Technical features of the sonnet form Essay Example for Free

Technical features of the sonnet form Essay There are a number of technical features of the sonnet form; first of all, all sonnets are fourteen lines long. There are ten syllables in each line, and most of the time they are in the form of iambic pentameter (limping five rhythm), this means that there are five stressed syllables at the start and then five unstressed syllables, this is repeated 5 times. However, Sir Phillip Sydneys sonnet Loving in truth has twelve syllables in each line, so that sonnet is an exception to this rule. All of the sonnets rhyme, there are two rhyme schemes, the Shakespearean and Petrarchan sonnet forms. The Shakespearean sonnet form consists of three quatrains and a rhyming couplet at the end of the sonnet. Usually, the rhyming couplet in Shakespearean sonnets summarises the whole poem. The Petrarchan form consists of an octave, and then a sestet. Another thing is that there is a lot of imagery in sonnets. The main types of imagery are similes, metaphors and personification. An example of a simile is in Percy Shelleys sonnet, To Wordsworth, when he says thou wert as a lone star. Also there are many examples of metaphors, such as in Shakespeares My mistress eyes, Shakespeare says black wires grow on her head. This means that he is comparing black wires to actual hair. There are also a lot of examples of personification in sonnets, for example Wordsworth says the very houses seem asleep; he said this in his sonnet which is called Composed upon Westminster Bridge, September 3, 1802. There are quite a few common themes in sonnets that poets write about quite often. An example of a theme is love and courtship. There are a lot of sonnets that deal with this subject, such as Shakespeares sonnet called When my love swears that she is made of truth. In this sonnet, Shakespeare talks about his love telling lies to him just to make him feel good. He even says I do believe her, though I know she lies. This shows that Shakespeare is telling us all about courtship, another thing is that he refers to her speech as a false-speaking tongue. All of this explains about courtship in Shakespeares sonnet, and almost at the end of the sonnet he states that loves best habit is seeming trust. Edmund Spencers sonnet 54, Of this worlds theatre in which we stay, is also about love. He compares love to going to the theatre, for example he says my love like the spectator ydly sits. Another thing is that he contrasts his love with comedies and tragedies in the theatre: But when I laugh she mocks, and when I cry She laughs and hardens evermore her heart. This makes it clear that this sonnet is also about love, and going to the theatre is a metaphor for his love. Another sonnet that falls into the category of love and courtship is Sir Philip Sydneys Loving in truth and in fain in verse my love to show. In this sonnet, he talks about winning the heart of someone he loves by writing a poem. By writing the poem he intends her to feel pity, and then he states that pity grace obtain. In another words, his love will feel sorry for him and feel sympathy for him. All of this illustrates that love and courtship is a common theme for sonnets. Another common theme is about poetry. The sonnet Loving in truth and fain in verse my love to show by Sir Phillip Sidney is more about poetry than love. He talks about writing a poem for his love to read, he says pleasure might cause her to read which emphasizes the power of poetry. He also points out that he needs a poem that will entertain her wits. Even in the last line, he makes reference to poetry by saying Fool, said my Muse to me, look in thy heart and write. What he meant by this is that the best poems are written by listening to your heart. However, it is ironic that Sir Phillip Sidney must have done a lot of research into writing this poem, and not by listening to his heart. Another sonnet about poetry is Shakespeares My mistress eyes. In this sonnet, Shakespeare criticises the exaggeration of other poems. He compares his mistress to coral, saying that her eyes are nowhere near as red as coral, which makes fun of the other poems. He states that when compared to perfume, his mistress breath wreaks. Right at the end of the sonnet, at the rhyming couplet he makes it clear that he isnt criticizing his mistress, but that falsely comparing his love and exaggerating isnt necessary: And yet, by heaven, I think my love as rare As any she belied with false compare. Another example of poetry as a theme for a sonnet is in Shakespeares sonnet Not marble nor the gilded monuments. In this sonnet he talks about the power of this particular sonnet that he was writing by saying that nothing shall outlive this powerful rime. He mentions that the memory of his love will always be around thanks to the poem he wrote, even after they die, her memory will still be here in the poem, this conveys the power of this particular poem. He says gainst death and all-oblivious enmity shall you pace forth. In the end he illustrates that his loves will live in this, and dwell in lovers eyes. Finally, time, death and loss are part of another theme that is common in sonnets. All these three themes are linked together. First of all, John Donnes sonnet Death be not proud is about death. He personifies death and directs his sonnet to death itself by saying Death be not proud, though some have called thee mighty and dreadful, for thou art not so. In this sonnet, John Donne illustrates that there is nothing to fear about death. He states that death is a slave to fate, chance, kings and desperate men. Even at the end, he stresses that death shall be no more and that death will die itself, this means that death is only really sending people to heaven and that eternal life shall overcome death. The next sonnet about this theme is Shakespeares No longer mourn for me when I am dead. In this sonnet he leaves a message for his love, not to feel bad when he will die. He says remember not the hand that writ it, for I love you so which means that this sonnet is also about time because he talks about his love forgetting about him after an amount of time. Also he thinks of the future, when he will be dead, which also shows that this sonnet is about time and he loss of him. Another sonnet about death and time is John Keats When I have fears that I may cease to be. At the start of the sonnet, John Keats shows that he is scared of death because he wont be able to write poems again, and that he might not live long enough to write a truly great poem. He also is worried that he wont see his lover again because he says that he shall never look upon thee more. At the end he mentions to nothingness do sink which means that he is probably near to death. Overall, he common themes that are used in sonnets are love and courtship, the power of poetry and death.

Crisis Intervention Plan For School Shootings Social Work Essay

Crisis Intervention Plan For School Shootings Social Work Essay School shootings are one of the common events that achieved a level of cultural symbolism and make fear within students, their relatives, and school personnel. It is not shocking that these shootings are still happening, since the source of the problem is sophisticated. School shootings promote depression and anxiety within schools and encourage the idea that schools are unsafe for many students; in this paper I will discuss the course of action in Virginia Tech and my role as a school psychologist during the crisis. On April 16, 2007, Virginia Tech experienced a terrible and unforgettable event in the American university history. An Asian student shot and took the lives of 32 students and faculty, staff. He left behind injured individuals and people with psychological problems, and then he killed himself. Moreover, victims families, friends and the university community have suffered horribly. As a school psychologist in Virginia Tech, I think it is very crucial to collect the data about the student who killed the victims in order to know more about the real causes that led him to shoot people and kill himself after. This will help to deal with students behavior to avoid and stop real causes before they get more complicated. The student murderer was skinny and looked younger than his age. He did not participate in class and did not want to speak. The professors reported that he was mentally ill and he asked him to seek counseling. I believed that it is important to work with students who have same symptoms like this person who needed an early diagnosis. I believe that mental health clinics receive a big number of antisocial behaviors which is the most common disorder in our daily life. I think that early diagnosis of serious aggression that can be Conduct Disorder which begins as aggression in the early childhood and developed during adolescence and adulthood, it is very vital to know about these cases in order to help those individuals since they were diagnosed with Oppositional Defiant Disorder (ODD). Conduct is a disorder that refers to people who deal with specific behavioral and emotional problems during the childhood. People diagnoses with this disorder cannot focus and they have a hard time to follow rules. They are often referred as bad people or delinquent, ignoring that they mentally ill. Course of action Schools must be protected and safe places for children to study, however after this shooting event, a number of students and their families still feel threatened and their lives in danger by armed and dangerous classmates. As a member of school community we need to discuss our plan and how to deal with current students, families, professors and the other members who experienced the incident and help them to overcome and continue benefit from school. I believe that it is very interesting to work with survived students to trust us and discuss our plans to offer a safe place to learn. As school staff, we need to work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) (National Association of School Psychologists, 2006) The school community needs also to enhance, and renew the school procedures to keep school building safe. Work with students to be able to discuss and talk aloud if something happened that makes them feel un comfortable, worried or scared. Teach the students that everybody play a big role to maintain the school safety. School community needs also to offer crisis training and professional development for all staff based upon needs assessment. (NASP, 2006) Anger and violence are progressively more significant issues to school psychologists and other professionals today. Those educators faced the effects of learning problems and social adjustment issues. It is very significant to provide monthly workshops for all students to identify their feelings and help them to know how to manage their feelings of anger, especially if they are taking drugs or having mental illness will be helpful. It is very important to teach and make students stay away from drugs and alcohol. Added to this, being away from guns and other weapons will be helpful as well. Teach students in early age that violence is not a solution to handle problems. Therefore, provide counseling sessions to all students, especially those who are struggling with anxiety, depression, or other emotional concerns that they cannot handle. William Pollack, a Harvard Medical School psychologist, stated in the incident of the Columbine shooters needed help, and what they got day after day was no one noticing. They were left alone. Adolescents, even though they say they want to be alonethey really want some kind of connection with an adult who understands and cares. (USA today, 2009) As a school staff, we need to work on our safety programs as well. We will need to lock doors, provide security cameras and call systems. We need to encourage and build up the respect between staff and students, students and students. Respect the students potential and performance is very vital also. The interaction between counselors or professors and students is very important to be able to recognize students feelings and alert any serious emotional issues or mental health problems. Check and connect is a good strategy to provide to school staffs in the workshops. In this approach, every day, one professor or more should talk about a specific students case. As the initial responsibility we have as school staff, we should help people experience the event in an appropriate context. We need to provide counseling and psychological treatments and we have to work with them to be able to continue their studies and help them to achieve their goals as they came for the first time and may be better. We have to work with those people who were in the event on the traumatic that may happened and they will think about all the time. We need to be able to help them to forget it and start a new personal and educational safe life. It is obvious that people who commit this kind of things and shooting usually have mental disorders such as severe depression or other emotional problems. Those individuals usually feel unwanted and badly treated by others, they are dissatisfied in their academic performance and goals, and therefore they go for suicide and shooting in order to do revenge. Moreover, these students always prepared for their plans previously and they talked about their purposes in advance. Hopefully, we will have time to know about their plans and help them recognize their feelings to be able to intervene early. That is why I believe that we need to build up confidence and communication with students and promote them to ask for help whenever they feel that they need it. As people working in schools, the event is hard to experience, but we may be able to better control the school and in preventing more shootings. Moreover, students who are under medications for anxiety, depression or other concerns and are currently in university, they need to be in contact with their doctor, therapist as well as their family. It may be also appropriate for students who have faced a prior traumatic event as well. I believed that school shooting is one of the biggest issues that need more than a single solution; poor parenting and early identification are big terms to think about dealing with such incidents. Most shootings in schools occurred primarily because of revenge against society. Specific people such as parents, friends, and roommates know how to help professionals to diminish specific psychological outcomes of a traumatic incident by using observation as a method to watch students who are at greater jeopardy and assist directly. Awareness of the issues that can lead to cruel psychological distress may assist adults to differentiate those students who need mental health assistance. As school community, we should plan cooperatively to invent a safety within schools to decrease violence by utilizing various approaches in order to meet each schools needs. For an effective result, it is helpful to include the following components such as making school-community safety partnerships, establishing comprehensive school crisis response plans (NASP, 2006) As a course of action, schools should adopted new laws and strategies to cope with this new style of showing such brutal aggression in instructional establishments, such as forbidding violent behaviors by issuing a disciplinary rules and punishments against individuals who are attempting to be involved in aggressive behaviors in schools settings. Besides, schools need also to offer a proper and effective counseling therapy for people who still under the shock of a shooting incident and help them to overcome the crisis time. As far as community is concerned, it should be a priority to protect students who experience aggr essive events and make them regain confidence to pursue their academic and emotional life. Improving classroom environment is also presented in our school plan by endorsing such a positive school discipline School climate is a relatively enduring quality of the entire school that is experienced by members, describes their collective perceptions of routine behavior, and affects their attitudes and behavior in the school (Camilla Sandra, 2007). Our program fights racism and intolerance and implements strategies to accept people from different cultures; in school program, the community promotes consultation, appropriate social skills, rising security in schools, and use disciplinary method to punish individuals who did not respect the school policy. Utilizing prevention programs for all students is one of the vital strategies we have in our program like talking about the federal law. Basically, we also implement some specific interventions in order to support students positive emotiona l development and educate them to utilize non-violent methods to decipher their personal concerns. Support students who show early signs of violation behaviors at schools and encouraging peer relationship by utilizing communication and mediation programs to resolve conflicts. School-based mental health services are very wanted recently. As school community, collaborating with parents and policy makers we should scrutinize issues that can account for events in which a massacre happened in the establishment setting in order to assist students to accomplish their aims in schools and help them to identify their personal and social issues. During the crisis, as member of school community, we were looking for manners in order to stop these events to re-happen. School Psychologists national association (NASP) team stated that, Crisis has been frequently recognized as a time of potential danger as well as potential opportunity.à ¢Ã¢â€š ¬Ã‚ ¦ If our profession is able to manage the danger that is, manage the immediate crisis and quickly return the system to normal functioning then there exists a tremendous opportunity to stimulate long-term systemic change. Once seen as effective and credible, the psychologist has infinitely more opportunity to move the system in the direction of prevention (Kathy, 2008). School psychologists can be a terrific source to the institutional community in the improvement of efficient mental health services to discuss students and families needs. It is also fundamental that school psychologists become very important and positive individuals in endorsing their task as mental health service providers and programs in schools. My role as a school psychologist As a school psychologist, I need to be able to identify student in need for extra help and aid in recognizing proper referral sources in the community. I would also use the psychological triage as a technique to establish the crisis intervention cure. The use of this approach is particularly significant when the psychological trauma victim surpasses the number of available people who can intervene. According to National Association of School Psychologists (NASP), there are various things that we can do as people working in schools that may insure that schools are secure places for students and enhance the comfort level of individuals such as inform parents by the school safety policies and calamity avoidance efforts. As a school psychologist, I need to be active within schools, communicate with students and their parents. I need also to visit classrooms frequently. Work on students behavior and help school community to teach students the appropriate and expected behaviors, provide interventions and supports. Talk and make a link with community colleagues to evaluate emergency response plans and discuss the needs that may be noticeable to the current crisis. Highlight violence prevention programs and curriculum currently being taught in schools and emphasize the efforts of the school to teach students alternatives to violence including peaceful conflict resolution and positive i nterpersonal relationship skills. Cite specific examples such as Second Step Violence Prevention, bully proofing, or other positive interventions and behavioral supports (NASP, 2006). My role as school psychologist as well is to prevent those individuals who homicide others and suicide. An article by NASP stated that society needs to ease closer relations as a replacement of watching television and using computers in the rest of the evenings, visit friends, classmates, and neighbors, walk you dog or go for picnic will help to stop murders to realize their plans and crimes. As a course of action, we should work on the relationship between students, their professors, and other school workers (NASP, 2006) My role as a school psychologist also is to examine the psychological disorders of students who appeared to be at risk such as those individuals who may have post traumatic stress syndrome, depression, Schizophrenia, and other mental health problems. It is very significant to early diagnosis those people with the previous disorders in order to be able to intervene and help them to live normal people and act responsively. My job as a member of the community is to be aware of some people who refuse to talk about their experience in the past and hide their traumatic events. In this point, I need to be able to help survivors of this horrible crisis to talk about it and assist them to be able to identify and discuss their feelings from it. I need to be able to aid those people by using psychotherapy sessions and advanced techniques. As a school psychologist, I can be trusted to help with delicate personal and family situations that interfere with schooling. I can also help prevent future problems when I intervene with learning problems early on, and I can also recognize that changes in the school environment and at home can improve the quality of life for children and their families.   For most victims, cognitive-behavioral therapy is the best treatment that I can use in order to change distorted and possibly harmful perceptions of post-traumatic stress, severe anxiety, depression, pleasant mental image ry, and relaxation techniques. Other counseling and therapy techniques may help those people achieve a good perceptive of the illness and the factors that protect against it. There are also stress inoculation training and visualization techniques that can be used as treatment to help those victims in our school setting. All these treatments need to be taught to survivors in order to practice it on their own. I need also to share with them my feelings, experience, and signs to help decreasing feelings of fear and helplessness. In terms of intervention, as a school psychologist I should work and consult with teachers in order to choose, implement, and evaluate interventions that best work for the different needs of different students.   As expert I need to be able to teach students, teachers, parents, and other professionals problem-solving strategies to address issues related to students academic, behavioral, and psychological problems after the incident. I need also to be able to assist teachers, parents, and other professionals use data-based decision making to improve student and systemic outcomes. Besides, I have to help teachers understand the unique needs of students, especially those diagnosis with mental health problems. It is very important to consult with those individuals doctors and counselor as well in order to keep in truck, know more about their current situations, and help them to release their pains. NASP promotes that school psychologists to take a leadership role in developing comprehe nsive approaches to violence reduction and crisis response in schools (NASP, 2006). Since school psychologists are capable to involve in the whole school personals in enhancing and applying positive behavioral interventions that support social-emotional development of students. School psychologists are also important members who are skilled by using and implementing different intervention strategies that may decrease violent behaviors within school settings and with different students. As a school psychologist, I can discuss with other school members the implementation of social skills activities and other techniques used in order to educate students how to solve their personal issues. My other role is to offer consultation process to promote schools form calamity planning teams. As part of the evaluation program, I need to reduce aggression activities among students and help those who were presenting during the incident physically, psychologically, and social seclusion. As far as m y role, I will help school to response to this emergency case. As a school psychology, my role also is to be well aware of the advantage of the early intervention and prevention efforts. Traditional crisis caregivers include emergency response professionals, mental health providers, medical professionals, victim assistance counselors, and faith leaders (NASP, 2003) those professionals are all well skilled to handle different cases and to help sufferers to manage their life and handle their problems. Teachers and administrators are the most people who interact with our students; however some of them did not get any training to offer mental health services and intervention. As a school psychologist, I think that will be very helpful to provide trainings and help those professionals to be able to intervene. These roles of school psychologists are very vital elements as plans of school safety. To guarantee that school psychologists are well trained to offer leadership in school violence prevention. NASP helped school psychologists to get the necessary comprehension and skills to apply aggression prevention and the crisis in schools during their programs and through their life experiences. Summary Very serious violent problems occur in school settings and have sophisticated causes, unknown sources and valuable consequences. Besides, fights, sexual harassment, and bullying that occur every day in all school establishments in the world. We started to experience shootings people at schools and suicide. These affected the schools environments, safety, and made many students, relatives and school staffs to undergo horribly. Thus, the efforts to decrease aggression at school settings need to be multi-faceted. School settings are trusted to protect children and keep them secure during the school day. Teachers, principals, and all school staff do big efforts to keep students safe and away from any danger. Many students trust schools and they feel happy and comfort in the school staffs who save them from harms and protect them. There are various cases and huge number of shoots and suicide in school settings, therefore schools and professionals community need to prepared in order to have a minimum damages and handle crises, in order to keep students and staff out of harm and able to learn and teach. In my opinion, I think that a successful and effective program will guarantee the safety of all students and school staff. It is crucial to create programs that lead to stop and reduce aggression and responding rapidly and efficiently whenever violence happens. Aggression decrease plans have to also affect on all student approaches to violence, educate them and school workers to be able to solve their skills in an effective away, and help the school to make an environment that encourages acceptance and tolerance between students and staff. School safety programs are very efficient when we involved other groups of violence prevention efforts such as local law enforcement, juvenile probation, public health personnel, and other parent and community groups (NASP, 2006) This will help to reduce aggression and anger among students in order to ensure life of all children and youth and improved their performance to achieve their goal. I believe that all families, friends, and school staff have the responsibility in this massacre, by ignoring the murder mental health history and let him lived in the campus as a normal student. The safety group of the campus has also a big responsibility and failed to intervene in the appropriate time to stop the killing show was happening. The uncontrolled guns are big issues as well that led to kill those innocent students easily. All school psychologists have the responsibility to give hands to educational institutions and involve in the methodical group structure and problem solving process. They have the responsibility to analysis the data and identify students problems. All these plans should be discussed in objective data of school databases. Typically my role as a school psychologist is that I cannot make diagnosis, but I can provide data by using various number of assessments tools like doing observations, interviews, and consulting with parents and other professionals. There are very big numbers of interventions that can be used by school psychologists to assist those individuals in order to comprehend their goals and try be able to deal with it.

Politics Essays Gender Stereotypes Tudor

Politics Essays Gender Stereotypes Tudor Gender Stereotypes Tudor To what degree were gender stereotypes a factor in Tudor politics? The first thing to say is that Tudor monarchy was not idealistic, like all governments it was primarily pragmatic in approach, and the great changes in the relationship of Crown and Parliament in this period were a result of immediate needs and evolving precedent. Cromwell steered Parliament towards a considerable extension in its competence to include issues of religion, the succession and the unity of the Realm. I n doing so, he allowed MPs to declare Royal Supremacy and established a new focus of sovereignty, the King-in-Parliament. Edward’s minority made the nature of Cromwell’s Royal Supremacy clear. It was through Parliament that objections to Somerset’s rule were overridden and it was Parliament that was used to transform the official doctrine of England. Respect for statute was a key reason why so many leading Protestants accepted Mary as Queen in 1553. After Mary’s death, Elizabeth and William Cecil inherited a position in which Parliament was growing into a genuine political forum and the use of parliamentary consent became the norm but it is wrong to see in these developments the origins of Parliament’s seventeenth-century attack on divine right kingship. Parliament supported the Crown with money, counsel and by passing its laws. When unrequested advice was offered by MPs on matters which plainly concerned the royal prerogative, the Queen simply refused to be drawn into conflict and avoided a crisis. The Tudors had very clear expectations of men and women, and in general men were expected to be the breadwinners and women to be housewives and mothers. On average, a woman gave birth to a child every two years and having a child was considered a great honor to women, as children were seen as blessings from God, and Tudor women took great pride in being mothers. Many women in this period were highly educated. Women were not allowed to go to school or to university, but they could be educated at home by private tutors. Elizabeth I was tutored by the famous Tudor scholar Roger Ascham. Women were not allowed to enter professions such as law, medicine, politics, but they could work in domestic service as cooks, maids and were also allowed to write works of literature, providing the subject was suitable for women: mainly translations or religious works. Women were not allowed to act on the public stage or write for the public stage. Acting was considered dishonorable for women and women did not appear on the stage in England until the seventeenth century. In Shakespeares plays, the roles of women were often played by young boys.   Women, regardless of social position, were not allowed to vote (however, only men of a certain social position were allowed to vote). Neither could women inherit their fathers titles. All titles would pass from father to son or brother to brother, depending on the circumstances. The only exception was Royalty. The Crown could pass to a daughter, and this allowed Mary, and then Elizabeth, to reign. In some cases women could not inherit estates, but women could be heiresses to property. A man was considered to be the head of a marriage and was expected to look after his wife and children. There was no divorce in Tudor times and marriage lasted until one of the couple died. An Annulment could be obtained, which would mean the marriage was not lawful, but extensive evidence would have to be provided if this was applied for. Henry VIII only ever regarded Jane Seymour and Katherine Parr as his legal wives. The stereotypical idea of a Tudor woman being weak, frail, feeble and foolish has been drilled into our heads for centuries. Even Elizabeth Tudor is said to have appeared on the political stage apologetic for her femaleness. The purpose of this essay is to see to what degree gender stereotypes where an issue in the political factor of the Tudor times, and to what extent this has, if at all, changed. What roles did men and women take on and why where they different, or indeed, segregated? Do the ideals of the Tudor times affect society today? These factors will be seen during my conclusion. Women and their involvement in politics has always been an intriguing to those interested in the history of politics. Women linked with the Royals, or Nobility, -albeit wives, mothers, mistresses, offspring or siblings-have always been the subject of investigation, regarding the power the held over those the ruled, and even the authority they exercised from their concealed places behind those who ruled. Yet, even in the face of this focus, today’s historians seem cautious about laying the notion of power and influence, at the door of the female persuasion. To begin with an example of how gender was an issue, regardless of rank or station, we can look to the monarchy. In the Tudor century, two types of queen had control of the court. They were called Consorts and Regnant. A consorts’ role was one of reproduction. She would be married to a king, but because giving birth to a male heir defined the success of her reign; her inability to reproduce sometimes endangered her position as consort, as Henry VIIIs wives discovered. The consorts’ life narrowly reflected that of noblewomen: those who were expected to produce a male heir to continue their husbands line, to overlook the day’s work in the household, and to support the numerous charities and religious institutions that were seen as appropriate for women to support. A consort’s royal status allowed her opportunities to engage in court politics. Mary and Elizabeth Tudor were exceptions to this rule, as even though they took the title from marriage and succession, they were still expected to rule as monarchs. A Queen Regnant was one whose royal status was a birthright and not an outcome of marriage. These queens where seen as actually reigning and controlling the kingdom, and not with menial activities such as overseeing the running of the household. The notion that women were not able to govern their land, led to the idea that they must take their male councilors’ advice to avoid disaster. There were even concerns about whether Philip II would dominate the decision making during Marys reign. Traditionally speaking, women in politics during the Tudor century where very marginal and hidden figures. Their domain was the household, and work was domestic, as opposed to the male world, a world of very public politics and business ventures. Women were awarded no accreditation for the parts played by them during an event of importance. Indeed, to George Bernard referred to Anne Boleyn as â€Å"nothing more than a flirt and loose living lady†, even after the controversial ideas of her religious influence, alleged adultery and consequential fall. Tudor society was patriarchal, meaning that men were considered to be the leaders and women their inferiors. Women were regarded as the weaker sex, in both physical and emotional values In general females, whether married or single, were seen as unable to think in political factors and were seen as genetically inferior to their male counterparts. Unmarried women would be chaperoned constantly by male relatives and guardians, as it was thought that without a husband to guide them, they would be incapable or looking after their household affairs. Women would spend most of their lives in the house attained by them through marriage. They would focus on the interests of their husbands, children and grandchildren, and those without children would often focus on the interests of siblings, especially sisters. On first perception, it is easy to perceive a woman’s world as narrow and confined to a small space, when in reality, their daily activities and contacts spread further than most could imagine. Built upon a woman’s family and complex network of friends and contacts, was weaved great resource and political influence that allowed these women to perform their motherly, wifely and widows duties with great flair. Their martial family gave them the power they needed to succeed in everyday life, while their birth families provided a safety net for them, if their marriages ever failed. A woman’s birth family was usual the most important in the line of contacts she kept. Her father would be involved with her life extensively, even after she was married to aid them as wives and mothers and to help them with financial issues. In contrast, the males in the Tudor times, held an authority which was officially known as â€Å"political†, although this could entail anything from attending the House of Lords, to arranging their sisters marriages and seeing to a respective suitor. The main parliamentary figure though, was the king, or Queen regnant. Elizabeth I was one of these queens, who took her political power seriously, and without a husband to guide her, much to the distress of Parliament. She gave the House of Commons control over certain authority but made it clear, that as the head of the institution, certain matters would be left to her and her Privy Council. When parliament demanded that she be married in 1571, she told them in no uncertain terms, that they had no right to discuss matters that directly affected her. Although Elizabeth didn’t allow the fact that she was a woman affect her working life, it did seem as though being female was an issue, as she constantly fought to portray herself as male. Rank seemingly played no part in the gender issues of the Tudor age. Upper-class and lower-class women alike attained authority through social standing, relationships and contact with those in higher power and woman’s incorporation into politics, although not the electorate, was the result of increased literacy skills-especially the ability to read- in women allowing them more access to news, information and ideas. In regard to the â€Å"political† goals, most men and women shared the same ideals. To make an advantageous match in marriage would secure money holdings and status which allowed both genders to equally gain influence over such factors as land accumulation, the holding of their reputation and status, and the ability to further family members in terms of careers and marriage. Professor Barbara Harris’s research into gender and Tudor times has been able to show that what was considered domestic, public, political and private where very hard to distinguish from each other during this time. The family was the quintessential political base for women. If you were a wife or mother, this would be considered your â€Å"career† which was politically significant. Women were constantly involved in activities which allowed them to build and maintain relationships with others, such as arranging marriages. Professor Harris rethought this â€Å"domestic chores† Of course, the issue concerning gender where not just rife in the household and in business ventures. Gender was a very common influence on sentencing a criminal as well. Tudor punishments were very severe and entailed hanging, burning to death, torture, whipping, being chained to stocks you would have all sorts of rubbish and rotten foods thrown at you before you eventually starved to death(if you were lucky),or some passing animal decided to have a bite, dunking in a river or branding with a hot iron. These are only a few examples of how a â€Å"criminal â€Å"would be treated. Whipping was sentenced for serious offences such as robbery with violence and begging. For this act, a â€Å"pillory† was often used. A pillory was made of two upright posts and two boards which were held together with each other. These boards had circular openings for the neck and wrists of the prisoner. The pillory had a roof, open sides and was placed on a platform. The prisoner would stand through his whipping, being fully exposed to the public. This form of punishment was usually reserved for male offenders. Women who were accused of being â€Å"scolds where taken to a device called a â€Å"ducking stool†, a highly popular form of punishment for the time. Historians have argued the meaning of the term scold relentlessly and have discussed its implications at length. The same questions always come to rise. Where these women independent, and was this type of punishment one brought by men to keep their women in check? After all, social conformity was extremely important during the Tudor times, and it was often felt that men had to keep their women at hand to save themselves from the embarrassment of having an unruly wife, mother, etc. For Women though, the most common crime was of witchcraft. It was common practice during this period to blame someone for cursing your cattle if one or more of your livestock died without an obvious reason. Witchcraft was considered a serious offence, and was punished in the most serious ways. The Witches of Warboys is an example of those involved in witch-hunting. The Witches of Warboys refers to Alice Samuel and her family between who where accused, taken to trail and then executed on charges of witchcraft in the village of Warboys, England. The accusations were first made by Jane Throckmorton, who had started having fits. She accused the 76 year old Alice Samuel of enchanting her and Jane’s four sisters and some household servants begin reporting similar symptoms. In 1590, Lady Cromwell, (the grandmother of Oliver Cromwell,) came to Warboys to visit. During this time, she met Mrs. Samuel and too accused her of being a witch. At one point, an argument ensued, which was quickly dissolved when Lady Cromwell cut off a lock of Mrs. Samuels’s hair. Lady Cromwell later became ill and later died in 1592.In 1592 Alice Samuel confessed to witchcraft, and was taken to Huntingdon where she was imprisoned with her daughter Agnes and her husband John. All three were tried on April 5th 1593 for the murder, by witchcraft, of Lady Cromwell, and were found guilty. They were sentenced to be hanged. In conclusion, it seems that in the Tudor Century, men and women were segregated in just about everything, from the way they performed daily duties, to what crime was applicable to them. Tudor politics was no different, with the exception of certain women given power in some circumstances, but they still had to appease male advisors and peers, if their influence was to go ahead. Queens such as Elizabeth I made up for her lack in a husband or any other close male relative with her dealings with her male councilors and through the image of her personality as male during contact with the public. In response to the Parliamentary request she marries, 1559: ‘I am already bound unto a husband, which is the kingdom of England and that may suffice you.’ This proved to society that although she was a woman, she was not ruled by her male peers. Gender issues were a factor in Tudor politics, but they were not totally oppressive. It seems that for some people, the gates where open to them, as long as they adhered to certain rules and conduct. It is probably fair to say that, despite the limitations, women had more freedom in the Tudor period than they had had previously and would have again for some time. The Renaissance brought with it a new way of thinking.   Elizabeth being on the throne also encouraged men to educate their daughters, in the hope that it would secure them a more advantageous match in marriage, further widening their political influence. References: Reed, K â€Å"Selected Writings of John Knox: Public Epistles, Treatises, and Expositions to the Year 1559† Presbyterian Heritage Publications, (1994) Carol Levin, the Reign of Elizabeth I (Palgrave, 2002). www.tudorbritain.org Elton, G.R. England under the Tudors. Routledge(1955) Daybell, J. Women and Politics in Early Modern England, 1450-1700 Ashgate.(2004)

An Analysis of the Legality of Abortion :: Argumentative Persuasive Topics

An Analysis of the Legality of Abortion In Abortion and Social Justice, Dennis Horan, J.D. et alii argue "The Legal Case For the Unborn Child": Abortion is not a private matter. The destruction of human life, even 'incipient' or developing human life in the womb, can never be considered a private matter under our law. The contention that it is a private matter would be too ludicrous and absurd to even argue were it not so often put forth under such intellectually impeccable auspices. Would those civil libertarians who argue that abortion is a private matter, argue that the exercise of civil rights is purely a private matter between the Black man and the man that thwarts them? Certainly not. Just as the civil right to vote must be protected by law, so too the most fundamental and basic of all civil rights - the Right to Life - must be protected by law.(105) In her book, Abortion and Dialogue: Pro-Choice, Pro-Life, and American Law, Ruth Colker explains why Roe v. Wade is considered an "activist" decision: Second, it [Roe v. Wade]set the tone for how activist the Court would be in our lives. Rather than simply rule for the plaintiff in Roe v. Wade, thereby invalidating the challenged Texas abortion statute, the Court outlined the parameters of a constitutional abortion statute. In other words, the Court drafted a model statute rather than simply striking down the Texas statute. Such judicial involvement in legislative activity is considered to be highly activist because the Court, in a sense, is displacing the legislature's role in society. Such activisim is often criticized for interfering with legislative dialogue, because the judiciary, an undemocratic institution, has substituted its judgment for that of the legislature. (102) Former president Ronald Reagan in his book, Abortion and the Conscience of the Nation, states how the Roe v. Wade decision is a violation of the Constitution: Make no mistake, aboriton-on-demand is not a right granted by the Constitution. No serious scholar, including one disposed to agree with the Court's result, has argued that the framers of the Constitution intended to create such a right. Shortly after the Roe v. Wade decision, Professor John Hart Ely, now Dean of Stanford Law School, wrote that the opinion "is not constitutional law and gives almost no sense of an obligation to try to be." Nowhere do the plain words of the Constitution even hint at a "right" so sweeping as to permit abortion up to the time the child is ready to be born.

Americas Involvement in the Soviet Afghan War Essay -- Iran War Ameri

America's Involvement in the Soviet Afghan War The worst case scenario for the United States in the late 70s and early 80s was the threat of the Soviet invasion of Iran and subsequent control of the Saudi Oil fields. The best that could be done to counter a possible Soviet invasion would have been the deployment of parts of the 82nd Airborne Division to the Zagros Mountains of Iran, which would take at least a week with reinforcements arriving much later. This was not acceptable to the Carter Administration, which decided on another course of action - to actively support the anti-Soviet Mujahideen â€Å"freedom - fighters† in Afghanistan and help protect the Middle Eastern oil fields. This American involvement in the Soviet Afghan war has led to the emergence of Al-Qaeda and the September 11th attacks. On December 24th 1979, the Soviet Union invaded Afghanistan. On that day began a war which wreaked incredible havoc and destruction on Afghanistan for 10 long years. The Soviets stormed in with thousands of troops at the request of the troubled Afghan Communist regime. The Russians believed this be a neat surgical military operation. They were wrong.(Boggs) The only resistance to the Soviet invasion were men known as the "mujahideen" known to many as freedom fighters. They are multinational; some even from America, doing everything in their power to repeal the Soviet horde. The Soviet invasion frightened neighboring countries such as Saudi Arabia and Pakistan, so they unofficially allied with the United States. The U.S. provided the weaponry, training, etc., Saudi Arabia recruited the fighters (mujahideen) which were sometimes based in Pakistan. They all agreed on the need for armed resistance against the Soviets. The U.S. decided to tap the religious vein of the rebels, creating a z ealous religiously driven guerrilla organization; well armed and trained by CIA officers with the goal of returning Afghanistan to Islamic purity.   Ã‚  Ã‚  Ã‚  Ã‚  The Mujahideen tactics were mostly composed of ambushes for Soviet convoys. They also implemented hit and run tactics against the Soviets.(Jalali, 20) The main battles were fought for convoys. Soviet forces were dependent on convoys for various reasons. Afghanistan had undeveloped industry making no possibility to manufacture spare parts in Afghanistan. Railways were nonexistent, so everything not airlifted was brought in through ... ...Lester Grau. Afghan Guerrilla Warfare. Fort Leavenworth: Foreign Military Studies   Ã‚  Ã‚  Ã‚  Ã‚  Office, 2001.   Ã‚  Ã‚  Ã‚  Ã‚   Nyrop, Richard, and Donald Seekins. Afghanistan, a country study. Secretary of the Army, 1986. Raman, B. MUCH ADO ABOUT A MISSILE . South Asia Analysis Group. April 10 2005 . Ross, Kelley. Islam. April 26, 2005 . Silverstein , Ken . Stingers, Stingers, Who's Got the Stingers? . Global Security. April 10 2005 . Steinman, Joshua. "America must engage Osama Bin Laden."   Ã‚  Ã‚  Ã‚  Ã‚  Chicago Maroon 06 Jan 2005. 03/04/05   Ã‚  Ã‚  Ã‚  Ã‚  http://maroon.uchicago.edu/viewpoints/articles/2005/01  Ã‚  Ã‚  Ã‚  Ã‚  /06/america_must_engage_.php . T-64 Tank. FAS. Ap 27 2005 .   Ã‚  Ã‚  Ã‚  Ã‚   Tamarov, Vladislav. Afghanistan: Soviet Vietnam. San Fransisco: Mercury House, 1992. Terrorism: Questions and Answers. Council on Foreign Relations. April 07, 2005   Ã‚  Ã‚  Ã‚  Ã‚  . The Beast. Videocassette. Columbia Pictures, 1988. Tuninga, John The Umayyad Caliphate. Bartleby. Ap 23 2005 .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wolpert, Stanley. Roots of Confrontation in South Asia. New   Ã‚  Ã‚  Ã‚  Ã‚  York: Oxford University Press, 1982. Wuthnow, Robert . Islam. Encyclopedia of Politics and Religion. Ap 23, 2005 .

Hindi matter on fashion Essay

Agriculture is the backbone of Pakistan’s economy. Pakistan today is among one of the World’s fastest growing population, now estimated as over 170 million. Due to lack of large river regulation capability through sizeable storages, the country is already facing serious shortages in food grains. Given the present trend, Pakistan could soon become one of the food deficit countries in the near future. Therefore, there is a dire need to build storages for augmenting agriculture production. reservoirs have already lost about 5,000,000 acre feet (6.2Ãâ€"109 m3) due to sedimentation. Electricity needed Employement India wants its supremacy in the region; therefore, it is not resolving the water and Kashmir disputes. Politics has strong links to trade as political disputes led to blocking of trade India should display seriousness to practically resolve Kashmir and water disputes for trade and economic cooperation between Pakistan and India. Pakistani traders and industrialists want trade ties with India despite some reservations. There are chances of war on the water issue. Improvement in bilateral ties could benefit both the countries, but friendship should not be made at the cost of Kashmir and water. Climate affects the IWT or India’s building of reservoirs It gives India rights to the natural flow of water of the Indus’ three eastern tributaries – the Ravi, Sutlej and Beas – while Pakistan controls the main Indus channel itself and two western rivers, the Jhelum and Chenab. Pakistan has increasingly raised concerns about data sharing and transparency, particularly because the upper reaches of all of the rivers lie in Indian-controlled territory, giving that nation greater scope for control of the entire Indus river system. harvesting summer stream water into 3,000 litre gravity-fed storage tanks. Up to 30 percent of water is lost from the country’s unlined irrigation canals, experts said.

Heart of Darkness Essay

Explore the narrative techniques used in the opening of Heart of Darkness Heart of Darkness opens with a sense of opportunity and adventure, which instantly created in the first paragraph by imagery of the Nellie, waiting for the turn of the tide; The idea of a river and the sea creates a sense of journey. However whilst there is an atmosphere of excitement, there is also sense of underlying tension. One way in which these conflicting impressions are created, is by contrasting the idea of opportunity through the river to London which is described as oppressive,. For example in the second paragraph, Conrad describes that the sea reach of the Thames stretched like an interminable waterway† whilst the â€Å"air was dark above Gravesend, and condensed into a mournful gloom, brooding motionless. Here the idea of an interminable waterway seems to suggest freedom, and journey which is juxtaposed by the oppressive atmosphere created by the words â€Å"gloom and brooding†. The oppressive atmosphere of London and the freedom of the river is reinforced through reiteration of gloom and darkness which contrasted against imagery of light. For example, the river is described as â€Å"shining pacifically, the sky without a speck was benign immensity of unstained light.† Imagery of unstained light, on water is one of beauty and also gives a sense of purity, and adventure; On the other hand the gloom brooding motionless seems creates a sense of foreboding Conrad uses repetition of the word â€Å"gloom† and â€Å"brooding† throughout to reinforce this ominous atmosphere. Further in the opening Conrad personifies the gloom and describes how it was â€Å"brooding over the upper reaches, became sombre every minute, as if angered by the approach of the sun.† That London is untouchable by the sun makes London seem unnatural and consequently reinforces a sense of unease especially when contrasted again. The idea of the natural and the unnatural is used throughout to emphasise a sense of unease about; London is described as â€Å"a monstrous town marked ominously on the sky/ a lurid glare under the stars.† Even against the vastness of the sky, London stands out making it seem menacing. In addition the imagery of the stars convey natural beauty which clashes against London which is described as â€Å"monstrous†. Another example is that the sea and sky are described as being welded together without a joint; The use of welded makes it seemed and forced reiterating a sense of something being incongruent about the scene. Arguably, the reason for this contrasting imagery is not only to create a feeling of suspense to the journey but also represents Conrad’s feelings towards colonisation; On the one hand there is the sense that colonisation is positive, it creates opportunity, yet there is also a notion that colonisation was corrupt. An important motif in the opening of the text which seems to epitomise both these notions is personification of the river Thames. The river Thames represents the power of London as it was the centre of trade and thus on one level, references to the river flowing remind the reader there is much to be gained by the journey. This is demonstrated as Conrad makes references to its historical past. Conrad describes † it had borne all those ships whose names are like jewels flashing in the night of time/, what greatness had not floated on the ebb of that river into the mystery of an unknown earth,† language such as the â€Å"an unknown earth†, makes it see that the journey will be mysterious and exciting as all journeys have started from the river Thames; There is a sense that history will be repeated. This is emphasised by a sense of constant movement of the river which is created by alliteration and the very structure of the opening. Joseph Conrad describes â€Å"we looked at the venerable stream not in the vivid flush of a short day that comes and departs forever but in the august light of abiding memories† The alliteration makes the sentence flow emphasising the idea of the river being continuous rather than a † vivid flush† and emphasising an idea of endless opportunities which can add to the â€Å"august of abiding memories†. This all adds to a feeling of optimism and idea of colonialism being positive. The very structure of the text also seems to mimic the continuity of the river by switching from the past to present, creating a nostalgic feel. For example, after the paragraph about the adventures of the men who had made the nation proud, the next paragraph switches to the sun setting. However, the use of the river as representing the power of London also reminds the reader of the † monstrous town† thus creating a negative impression. Like references to London being marked against the sky, the idea of the river continually flowing reinforces London’s power. Conrad could be insinuating that whilst there are some positive elements to colonisation such as freedom and adventure, there is something unnatural and corrupt about it as it is based on blood shed.. This idea is epitomised, by the idea of the sun setting and turning from flowing white to a dull red without rays and without heat. Here the imagery of the sun setting, reinforces the idea of a new journey, but the white to red also could be symbolic of the blood shed about to come and blood shed which made London so great.