead MoreAnalysis Of The Book When Mirko Lauer Sent Us A Review786 Words   |  4 Pagesof authorship and reception that have been introduced by the electronic media, and the use made of these by different social groups (p. 136). However, Franco points out what she considers the two main weakness in Garcà ­a-Canclini’s perspective: a lack on gender perspective (she provides few examples on that) and his analysis about border-crossing, territorialization, and de-territorialization (which includes also hybridity) falls short, according to Franco (she gives the example of Latinization of theRead MoreRace in Different Countries1270 Words   |  5 Pageshave black hair that is straight, dark skin complexion, narrow nose, brown eyes and t hin lips. â€Å"When I interviewed my American daughter and her Brazilian boyfriend, she said she was black because her mother is black. That is, from her American perspective, she has ‘black blood’- though she is a morena in Brazil. Her boyfriend said that he was not black because, viewing himself in terms of Brazilian tipos, he is a mulato (not preto).† (Fish, p. 223) Clearly, Brazil has many different categories for

Law of Business Organization for Prosecution - myassignmenthelp

Question: Discuss about theLaw of Business Organization for Prosecution Agreements. Answer: Directing Mind and Will In context of the organization, any person who manages, controls, or make decisions in the organization is considered to be the mind and will of the organization. It is essential that the principle must be fulfilled in order to prove the mental factorfor any kind of civil or criminal offences being planned againstanorganization(LawTeacher, 2017). Hence, the identification doctrine is recognized as the directing mind theory. From historical point of view, it has been proved to be a hindrance as it prevents the companies from being apprehended as responsible for the actions performed by the persons within the organization. Thus, in order to establish organization's offence, the individual who is the brain behind the organization must be proved to be the directing mind and will of the organization. (Grimes, et al., 2017). The individuals who are positioned at the topmost level in the organization must be held responsible and accountable for any flaw or faulty conduct of the organization. Thus the directing mind and will of any organization leads to the board of directors, CEO, managing director and all other executives who are responsible and partake in the decision making of the organization. However, there may be other subordinates who may indirectly act as mind and will of the organization but may not be on the top management sector in the organization. As of today, in huge companies, because of existence of disparity between the directing mind and the functional authorities, it has become difficult to impose criminal liability on all of them(Taylor Wessing LLP, 2016). Piercing the Corporate Veil The term "corporate veil" is used to describe the removal or separation of any corporate executive or owner from the third party shareholders. Basically, a corporation is a separate entity - limited liability company (LLC) that is formed to protect and shield the owners of the organization from private accountability for the amount overdue or negligent acts in the company. "Piercing the corporate veil" is a phrase that describes the actions taken by a court to establish the liability of the shareholders and owners of the LLC for the amount overdue and liability of a corporation. Corporations are generally considered to be as separate entities, different bodies and under normal circumstances, if an organization is prosecuted, the owners or executives are not brought in to the proceedings. (Murray, 2016). However, in some situations, the officers and shareholders of the corporation can be sued for the acts of negligence and also for debts, and this action of holding the shareholders to be responsible and suing him is known as "piercing the corporate veil". In a similar manner, the limited liability company owners can be prosecuted for the flaws, frauds, negligence and debts in the business. There are two situations, where the court can pierce the corporate veil and the shareholders and the members of the LLC to be sued. It includes the fraudulent acts or deals by the corporation and willful act of the shareholders and officers for the purpose of corporate gain to be placed over the benefits of the public(Jimerson Snell, 2016). References Grimes, J., Niblock, R. Madden, L., 2017. Corporate criminal liability in the UK: the introduction of deferred prosecution agreements, proposals for further change, and the consequences for officers and senior managers. [Online] Available at: https://uk.practicallaw.thomsonreuters.com/4-547-9466?transitionType=DefaultcontextData=(sc.Default)firstPage=true [Accessed 19 September 2017]. Jimerson, C. B. Snell, B. N., 2016. The Five Most Common Ways To Pierce The Corporate Veil And Impose Personal Liability For Corporate Debts. [Online] Available at: https://www.jimersoncobb.com/blog/2016/03/the-five-most-common-ways-to-pierce-the-corporate-veil-and-impose-personal-liability-for-corporate-debts/ [Accessed 19 September 2017]. LawTeacher, 2017. Corporate Liability In Criminal Law. [Online] Available at: https://www.lawteacher.net/free-law-essays/business-law/corporate-liability-in-criminal-law-business-law-essay.php [Accessed 19 September 2017]. Murray, J., 2016. Piercing the Corporate Veil - What Business Owners Need to Know. [Online] Available at: https://www.thebalance.com/piercing-the-corporate-veil-definition-398410 [Accessed 19 September 2017]. Taylor Wessing LLP, 2016. Corporate Liability: What exactly does it mean to prove a company guilty?. [Online] Available at: https://united-kingdom.taylorwessing.com/en/corporate-liability-what-exactly-does-it-mean-to-prove-a-company-guilty [Accessed 19 September 2017].

Gender Roles Throughout History Essay Example

Gender Roles Throughout History Essay Part one Gender roles of diverse cultures have differed immensely throughout history. The evolution of gender roles first began in the Paleolithic Age and then began to transform with the transformation of the Paleolithic Age to the Neolithic Age. Women in Mesopotamia, India, Greece, China, and Rome were not treated as equals and viewed as inferior to men. Cultures like Egypt and Persia had similar laws for women and treated them with more respect out of any of the other cultures. The Paleolithic Age was responsible for the introductions of many vital aspects of our world today such as, technology, agriculture, and gender roles. The Paleolithic culture was based on a hunter and gatherer society, which had a great influence on the gender roles of males and females. For the most part, the men were responsible for the hunting, mainly due to their physical build. Genetically speaking, men are normally larger in size, stronger, and more aggressive in comparison to women. Despite the large size and strength differences, both males and females were treated with equality. Women contributed to the Paleolithic society by being responsible for the gathering of edible plants and berries. Although gathering plants and berries is considered to be less dangerous and fairly easy when being compared to hunting, gathering was considered to be one of the most important contributions to Paleolithic society. When men went off to hunt, there was no guarantee that they would always be able to bring back enough meat, if any, to feed the community. The plants and berries gathered by the women were responsible for feeding the community daily, especially when the men were unsuccessful in their hunting trip. We will write a custom essay sample on Gender Roles Throughout History specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Gender Roles Throughout History specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Gender Roles Throughout History specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Without the roles of both the women and men, the community would not have been able to survive. The Neolithic Age was the transformation and progression from the Paleolithic Age lifestyle. The transition of the different era’s influenced the gender roles of men and women, changing them based on the development of their new lifestyle. The main gender role difference between the Paleolithic Age and the Neolithic Age was male domination. Although men became much more dominant of the two genders, women were still treated with respect. Because of the size and strength advantage men had over women, men were responsible for most of the hard manual labor, while women were given roles more suited for their weaker and nurturing nature. Men started to realize that instead of hunting and killing animals, they should capture, domesticate, and breed the animals because it would be more beneficial to the community in the long run and provide a more stable lifestyle. The women also realized the importance of stability and collected seeds for an assortment of plants and fruits so they could invest their time in farming plants instead of gathering them. Because of the gathering role and responsibility women played in the past in the Paleolithic Age, women were very familiar with plants. Women understood how plants grew and the factors and environment needed in order to be successful in growing them, which is why women were responsible for the start of plant farming. Since communities did not have to relocate so often based on animal migration, and men and women did not have to spend several tiring hours searching for animals to hunt or food to gather, people had more time on their hands. This extra time allowed women to concentrate more on looking after their families and children, cooking, cleaning, and sewing. This led to men virtually being responsible for all the difficult labor. Unlike in the Paleolithic Age where men and women were equal and relied on each other for survival, men no longer needed to depend on women as much. Most of the responsibility for survival was placed on the men which is what ultimately led to their dominance. The religions and laws developed in Mesopotamia prevented women from asserting control in society. Elite classes such as priests and warriors manipulated religious beliefs to say male Gods were more valuable and dominant in comparison to female Gods. This led to justifying male domination over females in the Mesopotamian society. Men were in control and held the power, allowing them to abuse their wives, sell them into slavery to pay off debts, and partake in consensual sexual relations even if married, while women were drowned to death as punishment for committing adultery. In Mesopotamia, women were mostly responsible for tending to the children and household. Women did not have the power to make life decisions for themselves and instead, relied on the men in their family to make those decisions for them. In Egypt, although men were the dominant gender in society, women were treated with great respect, which led to a very stable and successful society. The Egyptians believed that the goal of life was happiness and viewed home and family life as the main source of it. Egyptian law basically treated women as equals for the most part. Women were allowed to hold positions of power, own property, own slaves, receive an education, and even borrow money. Although Pharaohs were normally men, certain circumstances allowed for women to hold the same title. The Egyptians believed that marriage and family were very important aspects in life. They believed that unconditional love and kindness were vital in a marriage and thought that husband and wife should always treat each other with respect. In regards to family, unlike many cultures that viewed children as another mouth to feed or another worker, Egyptians truly enjoyed their children and experienced much joy in their families. In India, public figures and important positions were given to men. Although women did not have any public authority or receive any formal education, they were still considered to be important to society by having much influence when it came to family life and were supposed to be treated with respect from their family and husband. Sometimes it was difficult for women to take of the household due to their young age. Beginning as a child, women were taught that they were supposed to devote their lives to men. Very young child brides were quite common in India but ceremonies would not take place until the child had gone through puberty. Also, according to the Laws of Manu, women were allowed to inherit property. Women could â€Å"influence affairs within their families but enjoyed no public authority† (Meridians, page 98). The Laws of Manu state, â€Å"deities delight in places where women are revered, but where women are not revered all rites are fruitless,† (Meridians, pg 78). The Code of Hammurabi does not give a lot of freedom to women. Also, the Code is very strict when it comes to marriage. The Code allowes fathers and brothers to arrange marriages and punishes cheating wives by sentencing them to death. Different from the Code of Hammurabi, the Laws of Manu stresses the importance of husbands revering their wives and keeping them happy (Meridians, P. 78). China was a patriarchal society where men were considered to be the leader of the household. Although women were not normally seen as public figures, women were considered to be very valuable in the home and family. In the beginning, women were actually considered to be extremely important because the female side passed power and the line of succession. However, there was one woman, Fu Hao, who stood out from all the rest during Shang times. Hao was in charge of her own estate and oversaw the sacrificial ceremonies that most men oversaw (Bentley Ziegler, pg 124). In Perisa, family and clans were considered to be very important. The Persian culture was considered much more laid back in comparison to many others because classes were free and people were given the freedom to practice any religion, pursue any profession, and even borrow money to start their own business. Unlike most cultures, women were able to enjoy social and legal freedoms and were a very active part of society. Women were treated with equality and respect. Females were permitted to take part in religious ceremonies and occasionally even serve as the priest. Their were no restrictions on relationships or marriage- young people in relationships were told to practice honesty and loyalty, and to always be faithful and share each others happiness (Notes on Iran, P. 1) . When selecting a husband, women were instructed to be wise but free to choose who to marry on their own (Notes on Iran, P. 1). Many women took on jobs of weaving textiles and were given portions of grain, wine, beer, and occasionally meat from the imperial and temple workshops who employed them (Traditions Encounters, P. 170). If the King passed away and the price was too young to rule, the kings wife was allowed to take the throne. Pourandokht was the first Persian Queen and was thought of throughout history as kind hearted and wise (Notes on Iran, P. 1). Persians tended to have a close knit family and parents were encouraged to teach their children right and wrong and the importance of equality. In Athens, Greece, women were seen as inferior to men, not very intelligent, and thought of to have strong emotions. Women had guardians who were their closet male relative or husband. The guardian system was set up because Athenian philosophers, other than Plato, thought that women needed to be protected from themselves and society so they could not cause any damage to themselves or others (Women in the Ancient World, P. 2). Women were not allowed to own any property other than clothing, jewelry, and slaves, and we only allowed to purchase inexpensive items. In order for a woman to gain citizenship, she had to marry a male citizen. Fathers were responsible for arranging marriages between their young daughters and older men who were normally in their twenties. Like Indian culture, the girls married after they went through puberty. The job of a wife was to have children and take care of their house. Wives were never supposed to leave their homes unless to attend special events or funerals. If a married woman was seen outside of her home without it being any of the above occasions, people considered her to be a prostitute, slave, or so poor that she had no choice but to work (Women in the Ancient World, P. 2). Women from Sparta were different from much of Greece because they were able to own and inherit land. Spartan women were known to be bold and run the household, but were not supposed to be seen as too dominant over their husbands in public. The main purpose of marriage for people of Greece was not for love, but for the purpose of breeding (Women in the Ancient World, P. ). In Rome, women were constantly under the authority of men. Roman law insisted that women had to obey their fathers until they married, then in which case, had to obey their husbands. Even if a woman was widowed, she was still supposed to have some kind of male supervision of her finances (Women in the Ancient World, Rome). Roman men greatly valued marriage and treated their wives with great respe ct. Although women were never allowed to hold office, several men listened to the advice of their wives when not in public. Women did not enjoy working and only did so if they were lower class and had to (Women in the Ancient World-Rome). The Paleolithic and Neolithic differed in gender roles due to the change in their lifestyles. In the Paleolithic Age, women and men were considered equals because they had to rely on each other equally in order to survive. The transition to the Neolithic Age caused men to dominant women since most of the responsibility for survival was placed on the shoulders of the men. Men no longer needed to rely on females as much as they had to in the Paleolithic Age. Mesopotamian culture treated women with very little respect. Men were allowed to abuse their wives, sell them into slavery, and even commit adultery. If a Mesopotamian woman ever committed adultery, she would be sentenced to death. The Egyptian culture and Persian culture are most comparable to one another in the sense that they embraced family, love and marriage and treated women with immense respect and equality. In India, ever since women were children, they were always taught that they were supposed to devote their lives to their husbands. Indian women had arranged marriages and married after they went through puberty, much like the Athens in Greece. In China, although women were normally not seen as public figures, they were considered to be very important in home and family life. Women of Athens, Greece, led very strict lives and were considered to be very weak minded and unintelligent. Like the Indian culture, they had arranged marriages and married mainly to breed offspring. Spartan women different from Athenian women in the sense they Spartan women were very as very bold and not weak minded at all. In Rome, women were under the constant authority of men. However, despite this, Roman men took the advice of their wives when given in private, and were dominant when in the public eye. Barry. Role of Women in Ancient Persia. Notes on Iran. Web. 21 Oct. 2009. Bentley J. H. Ziegler H. F. (2008). Traditions Encounters: A global perspective on the past . New York:McGraw-Hill[pic] Meridians: Sources in World History. (2009). Pearson Custom Publishing[pic] Thompson, James C. Women in the Ancient World. Women in the Ancient World. Nov. 2005. Web. 22 Oct. 2009.

9 claves para green card por VAWA (violencia domstica)

9 claves para green card por VAWA (violencia domstica) Las và ­ctimas de violencia domà ©stica podrà ­an tener derecho a solicitar una tarjeta de residencia (green card) para sà ­ mismas, en cumplimiento de un programa que se conoce como VAWA, por sus siglas en inglà ©s.  Esto son 9 puntos a tener en cuenta antes de iniciar el proceso. Matrimonio legal La và ­ctima tiene que estar casada con un ciudadano americano o un residente permanente legal. En el caso de convivir juntos pero no estar casados o de estar casados con un no residente no se puede aplicar por VAWA, pero podrà ­a haber otras opciones, como la visa U para và ­ctimas de violencia. En algunos casos es posible que tambià ©n obtengan beneficios por VAWA los hijos y los padres de ciudadanos o residentes permanentes. Tiene que haber abuso Pero no tiene que ser exclusivamente fà ­sico. Puede ser psicolà ³gico, emocional o, incluso financiero.   Por ejemplo, es abuso amenazar al cà ³nyuge con llamar a Inmigracià ³n para que le deporte o con quitarle o esconderle los hijos. Lo importante es  que tiene que producirse una situacià ³n que, en su conjunto, pruebe que hay abuso, control y crueldad por parte de un esposo sobre el otro. La infidelidad no es considerado abuso. Asà ­ que si el problema es un asunto de cachos (cuernos), no aplica VAWA. El abuso tiene que demostrarse Pero no es necesario tener un reporte policial, fotos que muestren golpizas, informes mà ©dicos, etc. Ya que en muchos casos ser suficiente si hay testigos reputables que oyeron o vieron el abuso. Es muy importante hablar con un abogado de inmigracià ³n experto en temas de violencia domà ©stica para buscar la mejor estrategia para poder probar el abuso. La và ­ctima del abuso puede ser el cà ³nyuge del ciudadano o residente o el hijo/a del abusado, si es menor de 21 aà ±os y est soltero. La và ­ctima puede ser un hombre o una mujer A pesar del nombre -VAWA son las iniciales en inglà ©s de la Ley de Violencia contra Mujeres- lo cierto es que pueden aplicar tanto los hombres como las mujeres, ya que ambos pueden ser và ­ctimas. Es cierto que en la inmensa mayorà ­a de los casos las và ­ctimas son mujeres, particularmente en los casos de violencia fà ­sica. Pero tambià ©n hay numerosos supuestos de abuso psicolà ³gico o financiero en contra de los hombres.   Green card condicional por dos aà ±os En casos de matrimonio con ciudadano en los que se tiene una green card condicional no es necesario esperar con el cà ³nyuge que abusa a que se cumplan esos dos aà ±os para levantar la condicionalidad. Si se vive una condicià ³n de abuso es recomendable asesorarse con un abogado antes de tomar ninguna decisià ³n. Pero hay que saber que la ley permite levantar la condicionalidad sin el consentimiento e incluso conocimiento del cà ³nyuge que abusa y, por lo tanto, no hay obligacià ³n de seguir viviendo con à ©l (o ella). Quedarse en la casa con el esposo/a abusador/a La ley no lo pone como requisito. Antes de tomar una decisià ³n sobre abandonar el hogar o permanecer en à ©l hay que pensar sobre si se corre peligro viviendo en la casa. Y tambià ©n sobre la credibilidad de una persona que dice que su cà ³nyuge la abusa, pero sigue conviviendo con ella. Recordar una vez ms que la ley no impone nada en este punto. Hay personas que aguantan mucho y continà ºan viviendo con el abusador porque tienen miedo, o por los hijos, etc, y eso no quiere decir que no està ©n de verdad siendo maltratadas. Divorcio Es posible solicitar una green card por VAWA incluso en los casos en los que el matrimonio ha acabado en divorcio. Pero en estos casos es necesario que la solicitud se envà ­e antes de que se cumplan dos aà ±os a contar desde la fecha en la que se dictà ³ el divorcio. Por ejemplo, si una persona se divorcià ³ (fecha final) el 3 de enero de 2015, tiene de plazo para solicitar hasta el 2 de enero de 2017. LGBT En los casos de matrimonios gays, de lesbianas, bisexuales o transexuales (LGBT, por sus siglas en inglà ©s), las và ­ctimas de violencia domà ©stica tienen las mismas opciones de proteccià ³n que en los supuestos de matrimonios entre un hombre y una mujer. Buen carcter moral La và ­ctima ha de tener buen carcter moral, ya que segà ºn la ley ese es un requisito para que la peticià ³n pueda ser aprobada. A tener muy en cuenta Estos casos son complicados y, si no se hace bien, hay un riesgo real de que acabe mal desde el punto de vista migratorio (con una deportacià ³n). Este artà ­culo no es consejo legal, ya que cada caso es un mundo y hay circunstancias especiales que lo hacen diferente a otros parecidos. Es por ello que es realmente importante contar con un abogado de inmigracià ³n experto en este tipo de casos. Estos son unos consejos sobre cà ³mo elegirlo y estas son organizaciones que pueden ayudar o dar referencia de buenos letrados a precios asequibles. Vivimos en los Estados Unidos de Amà ©rica. Nadie tiene derecho a abusar de otro ser humano, y mucho menos, de su esposa o esposo. En caso de peligro, sentimientos de abandono, necesidad de ayuda legal o de vivienda de acogimiento provisional no dudar en llamar a la Là ­nea Nacional de Violencia Domà ©stica: 1-800-799-7233. A cualquier hora del dà ­a o de la noche. Cualquier dà ­a de la semana. Atienden en 170 idiomas, incluyendo por supuesto el espaà ±ol y tambià ©n lenguas indà ­genas de las Amà ©ricas, para las personas que prefieren utilizar su idioma materno. Adems, los  mexicanos, cualquiera que sea su estatus migratorio, pueden marcar gratuitamente al telà ©fono de la CIAM donde brindan excelente informacià ³n, ayuda y referencias.   Por à ºltimo, es conveniente estar informado sobre quà © es el asalto sexual y cules son los derechos de las và ­ctimas y dà ³nde pedir ayuda y tambià ©n cules son las consecuencias migratorias para victimarios. Este es un artà ­culo informativo. No es asesorà ­a legal.

Democratic-Republican Party - Members and History

Democratic-Republican Party - Members and History The Democratic-Republican Party is the earliest political party in the United States, dating to 1792. The Democratic-Republican Party was founded by  James Madison and  Thomas Jefferson, the author of the Declaration of Independence and champion of the Bill of Rights. It eventually ceased to exist by that name following the 1824 presidential election and became known as the Democratic Party, though it shares little in common with the modern political organization with the same name. Founding of the Democratic-Republican Party Jefferson  and Madison founded the party in opposition to  the Federalist Party, which was led by  John Adams, Alexander Hamilton, and John Marshall, who fought for a strong federal government and supporting policies that favored the wealthy. The primary  difference between the Democratic-Republican Party and the Federalists was Jeffersons belief in the authority of local and state governments.   Jeffersons party stood for rural agricultural interests urban commercial interests represented by Hamilton and the Federalists, wrote Dinesh DSouza in  Hillarys America: The Secret History of the Democratic Party. The Democratic-Republican Party was initially just a loosely aligned group that shared their opposition to the programs introduced in the 1790s, wrote University of Virginia political scientist Larry Sabato. Many of these programs, proposed by Alexander Hamilton, favored merchants, speculators, and the rich. Federalists including Hamilton favored the creation of a national bank and the power to impose taxes. Farmers in the western United States strongly opposed taxation because they worried about not being able to pay and having their land being bought up by eastern interests, Sabato wrote. Jefferson and Hamilton also clashed over the creation of a national bank; Jefferson did not believe the Constitution permitted such a move, while Hamilton believed the document was open to interpretation on the matter. Jefferson initially founded the party without the prefix; its members were initially known as Republicans. But the party eventually became known as the  Democratic-Republican Party. Jefferson initially considering calling his party the anti-Federalists but instead preferred to described its opponents as anti-Republicans, according to the late  New York Times  political columnist William Safire. Prominent Members of the Democratic-Republican Party    Four members of the Democratic-Republican Party were elected president. They are: Thomas Jefferson, who served from 1801 until 1809.James Madison, who served from 1809 until 1817.James Monroe, who served from 1817 until 1825.John Quincy Adams, who served from 1825 until 1829. Other prominent members of the Democratic-Republican Party were Speaker of the House and famed orator  Henry Clay;  Aaron Burr, a U.S. senator; George Clinton, a vice president, William H. Crawford,  a senator and Treasury secretary under Madison. End of the Democratic-Republican Party In the early 1800s, during the administration of Democratic-Republican President James Monroe, there was so  little political conflict that it became essentially a one-party commonly referred to as the Era of Good Feeling.  In the presidential election of 1824, however, that changed as several factions opened up in the Democratic-Republican Party. Four candidates ran for the White House on the Democratic-Republican ticket that year: Adams, Clay, Crawford and Jackson. The party was in clear disarray. No one secured enough electoral votes to win the presidency to the race was determine by the U.S. House of Representatives, which chose Adams in an outcome that was called the corrupt bargain. Wrote Library of Congress historian  John J. McDonough: Clay received the smallest number of votes cast and was eliminated from the race. Since none of the other candidates had received a majority of the electoral college votes, the outcome was decided by the House of Representatives. Clay used his influence to help deliver the vote of Kentuckys congressional delegation to Adams, in spite of a resolution by the Kentucky state legislature that instructed the delegation to vote for Jackson.When Clay was subsequently appointed to the first place in Adamss cabinet - secretary of state - the Jackson camp raised the cry of corrupt bargain, a charge that was to follow Clay thereafter and thwart his future presidential ambitions. In 1828, Jackson ran against Adams and won - as a member of the Democratic Party. And that was the end of the Democratic-Republicans.

Strategic Project Assignment (Nanotech) Research Paper

Strategic Project Assignment (Nanotech) - Research Paper Example The resources being identified in the resource based view in an organization can generally be defined as all assets, organizational functions, organizational processes, firm competitive advantages, information and knowledge.2 I studied that there exists three main types of organizational structures; a functional structure that is set up according to the purpose of each department in the organization. For example in Nanotech, there would be a software engineering department and a marketing or sales department. This structure is best for small businesses and would not be efficient for Nanotech particularly because it does not favor communication between departments across the organizational boundary i.e. the production department in the US and correspondent production department in China. A divisional structure is another type of organizational structure where the organization’s framework is grouped into smaller divisions all equipped with the necessary resources. This structure may be appropriate for Nanotech as the firm can be categorized on a geographical basis i.e. a US and a China division. However, just like the functional structure, it does not cover the effective communication process which is mandatory. A third organizational structure, the matrix structure, is the best for a foreign operation such as Nanotech. This is because it is suitable for multinational companies. The matrix structure divides the organization’s resources by both function and product, and has double management by appointing a project manager to supervise project processes and a functional manager hence balancing organizational procedures. Nanotech can implement this structure and have one of its managers primarily responsible for launching its products into the Chinese market while another one provides technical knowledge like the market potential for their products. The functional manager can delegate responsibilities to the junior mangers who report to him. The forei gn operation can be performed by effectively and efficiently defining the supply chain which is overseen by a project and functional manager after the implementation of the matrix structure in the Nanotech organization. A supply chain is effective when its resources and capabilities are fully explored. These resources can be divided into internal and external capabilities of the firm. Internal capabilities include procurement, logistics and manufacturing, supply chain planning and customer service management. Material flow, information flow and interpersonal relationships form the external capabilities. All these resources need to be valuable and sustainable to the organization.3 The factor of transportation of these products from Nanotech headquarters in the US to the new base in China is an internal process that will depend on the logistics and manufacturing capability of the firm. This will be covered in the project scope after looking at the activity resource estimation, the pro ject time estimations and the estimation of the project cost. Once the aspects of the project management i.e. scope, time and cost have been discussed, options

Grant prop Essay Example | Topics and Well Written Essays - 1750 words

Grant prop - Essay Example 4. Consult with Wellcome Technology Transfer, prior to entering into an arrangement with any enterprise that will provide for the exploitation of any results arising from any activity funded under a Trust award. I have read the conditions under which grants are awarded and the undertakings detailed above and, if a grant is made, I agree to abide by them. I shall be actively engaged in the day to day control of the project. (ii) In signing the application form where shown below, and in consideration of the receipt of this application by the Trust, the Head of Department UNDERTAKES that the information provided in the application form and otherwise in connection with this application is to the best of his/her knowledge and belief accurate and complete and that, in relation to any Award of Grant resulting from the application, he/she will: 2. Consult with Wellcome Technology Transfer, prior to entering into an arrangement with any enterprise that will provide for the exploitation of any results arising from any activity funded under a Trust award. I have read the conditions under which grants are awarded and the undertakings detailed above and, if a grant is made, I agree to abide by them. I confirm that I have read and support this application, that I agree to this research being carried out in my department, and that all necessary licences and approvals have been or are being obtained. (iii) In signing the application form where shown below, and in consideration of the receipt of this application by the Trust, the Institution UNDERTAKES that the information provided in the application form and otherwise in connection with this application is to the best of its knowledge and belief accurate and complete, and that it will: 5. Consult with Wellcome Technology Transfer, prior to entering into an arrangement with any enterprise that will provide for the

Romeo and Juliet - Shakespeare creates Essay Example for Free

Romeo and Juliet Shakespeare creates Essay In the play, Shakespeare creates in his two lead characters, not merely a love based on physical attraction, but, as his choice of language shows, a meeting of minds and souls. Discuss the dramatic effect of this in your choice of key scenes. The play Romeo and Juliet was written in the 16th century. It expresses how two star crossd lovers show that their love is merely more than just a physical relationship, as suggested in the spoken language they are made in heaven a union? The lovers, Romeo, a Montague and Juliet a Capulet come from two house holds both alike in dignity who are powerful feuding families. Both Romeo and Juliet are powerful characters. We first sense Romeos compelling frustration when Shakespeare uses oxymoron O brawling love! O loving hate! this implies that love is a scrap and you are desperately trying to fight against it. The loving hate means that you dont want to fall in love but you cant help it. We discover Juliets quick wit early in the play. It is an honour that I dream not of. This conveys that Juliet knows exactly what she wants and she will not let anybody influence those ideas. Juliet also shows how she can sophistically answer people in a polite manor and not in the typical teenage language. The quote For saints have hand that pilgrims hands do touch, suggests that the language rapidly becomes similar culminating in the beginning. During act 1 scene 1 Romeo again questions the meaning of love with Benvolio love is a smoke with the fume of sighs. In this section Romeo is talking about the sad aspects of love, and smoke implies that love is unclear. Shakespeare uses language that makes Romeo sound clever and intelligent. Not having that which, having makes them short. Here Romeo cleverly and wittingly quips that the possession of something makes a person happy, suddenly makes time run quickly. In the same scene Romeo plays with words and the meaning of love as he speaks with Benvolio. Romeo is a very clever 16 year old, he is mature within his inner feelings, however many people believe he is not mature and clever. Although Juliet doesnt say much in act 1, what she does say is spoken in volume and shows propriety. it is not an honour I dream not of. This implies that Lady Capulet and Juliet are having an in depth conversation about how Juliet is to be married. However Juliet expresses her feelings in a mature and polite manor. During the conversation, Lady Capulet asks the question Speak briefly, can you like of Paris love? Juliet again answers in a mature manor, Ill look to like, if looking liking move. This means that if Juliet likes the look of Paris she will try to like him. It also shows how she can use her language in a sophisticated way. In the prelude before the Capulets feast Mercutio tries to persuade Romeo to dance at the feast, but Romeo insists that he is too love lorn to do anything but hold a torch Give me a torch I will bear the light. this means that he wouldnt do any dancing and wouldnt wear a mask. He is being a party pooper, why? He is depressed and is questing love. In his quote however, he does emphasise the word light. The reason why the word light is enforced is because he sees Juliet as the best and that she represents light. In act 1 scene 4 Rome has a premonition of some doom hanging in the future. I fear too early; for my mind in the stars In this quote Shakespeare shows how Romeo and Juliets language entwines and blends together, this suggests just not how their minds think alike but it is a meeting of minds met by fate. Act 3 scene 5 shows Juliet also has a premonition of the future Me thinks I see thee so low in the bottom of the tomb. Juliets vision is similar to Romeos in act 1 scene 4. Again Juliet is pessimistic and words such as bottom of a tomb confirms this. Elizabethans felt that fate played a vital part in the way people lived because God was very important and people believed that fate was due to this. During the feast in Act 1 scene 5 Romeos speech shows smitten with Juliets beauty. O, she doth teach the torches to burn bright. Romeo conveys that her beauty is brighter than the blaze of any torch and that her presence enlightens the whole room. This also means that Juliets beauty is radiant and enriches everything. Romeo says a few more things to enforce her beauty. He then makes his plan. When the dance is over, he will note where she is, then make his way to her and touch her hand. Ill watch her place of stand, and, touching hers, make my rude hand. Romeos speech is a iambic pentameter and it in 5pairs of rhyming couplets: O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night As a rich jewel in an Ethiops ear: Beauty too rich for use, for earth too dear! So shows a snowy dove trooping for crows, As yonder lady oer her fellows shows. The measure done, Ill watch her place of stand, And, touching hers, make blessed my rude hand. Did my heart love till now? Forswear it, sight! For I neer saw true beauty till this night. This poetic speech would have been a grand example of his social position and high breeding, which Elizabethans would understand and appreciate the poetry. During lines 92 109 Romeo and Juliet play the game of blending together and using poetry to portray this. With Tybalts threat still echoing in our ears, we now see Romeo holding Juliets hand and wittily offering to kiss it. He says, If I profane with my unworthiest hand Romeo sounds sharp, but hes not. The popular love poetry of the time often portrayed the lover as one who worshipped his beloved with religious devotion. Romeo is willing to pay the penalty (fine) for touching Juliets hand (this holy shrine) by kissing it. Juliet willingly joins in Romeos game. Showing her own wit, she tells him that theres nothing wrong with his hand and that hes showing proper devotion by holding her hand-a kiss is not required. She adds, For saints have had that pilgrims hands do touch meaning that its allowed to touch the hand of a saint. The grander design of his poetry rushes onto us when Romeo and Juliet meet. The poetic thread of language joins both characters as he says one line and she finishes the next. Theyre both poetically entwined, and Shakespeare does this artistically by adding rhyme, which additionally blends the language together giving movement. The language relates to the couples relationship as Romeo and Juliet both use the same devices and their language mingles. This suggests that the two are growing increasingly closer and stronger as a pair. Act 2 Scene 2 is one of the most important and dramatic scenes in the play. Romeo over hears Juliets thoughts and feelings over him. O Romeo, Romeo! Wherefore art thou Romeo? Deny thy father, and refuse thy name; Or if thou wilt not, be but sworn of love And Ill no longer be a Capulet. Here Juliet expresses her feelings towards Romeo. She suggests that if he tells her that he loves her she will no longer be a Capulet. She also implies that she is in love with the words. Be but sworn of love. Without this in distraction their romance could not progress as quickly. During this scene there is a lot of dramatic imagery It is the east, and Juliet is the sun. This enforces how powerful Juliets appearance is, pursued by Romeo. As the dramatic imagery and poetic language enfolds between Romeo and Juliet the audience senses that the two star crossd lovers are perfectly matched. Shakespeares language in this scene is shown to be un realistic as it is stage language. The reason for thinking this is because in every day speech the language is not as always expressive, poetical and full of imagery and dramatic irony. Juliet then suggests defiance, an ability to fly in the face of conversation when she calls on him to doff his name. This quote by Juliet, expresses her feelings towards Romeo and she suggests that Romeo can have her and she will be his. Juliet then explains how he is the man she loves, not the name, its only the name that is the enemy and that even if he gets rid of his name, he will still be the same person. I believe that the term the name is the enemy relates to Romeo being a Montague. Shakespeare again uses oxymorons in his language, this time Juliet uses the device in her parting line parting is such sweet sorrow. Shakespeare is finishing a very powerful and dramatic scene with the thought of Romeo and Juliet on the edge of meeting fate. After Act 2 scene 2 the lovers only meet on two further occasions, their wedding and when they part. During these two happenings the mood of the language is changed as it is made precise and compact making each scene seem very short. The reason for this is because if the audience gets confused the whole plot of the play could be lost. Throughout Act 3 scene 5 both, Romeo and Juliet use imagery between themselves. Juliet uses opposites and Romeo starts his replies with personification. Juliet: Wilt thou be gone? It is not yet near day: It was the nightingale, and not the lark, That piercd the fearful hollow of thine ear; Nightly she sings on yon pomegranate tree: Believe me, love, it was the nightingale. Romeo: It was the lark, the herald of the morn, No nightingale. Look, love, what envious streaks Do lace the severing clouds in yonder east. Nights candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops. I must be gone and live, or stay and die. These two quotes show the personification and opposites used by the two lovers. The language is very poetic and has a slight rhythm to it. This allows flow to the language. On the other hand as this section enfolds their language becomes close. The audience can see that Juliet intends to carry on and to compare the music to represent them parting. Their division, which is sweet and the fate, that is to tear them apart. some say the lark makes sweet division this doth not so, for she divideth both. As fate compels the two star crossd lovers they are never to meet again in life. Romeo and Juliets parents are both punished by their beloved childrens death. Yet, fate is seen as a double punishment: through their very words Romeo and Juliet are evidently a perfect union. Some shall be pardond and some punished for never was a story of more woe than this of Romeo and Juliet

The Simpsons Essays -- Cartoons Politics Argumentative America Essays

The Simpsons When the FOX network aired "The Simpsons" in 1989, the show brought the yellow-skinned and four-fingered cartoon characters named Homer, Marge, Bart, Lisa, and Maggie Simpson into millions of American living rooms. This bent archetype of the American family, as well as the hundreds of zany characters that populate their all-American hometown of Springfield, fast became the targets of enormous criticism. Elementary schools banned T-shirts bearing the images of the Simpson family and their slogans. Former U.S. Secretary of Education William Bennett and even President George Bush berated the show as subversive and demeaning (McAllister 1494). However, a more careful investigation of the show reveals far more than nose-thumbing gutter humor--enveloped in sarcasm and comedy, "The Simpsons" offers a thought-provoking critique of American politics, faith, and the American family. "The Simpsons," taking prime-time television far beyond its normal scope, throws fierce political punches right and left. Caricatures of Presidents Bush and Clinton have shown up in Springfield during various episodes, Bush as a laughable political failure and Clinton as a sexual pervert. While Springfield's mayor is a corrupt, womanizing Kennedy parody, the local Republican Party plots evil schemes from a nearby cave (Cantor). Paul A. Cantor, an English professor at the University of Virginia and sometime analyst of "Simpsons" politics, argues that the universally critical political message of the series tends, like most Hollywood entertainment, to favor the left over the right. John O'Connor, a television critic for The New York Times, goes farther to say that "The Simpsons" is "the most radical show on prime time" (McAllister 1494). ... ... country is well worth laughing about. Works Cited Berman, Marshall. "Skepticism in Action: Simpsons Religion vs. Science Episode." Skeptical Inquirer March/April 1998: 19. Cantor, Paul A. "The Simpsons." Political Theory 27.6 (December 1999): 734. MasterFile FullText 1500. Palni SiteSearch. Goshen College Good Library. 19 March 2000. Doherty, Brian. "Matt Groening." Mother Jones March/April 1999: 34. Palni SiteSearch. Goshen College Good Library. 19 March 2000. McAllister, Matthew P. "The Simpsons." Encyclopedia of Television. Ed. Horace Newcomb. Chicago: Fitzroy Dearborn, 1997. "Opening Notes." Ed. Barbara Wickens. Macleans's 29 April 1996: 14. Sillars, Les. "The Last Christian TV Family in America." Alberta Report/Newsmagazine 21 October 1996: 36. MasterFile FullText 1500. Palni SiteSearch. Goshen College Good Library. 19 March 2000. The Simpsons Essays -- Cartoons Politics Argumentative America Essays The Simpsons When the FOX network aired "The Simpsons" in 1989, the show brought the yellow-skinned and four-fingered cartoon characters named Homer, Marge, Bart, Lisa, and Maggie Simpson into millions of American living rooms. This bent archetype of the American family, as well as the hundreds of zany characters that populate their all-American hometown of Springfield, fast became the targets of enormous criticism. Elementary schools banned T-shirts bearing the images of the Simpson family and their slogans. Former U.S. Secretary of Education William Bennett and even President George Bush berated the show as subversive and demeaning (McAllister 1494). However, a more careful investigation of the show reveals far more than nose-thumbing gutter humor--enveloped in sarcasm and comedy, "The Simpsons" offers a thought-provoking critique of American politics, faith, and the American family. "The Simpsons," taking prime-time television far beyond its normal scope, throws fierce political punches right and left. Caricatures of Presidents Bush and Clinton have shown up in Springfield during various episodes, Bush as a laughable political failure and Clinton as a sexual pervert. While Springfield's mayor is a corrupt, womanizing Kennedy parody, the local Republican Party plots evil schemes from a nearby cave (Cantor). Paul A. Cantor, an English professor at the University of Virginia and sometime analyst of "Simpsons" politics, argues that the universally critical political message of the series tends, like most Hollywood entertainment, to favor the left over the right. John O'Connor, a television critic for The New York Times, goes farther to say that "The Simpsons" is "the most radical show on prime time" (McAllister 1494). ... ... country is well worth laughing about. Works Cited Berman, Marshall. "Skepticism in Action: Simpsons Religion vs. Science Episode." Skeptical Inquirer March/April 1998: 19. Cantor, Paul A. "The Simpsons." Political Theory 27.6 (December 1999): 734. MasterFile FullText 1500. Palni SiteSearch. Goshen College Good Library. 19 March 2000. Doherty, Brian. "Matt Groening." Mother Jones March/April 1999: 34. Palni SiteSearch. Goshen College Good Library. 19 March 2000. McAllister, Matthew P. "The Simpsons." Encyclopedia of Television. Ed. Horace Newcomb. Chicago: Fitzroy Dearborn, 1997. "Opening Notes." Ed. Barbara Wickens. Macleans's 29 April 1996: 14. Sillars, Les. "The Last Christian TV Family in America." Alberta Report/Newsmagazine 21 October 1996: 36. MasterFile FullText 1500. Palni SiteSearch. Goshen College Good Library. 19 March 2000.

Children and Domestic Violence Essay

Family or domestic violence can have tragic consequences on all those involved. However, children exposed to domestic violence are often the most negatively affected by domestic violence and they frequently show symptoms of psychological and emotional trauma. It is estimated that at least one in every three women have been or will be beaten, coerced into sex, or otherwise abused in her lifetime (http://therapistfinder.net /Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). Furthermore, physical violence is estimated to occur in four to six million intimate relationships every year in the United States (http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). It is next to impossible to get totally accurate rates on domestic violence because many cases go unreported due to inconsistency in police reports, inconsistency in what is defined as domestic violence, and general lack of police intervention (http://therapistfinder.net/Domestic-Violence/Dome stic-Violence-Crisis-Hotlines.html). It is estimated that women make up three-fourths of the victims of homicide by an intimate partner; in all actuality, 33% of all women who are murdered are murdered by a current or former boyfriend or husband (http://therapistfinder.net /Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). In addition, black women, women aged 16 to 24, and women of lower socioeconomic status are more likely to be abused by a partner than all other races, ages, and social classes of women (http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). Since many of the women who are victims of abuse have children, the children often witness their mothers suffering terrible forms of abuse. In addition, it is estimated that between 53% and 70% of male batterers also frequently abuse their children, which increases the child’s involvement in the abusive situation and subsequent negative effects (Volpe, 1996). The consequences of this are staggering. The negative effects are infinite and often include academic problems, agitation and anxiety, behavioral problems, clinginess, depression, distractibility, emotional numbing, extreme fear, flashbacks, feelings of guilt and not belonging, insomnia, irritability, low levels of empathy, low self-esteem, nightmares, obsessive behaviors, phobias, posttraumatic stress disorder, separation anxiety, bereavement, aggressiveness, revenge seeking, suicidal behavior, truancy, withdrawal, feelings of vulnerability and helplessness, and displaced violence (Volpe, 1996, Warner & Weist, 1996, and http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). These effects vary from one child to another based on the child’s intellectual development, interpersonal skills, self-esteem, self-efficacy, talents, religious affiliations, socioeconomic status, opportunities in school and employment, and social support (http://therapistfinder.net/Domestic-Violence/Domestic-Violen ce-Crisis-Hotlines.html). Moreover, many children in these situations are forced to grow up faster than most children their age and become responsible for taking care of younger siblings and domestic responsibilities such as cooking and cleaning, which dramatically interferes with their chances of having an otherwise normal childhood (http://therapistfinder.net/ Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). Also, since many women who are victims of domestic violence suffer from depression, preoccupation with the violence, emotional withdrawal, irritability, and other psychological stress, their children lack a positive, responsive role model and are often emotionally and physically neglected (http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). These mothers are emotionally unavailable and chronically stressed, which makes them unable to fulfill their child’s needs (http://therapistfinder.net/Domestic-Violence/ Domestic-Violence-Crisis-Hotlines.html). Additionally, children often develop distrust for their fathers or other males who are abusing their mothers; especially because abusive males tend to be less affectionate, less available, and less rational when dealing with children, which increases overall levels of stress on children and often results in the child’s sense of heightened alert when around the male batterer (Volpe, 1996 and http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). Children, as well as their mothers, are also more likely to be isolated from friends and family in an effort to conceal the abuse (http://therapistfinder.net/Domestic Violence/Domestic-Violence-Crisis-Hotlines.html). Many of the underlying causes of the symptoms children experience as a result of witnessing domestic violence are primary emotional responses. These responses include anger, rage, misery, terror, guilt, responsibility for the violence, fear of dying, and fear of abandonment or parental death (http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). The expression of these emotions can take many forms. Often, children will exhibit psychosomatic problems, eating and sleeping disturbances, stifled emotional and social development, and severe emotional disturbances (Margolin & Gordis, 2000). In a 1999 study from Johns Hopkins, it was reported that abused women are at higher risk of miscarriages, stillbirths, and infant deaths, and are more likely to give birth to low weight babies (http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). In addition, children of abused women were more likely to be malnourished and have recurring cases of untreated diarrhea and were less likely to have been immunized against childhood diseases (http://therapistfinder.net/Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). Posttraumatic Stress Disorder (PTSD) is caused by an â€Å"exposure to events that are so extreme and life threatening, that they demand extraordinary coping efforts. Such events are often unpredictable and uncontrollable. They overwhelm a person’s sense of safety and security† (Volpe, 1996, p. 2). PTSD, which used to only be thought of as a disease that affects war veterans, has now been found to exist in many children that have been exposed to severe violence (Volpe, 1996). PTSD can be classified in two ways, Type I and Type II PTSD (Volpe, 1996). Type I is characterized by exposure to one single, short-term event such as rape, assault, etc.; Type II is characterized by prolonged or repeated exposure, such as chronic victimization through child abuse (mostly sexual and physical) or battering (experienced or witnessed) (Volpe, 1996). Type II PTSD is often more traumatic and has a greater impact on functioning (Volpe, 1996). PTSD involves patterns of avoidance and hyperarousal, interpersonal and academic/occupational problems, and persistent re-experiencing of the event(s) (Volpe, 1996). PTSD emotional responses include shock, terror, guilt, horror, irritability, anxiety, hostility, and depression; cognitive responses include concentration impairment, confusion, self-blame, intrusive thoughts, low self-efficacy, fear of losing control, and fear of reoccurrence of the trauma; biological responses include sleep disturbance, nightmares, exaggerated startle responses, and psychosomatic symptoms and; behavioral responses include avoidance, social withdrawal, interpersonal stress, decreased intimacy and trust, and substance abuse (Volpe, 1996). Over half of children in domestic violence shelters exhibit PTSD symptoms; if left untreated, these children are at risk for delinquency, substance abuse, dropping out of school, and relationship difficulties of their own (Volpe, 1996). The reaction to domestic violence varies from young childhood to adolescence. Young children typically think that the violence is their fault and may exhibit this feeling through withdrawal, becoming non-verbal or regressing verbally, regression in clinging, whining, toileting, and overall immaturity, eating and sleeping difficulty, concentration problems, generalized anxiety, and physical complaints (http://therapistfinder.net /Domestic-Violence/Domestic-Violence-Crisis-Hotlines.html). â€Å"Exposure to trauma, especially family violence, interferes with a child’s normal development of trust and later exploratory behaviors, which lead to the development of autonomy† (Volpe, 1996). Pre-adolescent and adolescent children typically respond differently than younger children. Children at these ages have a greater ability to verbalize their negative emotions; in addition to many of the symptoms younger children show, children within this age group often loose interest in social activities, withdraw or avoid peer relations because of embarrassment of their home lives, develop rebellious and defiant attitudes, fight and lash out, abuse pets, and attempt to gain attention through hitting, kicking, or choking peers or family members (Volpe, 1996).

How Old World Diseases Destroyed Indian America Essay

The Invisible Enemy – How Old World diseases destroyed Indian America and created Colonial America. In the years prior to the Pilgrims establishing Plymouth colony in 1620, the area had been ravaged by an epidemic of disease which had wiped out the original Indian inhabitants. The Pilgrims believed that God had sent the disease among the Indians to clear the site for his ‘chosen people’. This is but one example of how the introduction of disease would forever change the existing Indian America into a ‘new’ America the Natives would barely recognize and would face an everlasting struggle to be part of. The impact of Old World diseases is one of the most critical aspects to understanding the history of Native American Indians. Old World pathogens were carried by the Europeans into the ‘virgin soil’ of Indian America would forever change the very existence of the Native Americans. Epidemics of killer disease were to rampage through Indian society and the Indians being immunologically defenseless succumbed in their thousands. Smallpox was the most devastating of the early killer diseases, followed by deadly strains of typhus and measles (Thornton 1987:44-45). These were followed by bubonic plague, diphtheria, cholera, scarlet fever, typhoid, mumps, pertussis, colds, pleurisy, and, virulent forms of pneumonia and influenza along with respiratory infections, poliomyelitis, venereal syphilis, malaria, yellow fever and dysentery. The mortality rates from smallpox were appallingly high and the periodic outbreaks compounded the losses. Thornton, Miller and Warren (1991:41) conclude that â€Å"American Indian populations were exposed to cycles of population reduction caused by both recurrent epidemics of the same disease and by epidemics of newly encountered diseases experiencing ‘virgin veil’ conditions†. In 1779, smallpox broke out in Mexico City, and over the next four years the disease reached pandemic proportions, spreading in all directions; through the Southwest, the Great Plains, Rocky Mountains and by 1783 into Canada. Thousands of Indians died. Mortality rates of 90 per cent were commonplace; tribes were decimated, in some instances wholly obliterated. Indian populations fell into a precipitous decline; one estimate speculates that the population of Native Indians in North America fell by 74 percent between 1492 and 1800. In some regions populations recovered and in some areas increased, as refugees from other areas coalesced with existing groups, but all told, disease, in conjunction with war, slavery and other cultural disruptions determined there was scant opportunity for population recovery to occur. Treatment of epidemic related illnesses by traditional methods were often lethally counterproductive. Sweat lodge ceremonies to purify the body required convening people in a confined space and therefore making the airborne transmission of viruses easier. The profuse sweating brought about dangerous dehydration as did the use of customary herbal medicines, many of which contained cathartic and emetic properties. With the Indians resorting in anguish to curing societies and community rituals to combat new diseases; shamans explored new and more effective rituals through fasting and dreaming. The Mandan Indians, a farming tribe, living along the Missouri River at the edges of the Great Plains, were virtually wiped out by disease. When first encountered by the French in 1738 the Mandans population was approximately 15,000 but over the next hundred years, numbers declined dramatically. The Mandans location at the hub of the trade network on the Missouri River guaranteed exposure to the epidemic diseases sweeping through trade routes. Nucleated, sedentary tribes were hardest hit by disease; for the Mandans and â€Å"river peoples† like them, this caused further shifting of the power balance in the region to the Plains groups. After experiencing devastating losses in the smallpox pandemic of 1779-81, by June 1837 the Mandan population was at best 2,000; by October 1837, after another smallpox epidemic, 138 Mandan Indians remained. Like the Mandans, the Huron interactions with European traders inevitably brought disease to their villages. Prior to the summer of 1634, a Huron population of 30,000 persons and 20 villages was estimated by the French Jesuits who had lived among them. Influenza struck in 1636. Smallpox hit hard in the mid-1630s, returning in 1639 and by 1640 half the Huron people had been killed by the disease. A house to house census conducted by the Jesuits in the spring of 1639 and over the winter of 1639-40, documents the impact of the 1639-40 smallpox epidemic; the last in a series of catastrophic diseases between 1634 and 1640. A total of 12,000 Huron and their neighbors the Tionantate remained. As disease took its appalling toll, the Huron looked increasingly to the Jesuits for spiritual help. The missionaries who had been barely tolerated before, were largely unaffected by disease and therefore in the eyes of the Huron, men of power. Reinforcing this belief was the failure of the Huron shamans to forewarn or safeguard their people from the devastation. Over the course of the six years between 1634 and 1640, the Huron experienced a depopulation rate of 60 per cent. The Kiowa were a nomadic, buffalo-hunting tribe. They ranged from the head of the Missouri River to the Black Hills until driven southward by the Arapaho, Cheyenne and Sioux to the region near the Arkansas River in the early nineteenth century. At this time the Kiowa numbered around 2,000. Plains Indians being more dispersed, had a lesser chance of infection and greater chance of survival, but in the eighteenth and nineteenth centuries, epidemics of smallpox struck the Indians of the West hard. Up to half of the Plains Indians may have died in the smallpox pandemic of 1779-81, which had advanced along trade routes that the Indians followed to trade horses. The Dohasan calendar (1832-92) was begun by the Kiowa chief named Dohasan and continued until 1892 by his nephew when Dohasan died in 1866, chronicles sixty years of devastating change for the Kiowa. Using a copy of the calendar drawn by Dohasan himself, anthropologist James Mooney compiled an account of the events depicted by the calendar, from information supplied by Dohasan and supplemented with information from other Kiowa chronicles. The calendar accounts epidemics among the Kiowas in the winter of 1839-40 and 1861-62, and in the summer of 1849, cholera. By the summer of 1879, buffalo were so scarce that to keep from starving the Kiowas had to kill and eat their horses. The calendar ends in 1892 with a measles epidemic, which broke out at the reservation school, and once the school superintendent sent the sick children home, spread quickly. In 1848 gold was discovered in California, this inevitably brought more immigrants across the Plains, who in turn brought cholera, measles and scarlet fever to the Indians. The eventual conquest of the West by the American military came about in the in the aftermath of biological catastrophes which had left the Indians practically powerless and unable to resist. Conclude about how these experiences/events were critical in native American history Conclude by explaining why (or why not studying native American history is important today Native American history is important and it is imperative that it still be studied today. As part of the fundamental roots of this country; and the brutal behaviors It is impossible not to be apathetic to the Native Indians immense suffering at the hands of the formation of Colonial America. The gains achieved by the new America’ were at the detriment of the Indian people.

Free Essays on Civil Disobedience

What are the Dynamics of Civil Disobedience and Descent in the United States? The use of nonviolence runs throughout history. There have been numerous instances of people courageously and nonviolently refusing cooperation with injustice. However, the fusion of organized mass struggle and nonviolence is relatively new. It originated largely with Mohandas Gandhi in 1906 at the onset of the South African campaign for Indian rights. Later, the Indian struggle for complete independence from the British Empire included a number of spectacular nonviolent campaigns. Perhaps the most notable was the yearlong Salt campaign in which 100,000 Indians were jailed for deliberately violating the Salt Laws. The refusal to counter the violence of the repressive social system with more violence is a tactic that has also been used by other movements. The militant campaign for women's suffrage in Britain included a variety of nonviolent tactics such as boycotts, noncooperation, limited property destruction, civil disobedience, mass marches and demonstrations, filling the jails, and disruption of public ceremonies. The Salvadoran people have used nonviolence as one powerful and necessary element of their struggle. Particularly during the 1960s and 70s, Christian based communities, labor unions, campesino organizations, and student groups held occupations and sit-ins at universities, government offices, and places of work such as factories and haciendas. There is rich tradition of nonviolent protest in this country as well, including Harriet Tubman's Underground Railroad during the civil war and Henry David Thoreau's refusal to pay war taxes. Nonviolent civil disobedience was a critical factor in gaining women the right to vote in the United States, as well. The U.S. labor movement has also used nonviolence with striking effectiveness in a number of instances, such as the Industrial Workers of the World (IWW) free speech confro... Free Essays on Civil Disobedience Free Essays on Civil Disobedience Henry David Thoreau’s â€Å"Civil Disobedience† So much has been written on Thoreau’s landmark essay on "Civil Disobedience." Indeed, it has been used as a model for modern day leaders like Martin Luther King, Jr., and Mahatma GandHi. Andrew Trask states, "It is important to remember that Dr. King viewed civil disobedience only as one part of a larger program of reform." He continues, "There are elements of Dr. King's "direct action" of civil disobedience that we must consider: "pure" nonviolence, pragmatic action, and finally, the difference between just and unjust laws." These ideas are clearly Thoreauvian in nature. Furthermore, Gandhi advocated the use of civility at all times- â€Å"the civil register†, which extols respect for the opposition and behavior out of understanding rather than anger. And like Thoreau, Gandhi was constantly seeking the higher truth with regard to man’s relationship in the universe. Although these men were the most famous followers of Thoreau’s ideals, this essay had more wide reaching political an! d social impact than most people understand. The Danish resistance (1940’s) used his theory in Occupied Denmark, in 1950's America it was adhered to by stringent opponents to McCarthyism. In the 1960's it was a means of using passive resistance to create pressure for overturning the laws and customs of racial Segregation and in the struggle against apartheid in South Africa. And in the 1970's, it was unearthed by a new generation of anti-war activists. However, it is interesting to note that not all modern day critics agree with Thoreau’s determination towards mass nonviolence. James Goodwin writes: â€Å"Although Gandhi and Martin Luther King, Jr., credited Thoreau as an inspiration to their mass campaigns of passive resistance, in crucial instances his thought appears to be more closely aligned to a doctrine of individual nihilism than to the philosophy of mass nonviolence. One such instance is co... Free Essays on Civil Disobedience What are the Dynamics of Civil Disobedience and Descent in the United States? The use of nonviolence runs throughout history. There have been numerous instances of people courageously and nonviolently refusing cooperation with injustice. However, the fusion of organized mass struggle and nonviolence is relatively new. It originated largely with Mohandas Gandhi in 1906 at the onset of the South African campaign for Indian rights. Later, the Indian struggle for complete independence from the British Empire included a number of spectacular nonviolent campaigns. Perhaps the most notable was the yearlong Salt campaign in which 100,000 Indians were jailed for deliberately violating the Salt Laws. The refusal to counter the violence of the repressive social system with more violence is a tactic that has also been used by other movements. The militant campaign for women's suffrage in Britain included a variety of nonviolent tactics such as boycotts, noncooperation, limited property destruction, civil disobedience, mass marches and demonstrations, filling the jails, and disruption of public ceremonies. The Salvadoran people have used nonviolence as one powerful and necessary element of their struggle. Particularly during the 1960s and 70s, Christian based communities, labor unions, campesino organizations, and student groups held occupations and sit-ins at universities, government offices, and places of work such as factories and haciendas. There is rich tradition of nonviolent protest in this country as well, including Harriet Tubman's Underground Railroad during the civil war and Henry David Thoreau's refusal to pay war taxes. Nonviolent civil disobedience was a critical factor in gaining women the right to vote in the United States, as well. The U.S. labor movement has also used nonviolence with striking effectiveness in a number of instances, such as the Industrial Workers of the World (IWW) free speech confro...

10 Tips for Saying Goodbye to Your College-Bound Child

10 Tips for Saying Goodbye to Your College-Bound Child For many parents, saying goodbye to a daughter or son headed off to college is one of lifes most wrenching moments. As a parent, you want to leave your child on an upbeat note, and you may try to squelch any worry or sadness. Dont fight it- its a natural response. After all, a child whos been a primary focus of your life is about to strike out on their own, and your role will be reduced. There are lots of ways to minimize the tears and roll with the changes, making the parting process easier for college students and their parents. The Year Before Departure Your childs senior year is pressure-filled with worries about college applications and acceptances, concerns with maintaining grades and doing many things for the last time. Although your teen may mourn final events shared by the school community (last homecoming dance, football game, school play, musical concert, prom), its harder to come to terms with personal losses that cant be publicly shared. Instead of being present with the sadness, many teens find it easier to express anger, and those outbursts may be directed at family members. They may subconsciously think its easier to part from a stupid, whining younger sister or a controlling, uncaring parent than close family members whom they love and are afraid to leave; thus, they may act in ways that create a distance. Ignore the nasty outbursts and the labels. This is not your teen hating on you- its your teen subconsciously trying to make it easier to disengage from the family. Many families report that more arguments break out in the final months before college than ever before. Your teen may label you or other family members, but thats not a judgment on you as a parent. Its stereotyping just like the labels ugly stepsister or evil stepmother are caricatures and stereotypes. Its easier to imagine a bright future at college when youre leaving behind a stereotypical clinging mother, overbearing father, or younger sibling whos always butting in.Dont take it personally. You arent doing anything wrong- this is just a normal part of growing up. Teens who are trying to find independence need to differentiate themselves from parents and family and express their own strong opinions and ideas of how things should be done. Dont conclude that your child has always hated you and that their real nature is com ing out now that theyre leaving for college. Its just part of the separation process and is a temporary stage of development. Dont take it to heart; its not your child talking- its the fear of leaving home and entering the adult world thats lashing out at you. Keep calm and carry on. You may be shopping for bedsheets or towels and a fight erupts over the smallest of things. Take a deep breath, keep calm, and carry on with what youre doing. Resist the urge to give up and do it another day. The more you can stick with your routines and all your planned college preparation, the more youll minimize conflict and stress. It wont be easier to shop or get through your childs college to-do list if you postpone it for a better day because that day may not come unless you keep it together and deal with these moments calmly. The  School Drop-Off Move-in day is always chaotic and disorganized. You may have been assigned a specific move-in time or arrive as one of the hundreds of cars queued up to drop off boxes and suitcases. Whatever the situation, let your child take the lead. One of the worst things parents can do that can earn them the helicopter label is to micromanage every aspect of move-in day and make their daughter or son seem childish and helpless, especially in front of the RA or dorm mates they will be living with. Let your student sign in, pick up the dorm key or key card, and find out about the availability of equipment such as hand trucks or moving carts. Although you might want to do things differently, its your incoming freshmans new life and new dorm room, not yours. There are no prizes for the person who moves in first, so dont feel as if you have to rush. Likewise, there is no right or wrong. Remember whose college life this is. One emotion that parents feel (but are reluctant to acknowledge) is regret or jealousy. All of us have some happy memories of college, and if we could turn the clock back, most of us would be eager to relive a day or two of our college experiences. Dont beat yourself up over this; envy is something many parents feel. Youre not the only one, and this doesnt make you a bad parent. But dont let that jealousy influence your students first day at college. Let them find their own experiences in their own time.Dont pass judgment. Maybe their  new roommate looks like a disaster and the teen down the hall seems like a better fit. No matter what your opinions are, keep them to yourself, and dont share your comments with your child. Your childs living independently means making their own judgments and assessing people and situations by themselves. If you walk into your childrens college life and already start making these assessments, youve disenfranchised them without even realizing it and are not giving them the chance or the credit to make up their own mind about things. Be pleasant, positive, and neutral about all that happens. Let your student do the talking. There will be a lot of new people to meet and names to remember. And it is your childs job to keep it all straight, not yours. If youre the parent of a socially awkward or shy student, you may find it hard not to jump in and take over the situation, make introductions all around, and negotiate the top or bottom bunk or the better dresser and desk for your offspring. Keep reminding yourself that its not your college experience or your decision to make- its your childs. Any choice that they make is the right one because they made it, and not anyone else.Prepare for not being completely prepared. No matter how far in advance you plan or how thorough you are in your list-making, shopping, and packing, youll either forget something or find that certain things dont work in your childs new living arrangements or new life. Dont overbook your drop-off day with no extra time to run to the nearest drugstore, supermarket, or discount store, because you will want to pick up those essentials you somehow overlooked. Its a lot easier for you to make that quick trip by car instead of leaving your child with extra cash and expecting them to walk or take a bus to unfamiliar locations. Plan an extra two hours of unscheduled time so you can take care of these things. Be like Goldilocks porridge: just right. Take a cue from the story The Three Little Bears. When the time comes to say goodbye and leave your child at school, dont be too warm (weepy and wailing and clutching on for dear life) and dont be too cold (distant and perfunctory in your hug goodbye and too matter-of-fact in your emotions). Strive to be just right. Its OK to shed some tears and give your child a good, solid, Ill really miss you bear hug and say how much you love and will miss them. Kids expect that and feel hurt if you dont show sufficient emotion. This is not the time to put on the brave, stoic face. Show the honest emotions of a parent who loves a child and finds it hard to pull away. After all, thats exactly what youre feeling, and honesty is the best policy. Post Drop-Off Days and Weeks Youve said goodbye. Now mean it. It may be hard to believe, but some parents text their children the minute they get in the car and drive away. Put the phone down and give them their space. Dont call every day to make sure everythings OK. If possible, let your child be the one to touch base. Many parents agree on a predetermined day and time to talk to their child by phone or Skype, typically once a week. By respecting boundaries and their need to separate, you will help your child establish an independent life and develop a new support network of others they can trust.Dont hover, but be there. Many parents use social media to keep track of their kids at college and ask their children to friend them so they can maintain contact. Watch and look, but dont post or comment. Let them have their own space. And if your child tells you about incidents at college that are upsetting, resist the urge to get involved unless they ask you to intervene. Part of growing up involves facing difficult or challenging moments and finding a way through those hard times. Signs of maturity include flexibility, adaptability,  and resilience, and college is the ideal time to work on these skills. But if situations escalate to the point at which they threaten your childs physical or mental health- or put them in jeopardy- step in and offer aid. But ask for permission first. You want to support your child as much as possible but not to the extent that you dismantle the initial foundation of self-sufficiency. Finding the right balance will take time, but eventually, youll both get there.

Persuasive Writing Folio 1250 words 30% Essay Example | Topics and Well Written Essays - 1250 words

Persuasive Writing Folio 1250 words 30% - Essay Example I am really excited and honored to proclaim that, the establishment of the hospital in the city. The reasons for constructing this hospital nearby to your town is to give you ease in a framework include all aspects of your life. This hospital offers not only the most basic requirements but it also offers many advanced services and operation facilities as well. This hospital will play an important role in serving the residents of the city in a better way and preventing us from different diseases as well. This hospital will also help in reducing the dependency on other hospitals in the city like Bush hospital and Bendalong Regional hospital. Therefore, it will help you all as you do not have to go too far, plus you do not have to wait for such a long time as the volume of customers will reduce from these hospitals as well. So, with fewer patients it will also help in improving the efficiency and giving more time to patients. I have seen and identified the problem of different patients waiting for their turn at other hospitals in the city and with too much workload; I felt that the doctors were not happily serving each and every patients. Same was the case observed with the support staff. Thus, considering this situation I planned to give a gift to the residents of Bilby by establishing another hospital and after discussion with the ministry and with the efforts of residents of Bilby, today we are have been able to accomplish our dream. The hospital will not only be serving the residents of Bilby but people from different cities and states will also be allowed and encouraged to avail the services of the hospital. In addition to this, the hospital will be helpful in creating more jobs for the residents. Moreover, with better healthcare facilities in the country, it will also encourage other investors to invest in the city and thus the city may see more ventures in near future. In the end I am again inclined to give credit to all of you to be here with me and I am a lso thankful to all of those people who have given their assistance at each stage of this project. Persuasive Writing Plan for Bilby Land Care Pro-environment Campaign 1. Analysing the situation and defining the problems and opportunities you face Situation Analysis: Bilby Land Care group wants to promote the concept of environment preservation and oppose the construction of hospital at the grasslands / graveyard location. The grasslands / graveyard location cannot be used for the construction of hospital as environment is sensitive and it is important to preserve environment and greenery as increasing population growth has negatively affected the overall environment. The grasslands / graveyard location provide support to the growth of grass and other greenery along with orchids which otherwise are extinct in the region. Apart from this it is also essential to preserve and protect the ecological systems and elements which reflects and shows the overall Australian environment and the local species. The graveyard and wetlands provide feasible environment and circumstances for the growth of grass-fog which is also extinct. 2. Outlining your purpose or objectives describing how you intend to measure whether or not these objectives have been reached Purpose: To inform and persuade the members of the Bilby Land Care g