Violence and conflict are central to Romeo and Juliet Essay Example For Students

Viciousness and strife are vital to Romeo and Juliet Essay Viciousness and strife are vital to Romeo and Juliet. Talk about this subject regarding at any rate three scenes in the play. Romeo and Juliet is a grievous play, which is about the adoration for two star-crossed sweethearts who end their life in light of the fact that the families, Capulets and Montagues have an antiquated resentment. Shakespeare doesnt convey the purpose behind the contention between the fighting families to the crowd, in this manner he might be giving us information on how risky contentions can become if theyre not monitored. In spite of the fact that it is a play about affection, there are numerous scenes that contain savagery and strife. The play opens with a battle and finishes with passings. This paper will examine the key scenes, Act 1 Scene 1, Act 3 Scene 1 and Act 3 Scene 5. We will compose a custom article on Violence and struggle are vital to Romeo and Juliet explicitly for you for just $16.38 $13.9/page Request now William Shakespeare initiates Romeo and Juliet with a concise framework of the approaching stage execution. He introduces the presentation with the introduction, which can likewise be depicted as a piece. Shakespeare applies this structure to quickly sum up the account of Frankenstein. The tune lays the right foundation for disaster by introducing the two youthful heroes as casualties of destiny, whose lives are damaged from the beginning by the animosity between their families: From forward the lethal flanks of these two adversaries/A couple of star-crossed sweethearts end their life. Despite the fact that Shakespeare grasps this idyllic structure to delineate the plays fundamental issues, he has embraced this technique to depict another significant subject: how deadly and dangerous contentions can become if theyve been incited by unwise and inane reasons-the passings of the heroes stopped the familial clash between the two families, the reason for which is obscure to the crowd all through the length of the play. This is noteworthy on the grounds that Shakespeare features the ludicrousness of the battles between the two family units. Continuing towards the primary scene, Shakespeare presents the play with two workers of the Capulet family unit, Gregory and Sampson: Enter Sampson and Gregory, with blades and bucklers. While strolling through a road in Verona, Sampson voices his extreme aversion for the place of the Montagues, with off color chat. The two hirelings start to trade licentious articulations about truly vanquishing the male individuals from the Montague family and explicitly overcoming the females: I will take the mass of any man or servant of Montagues. Gregory reacts to this punning comment made by Sampson by applying an axiom, the most vulnerable goes to the divider, which proposes that the weak must respect the ground-breaking. Along these lines, Gregory expresses that if Sampson takes the divider, he will end up being the barren one: That shows thee a feeble slave; for the most fragile goes to the divider. This remark expressed by Gregory, just offers Sampson another chance to turn out to be increasingly disorderly and create significantly greater vain reactions: True; and in this way ladies, being the more fragile vessels, are ever pushed to the divider: along these lines I will push Montagues men from the divider, and push his house cleaners to the divider. Gregory keeps on reacting to Sampsons enunciation: The squabble is between our lords, and us their men. Gregory explains that the debate is between the male individuals from the Capulet and Montague family unit, in this manner Sampson ought not include the ladies. Despite sexual orientation, Sampson maintains a strategic distance from Gregorys counsel and moves further into the discussion: Tis each of the one, I will show myself a despot: when I have battled with the men, I will be polite with the house keepers; I will remove their heads. These statements created by Sampson demonstrate that he will carry on terribly with the ladies. A servant is another term for a virgin, therefore Sampson conveys his heartless expectations of convincing the ladies of the Montague family unit to lose their maidenheads or virginity to him. Subsequent to seeing this data about Sampsons character, as observers of the play, we could be overpowered by fomentation and defeat with fierceness, as a result of his caustic reactions towards the Montague family unit. Others may discover this comment rather entertaining. Likewise, the crowd could be left in an incredible stun in the wake of realizing that the contention between the two families is not kidding to the point that Sampson would be set up to submit such a threatening and terrible act. During this second, Gregory sees two hirelings drawing closer from the Montague family unit: Draw thy instrument, here happens to the place of Montagues. Thus, Gregory develops a plan with Sampson to excite a battle with the Montagues, without overstepping the law. In the wake of review the serving men of the Montague family unit, Sampson conveys a meek reaction to Gregory: Quarrel, I will back thee. Shakespeare has deliberately involved epitomizing Sampson into a tentative individual since it creates humor inside the play, and this grips the watchers consideration sublimely. Gregory answers to Sampson by discussing another joke about him: How, turn thy back and run? Gregory cross examines Sampson by scrutinizing his devotion. He requests to know whether Sampson will back him by turning his back and fleeing. .u5274ef1be7ce11c9b6817a63f33ecdf4 , .u5274ef1be7ce11c9b6817a63f33ecdf4 .postImageUrl , .u5274ef1be7ce11c9b6817a63f33ecdf4 .focused content region { min-tallness: 80px; position: relative; } .u5274ef1be7ce11c9b6817a63f33ecdf4 , .u5274ef1be7ce11c9b6817a63f33ecdf4:hover , .u5274ef1be7ce11c9b6817a63f33ecdf4:visited , .u5274ef1be7ce11c9b6817a63f33ecdf4:active { border:0!important; } .u5274ef1be7ce11c9b6817a63f33ecdf4 .clearfix:after { content: ; show: table; clear: both; } .u5274ef1be7ce11c9b6817a63f33ecdf4 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; obscurity: 1; change: haziness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u5274ef1be7ce11c9b6817a63f33ecdf4:active , .u5274ef1be7ce11c9b6817a63f33ecdf4:hover { mistiness: 1; progress: murkiness 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .u5274ef1be7ce11c9b6817a63f33ecdf4 .focused content region { width: 100%; position: relati ve; } .u5274ef1be7ce11c9b6817a63f33ecdf4 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-embellishment: underline; } .u5274ef1be7ce11c9b6817a63f33ecdf4 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u5274ef1be7ce11c9b6817a63f33ecdf4 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe range: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u5274ef1be7ce11c9b6817a63f33ecdf4:hover .ctaButton { foundation shading: #34495E!important; } .u5274ef1be7ce 11c9b6817a63f33ecdf4 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u5274ef1be7ce11c9b6817a63f33ecdf4-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u5274ef1be7ce11c9b6817a63f33ecdf4:after { content: ; show: square; clear: both; } READ: How does Shakespeare make ACT III scene I sensational? EssaySampson, who has depicted himself as a presumptuous individual gets uncomfortable with the possibility of them starting the battle first, thus he recommends that they permit Abram to do this: Let us take the law of our sides, let them start. Subsequently, Gregory inspires strolling past Abram and showing a grimace before him, nonetheless, Sampson proposes a far better arrangement: I will nibble my thumb at them. This was known as a profoundly offending signal. Shakespeare unfurls the reality of preference and how it can prompt heightening savagery. Abram reacts to the revolting articulation outlined by Sampson by addressing him, as so: Do you nibble your thumb at us, sir? Held in the midst of absolute disarray, Sampson affirms with Gregory if the law will be their ally on the off chance that he confesses to distributing the signal at Abram: (Aside to Gregory) Is the law of our side on the off chance that I state ay? Recognizing the appropriate response created by Gregory, Sampson precludes from claiming gnawing his thumb at Abram, however confesses to gnawing his thumb. This verbal showdown between the workers is practically prospering into a fight. Gregory endeavors to get the Montagues to produce a battle by inquiring as to whether he is quarreling with them. Gregorys endeavors to do this become fruitless. Sampson advances an announcement: I fill in as great a man as you, to which Abram answers, No better. Sampson answers: Yes, better, sir, and thereupon entered Abrams outrage, along these lines propelled a mob. Nonetheless, the fundamental driver of the fight was when Sampson expressed: Draw, in the event that you be men. This is probably the most sensational piece of the scene, on the grounds that the contention between the workers advances into an awful battle. Through the root of the fight, overflowing for what it's worth with sexual and physical boasting, Shakespeare presents the significant topic of manly respect. Men must guard their notoriety at whatever point it is violated against. Likewise, it is critical that the sear between the Capulets and Montagues breaks first among the hirelings. Shakespeare has intentionally centered the watchers consideration around the hirelings on the grounds that the mentalities of the servingmen in Romeo and Juliet have been displayed on the practices of their lords, and hence, society. Right now, Shakespeare presents Tybalt, a brother to the place of the Capulets. Seeing Benvolios drawn blade, Tybalt presents his own and embarrasses him: What, workmanship thou drawn among these coldhearted hinds? /Turn t

The Islam-Judaism Clash of Civilizations Essay -- Palestinians Israeli

In the city of Jerusalem, in the rubble of Ramallah, in gathering places, in mosques, in the hearts and psyches of millions in the Gaza Strip, the West Bank, and the rest of Israel, Israelis and Palestinians are secured a conflict of developments. In his wonderful work, The Clash of Civilizations, Samuel L. Huntington plots a hypothesis which approaches global governmental issues on the size of human advancements. Be that as it may, he bypasses conversation about Israel. Huntington circumspectly depicts Israel as a â€Å"non-Western† (Huntington 90) nation, yet distinguishes the Palestinian-Israeli clash as one along a separation point between developments (267). In spite of the fact that he decides to keep away from the issue, Huntington’s hypothesis gives a foundation to investigating the contention in Israel as far as a conflict of developments among Judaism and Islam. This is a risky and provocative thought. Be that as it may, on the off chance that we dare look at its suggestions and investigate its bits of knowledge, we chance an increasingly complete comprehension of the contention which has tormented relations among Palestinians and Israelis specifically, Muslim nations and Israel by and large, for more than fifty years. Let us start with a conversation about Judaism’s status as a development. This is an exceptionally hostile case which Huntington himself questions: With the making of Israel, Jews have all the target accessories of a human progress: religion, language, customs, writing, establishments, and a regional and political home. Be that as it may, shouldn't something be said about emotional distinguishing proof? Jews living in different societies have disseminated themselves along a continuum extending from complete recognizable proof with Judaism and Israel to ostensible Judaism and full distinguishing proof with the human advancement inside which they dwell, the last mentioned, be that as it may, occurr... ...ited States. However the balanced entertainer model falls flat. Islam rises above key, financial, and political realism. So whenever you find yourself saying that the barbarity, life span and fame of the contention against Israel resists reason, hold your tongue. Islam has generally stayed away from Enlightenment thoughts. Works Cited Cleveland, William L. A History of the Modern Middle East. Rock, Colorado: Westview Press, 2000. Huntington, Samuel P. The Clash of Civilizations and the Remaking of World Order. New York: Simon and Shuster Inc., 1997. Kaplan, Mordecai M. Judaism as a Civilization. New York: Schocken Books, 1934. Stoessinger, John George. Why Nations Go to War, eighth Edition. San Diego, CA: Thomson Wadsworth 2001. The Avalon Project: Hamas Covenant 1988. Yale. Web. 19 Mar. 2015 .

Finance Tips That Should be Taught In School

Finance Tips That Should be Taught In School Finance Tips That Should be Taught In School Finance Tips That Should be Taught In SchoolGlobal economics and history classes are all well and good, but how about classes on retirement contributions, tax filing, or other financial lessons for the real world?If you live in the United States, chances are you didn’t learn how to balance a checkbook or understand a basic budget in high school. That’s because, according to Forbes, there are only 17 states across the nation that “require high school students to take a course in personal finance.”The numbers don’t stop there. According to a Bank of America and USA Today 2016 survey collaboration, only 31% of young Americans aged 16 26 felt their high schools taught them good financial habits. On top of that, only 58% of those young people had started a savings account while only 27% of those surveyed aged 22 26 had contributed to a 401K.Despite these statistics, Champlain College’s Center for Financial Literacy says finances should be taught at many levels of education a nd start at an early age:“Personal finance education should start early at both home and school. Ideally, personal finance concepts should be taught in elementary, middle and high school, and should continue into college. In mathematics, you start with counting, move on to addition and subtraction, and then move on to division and multiplication. You need to learn letters before you can read. Personal finance education should be a cumulative process, with age-appropriate topics taught each school year. The reality is that many states and school districts do not provide any substantive personal finance education until high school, if at all.”Online resources like OppU provide courses on financial literacy in addition to articles on topics like how to teach kids about certain money-related and credit topics. If you are looking for some basics on financial literacy, OppU is a good place to start. In the meantime, here are some universal topics that are largely ignored in primary an d even secondary educational spaces.Save your pennies    Barbara Stanny’s list for Forbes of what she wishes she knew about finances after graduating college   provides insight into the multifaceted ways people can save their hard earned money. One of those ways is understanding the power of compound interest.If there is interest accruing, your money isn’t just sitting there doing nothing. “Understand the miracle of compoundingâ€"where your money earns interest, then your interest earns interest, and then that interest earns interest, and before you know it, you’ve got a lot more than when you started,” Stanny wrote.Money grows if you help itInvesting (and knowing how to do it well) is something a lot of folks don’t quite understand, especially coming out of school. Unless they studied finance, there is a lot of confusion about the world of stocks and bonds and mutual funds.But Stanny advises against waiting too long to start investing. Even if it’s just a little at a time, the more you invest the more it will grow. That doesn’t mean, however, that you should invest in anything or everything. Be sure you understand your investment choices. “Otherwise, you won’t know what you’re buying; you won’t know when to sell; and you can’t accurately evaluate the advice you’re given.”“Learn about investing,” she wrote. “Take a class. The only way to make sure your money grows (enough to buy a castle and also maintain it!) is by putting at least some of your cash in long-term assets (like stocks bonds) that will grow faster than inflation and taxes will take it away.”How to build and maintain a credit scoreAustin Netzley wrote for Insider that, despite how boring it be, it’s important to get a credit report to not only know the status of your credit score, but to also get the clearest understanding of your debt-credit life.“You may be (like I was!) surprised to see some open lines of credit that you thought you closed or still hav e a balance on,” Netzley wrote. “The starting point to fix your finances is to get super clear on your current situation, and a credit report will help you do just that.”Champlain College also supported knowing (and understanding) one’s credit because having a low score can be seriously detrimental to one’s livelihood.A person’s credit score and borrowing history affects their daily life, they wrote. Doing everything from purchasing or renting a home/apartment, acquiring insurance, or sometimes even getting a job can be impacted by one’s credit history. They went on to explain that a high credit score could save someone upwards of $100,000 in interest payments during their life.Having more than one income  This idea is crucial, particularly as fears of a recession swirl around the media. Economic experts like Netzley point to making one’s income as “recession proof” as possible. One way to achieve that is to secure multiple streams of income.Netzley explains that there are three forms of income:Working income: Do work once, get paid once, such as through a salary or hourly wagesResidual income: Do the work once, get paid over and over again, such as by producing and selling a book or programsPassive income: Do no work, get paid over and over again, such as through investmentsBy cultivating multiple revenue opportunities people are not only protecting themselves from potential economic downturns, they are also creating ways to make money in their sleep and freeing up their time.Start as young as possibleInstilling financial literacy at a young age is important, particularly since young people are met with so many financial decisions so quickly after high school and college.“The number of financial decisions an individual must make continues to increase, and the variety and complexity of financial products continues to grow,” Champlain College wrote. “Young people often do not understand debit and credit cards, mortgages, banking, inves tment and insurance products and services, payday lending, rent-to-own products, credit reports, credit scores, etc.”

Pros And Cons Of Capital Punishment - 1237 Words

Pros and Cons of Capital Punishment INTRODUCTION Each year there are around 250 people added to death row and 35 executed. The death penalty is the most severe method of penalty enforced in the United Sates today. Once a jury has condemned a criminal of a crime they go to the following part of the trial, the punishment phase. If the jury recommends the death penalty and the judge coincides, then the criminal will face some form of execution. Lethal injection is the most common process of execution used today. There was a period from 1971 to 1975 that capital punishment was governed unconstitutional by the Supreme Court. The reason for this conclusion was that the death penalty was considered cruel and unusual punishment under the eighth amendment. The decision was overturned when new methods of execution were introduced. Capital punishment is a difficult topic and there are many different views such as its deterrent value, the religious aspect, the cost of death vs. the cost of life in prison, the morality, the social issues, and t he legal considerations. Religious Aspect (Pro) The Bible requires the death penalty for a wide variety of crimes, including sex before marriage, doing work on Saturday and murder. If we still lived by this code, several people would be left alive. Even God imposed the death penalty directly for countless wrongdoings. Some of these infractions included: lying about church donations, practicing birth control, wickedness, being abusive to strangers,Show MoreRelatedPros And Cons Of Capital Punishment1608 Words   |  7 Pageswhere capital punishment is legal. As of April 2016, there have been 1,431 executions in the United States, but the number of executions in recent years has been steadily decreasing (Timmons 2017). The death penalty can be put up for moral debate, and one can ask oneself whether the death penalty is ever morally permissible. There are some pros and cons to having capital punishment. For example, deterrence and prevention are good reasons to have the death penalty, but, in reality, the cons far outweighRead MoreP ros And Cons Of Capital Punishment1319 Words   |  6 PagesPeople and courts often justify capital punishment as society’s moral duty to safeguard the safety and well-being of its citizens. According to Miriam-Webster, capital punishment is the practice of killing people as punishment for serious crimes. Murder is the unlawful killing of another human being. There is much controversy in the punishment of offenders who have committed murder. It is the maximum sentence a person can receive if the crime of murder is committed. Some would say it is inhumaneRead MorePros And Cons Of Capital Punishment1303 Words   |  6 PagesCapital Punishment: The Benefits and Downfalls Taylor M. Osborne Charleston Southern University Abstract The following essay explores the pros and cons of capital punishment. A brief history of how capital punishment was introduced into modern society is included. Various resources have been used for research which include online articles, studies, and textbook references. This paper suggests the costs of capital punishment to be very high, but brings closure and justice to families, and evenRead MorePros And Cons Of Capital Punishment1471 Words   |  6 PagesIntroduction Capital punishment is one of the most controversial ethical issues that our country faces these days. Capital punishment is the legal penalty of death for a person that has performed heinous acts in the eyes of the judicial system. Discussion on whether capital punishment is humane or considered cruel and unusual punishment has been the main issue this of debate for years. Recent discussion goes far beyond the act itself but now brings into question whether medical personal shouldRead MorePros and Cons of Capital Punishment3687 Words   |  15 Pages1.  Morality PRO: The crimes of rape, torture, treason, kidnapping, murder, larceny, and perjury pivot on a moral code that escapes apodictic [indisputably true] proof by expert testimony or otherwise. But communities would plunge into anarchy if they could not act on moral assumptions less certain than that the sun will rise in the east and set in the west. Abolitionists may contend that the death penalty is inherently immoral because governments should never take human life, no matter what theRead MoreThe Pros and Cons of Capital Punishment Essay855 Words   |  4 PagesThe Pros and Cons of Capital Punishment Since the mid 1900’s, capital punishment has brought many individuals into many diverse view points throughout the years. Capital punishment is a way of punishing a convict by killing him or her because of the crime he or she committed. Capital punishment will always have its pros and cons. There are opponents who absolutely disagree with capital punishment. And then there are advocates who support the idea. In the advocates view point, capital punishmentRead MoreEssay on The Pros and Cons of Capital Punishment1208 Words   |  5 PagesThe topic of capital punishment is one that is highly debated in our society today. Capital punishment is the ultimate punishment our society can give one for their actions. On the other hand, it is viewed as a denial of human rights that promotes more violence in our society. Religious Tolerance.org states that in the United States, over 13,000 people have been legally executed since colonial times. (Religious Tolerance) Is capital punis hment a moral act? It is not a moral punishment as it deniesRead MoreDeath Penalty: The Pros and Cons of Capital Punishment Essay527 Words   |  3 Pagesto you about these problems with the death penalty in my paper. Everyone should ask themselves what they believe. Do you believe that by killing people using the death it will save lives. The death penalty is called capital punishment. You get sentenced with capital punishment for really bad crimes. Some of the ways they do the death penalty are with lethal injection, deadly gas. In some of the foreign countries they will kill people that have been given the death penalty by a firing squadRead MoreCapital Punishment Essay667 Words   |  3 PagesAdvent Catholic Encyclopedia, Capital Punishment is the infliction by due legal process of the penalty of death as a punishment for crime. Capital Punishment, also known as, the Death Penalty has been around for centuries. The first established death penalty laws date as far back as the Eighteenth Century B.C. in the Code of King Hammaurabi of Babylon, which codified the death penalty for 25 different crimes (www.deathpenaltyinfo.org). Not only is Capital Punishment ancient, it is highly controversialRead MoreBureau Of Justice Statistics : The United States Primary Source For Criminal Justice1439 Words   |  6 PagesCapital Punishment. Bureau of Justice Statistics (BJS). U.S. Department of Justice. 25 Nov. 2014. Web. Web. 25 Nov. 2014. Bureau of Justice Statistics is the United States primary source for criminal justice statistics. The website has published information on crime, criminal offenders, victims of crime, and the operation of justice systems at all levels of government. According to Bureau of Justice Statistics, â€Å"The Bureau of Justice Statistics (BJS) is a component of the Office

Definition of Order Number 1

In the days of the Russian Revolution of 1917, an order went out to the countrys military which almost destroyed its ability to fight, and made a takeover by socialist extremists more likely. This was Order Number One, and it had only good intentions. The February Revolution Russia had experienced strikes and protests many times before 1917. They had once, in 1905, experienced an attempted revolution too. But in those days the military had stood with the government and crushed the rebels; in 1917, as a series of strikes convulsed the political orders and showed how a Tsarist government that was dated, autocratic and would rather fail than reform had lost support, the Russian military came out in favour of the rebellion. The soldiers whose mutiny helped turn strikes in Petrograd into Russia’s February Revolution in 1917 initially came onto the streets, where they drank, fraternized and sometimes held key defensive points. The soldiers began to swell the newly appearing councils - the soviets - and allowed the situation to become so bad for the Tsar that he agreed to abdicate. A new government would take over. The Problem of the Military The Provisional Government, made up of old Duma members, wanted the troops to return to their barracks and regain some form of order, because having thousands of armed people wandering around out of control was deeply worrying to a group of liberals who feared a socialist takeover. However, the troops were afraid they’d be punished if they resumed their old duties. They wanted a guarantee of their safety and, doubting the integrity of the Provisional Government, turned to the other major government force which was now nominally in charge of Russia: the Petrograd Soviet. This body, led by socialist intellectuals and comprised of a large body of soldiers, was the dominant power on the street. Russia might have had a Provisional Government, but it actually had a dual government, and the Petrograd Soviet was the other half. Order Number One Sympathetic to the soldiers, the Soviet produced Order Number 1 to protect them. This listed soldier’s demands, gave the conditions for their return to barracks, and set out a new military regime: soldiers were responsible to their own democratic committees, not appointed officers; the military was to follow the orders of the Soviet, and only follow the Provisional Government as long as the Soviet agreed; soldiers had equal rights with citizens when off duty and didn’t even have to salute. These measures were hugely popular with the soldiers and were widely taken up. Chaos Soldiers flocked to carry out Order Number One. Some tried to decide strategy by committee, murdered unpopular officers, and threatened the command. Military discipline broke down and destroyed the ability of huge numbers in the military to operate. This might not have been a major problem were it not for two things: the Russian military was attempting to fight World War One, and their soldiers owed more allegiance to the socialists, and increasingly the extreme socialists, than the liberals. The result was an army which could not be called upon when the Bolsheviks gained power later in the year.

Mandatory Child Development and Parenting Classes Free Essays

There should be a law prohibiting teenage pregnancy.   It would be impossible to make such a law, since the country’s prisons would be filled with fifteen year-old-mothers. A law should, however, be made requiring mandatory child development and parenting classes before high school graduation. We will write a custom essay sample on Mandatory Child Development and Parenting Classes or any similar topic only for you Order Now The statistics concerning teenage pregnancy are frightening.   One teenager each minute becomes pregnant, in 2004 420,000 babies were born to teenage mother in the United States, and 67% of teenage mothers drop out of high school (Horizon Solutions, 2006). Three out of ten girls get pregnant before the age of twenty at an average of 750,000 girls per year (National Campaign, 2006). Girls as young as thirteen are becoming parents and often with no support from the equally young and inexperienced fathers.   The grandparents are then either forced to raise their grandchildren or the young unprepared girls are forced to give up their future plans to become parents much too early.  Most schools in the nation currently offer child development and parenting classes as electives for those who are interested in childcare.   Since most young teenagers will eventually become parents, however, it should be mandatory to prepare them for their future roles. Most public schools in the United States teach sexual education, which includes ways to prevent pregnancy.   Unfortunately, this has not significantly decreased the occurrences of teenage pregnancy.   When compared to the statistics of teenagers in other countries the united States ranks high in the number of pregnancies, because of the differences in how teenagers are prepared for parenting and the expectations for them (Guttmacher).   Part of the differences are that the young people in other countries are not taught to be ashamed to admit to having sex and are taught to be more responsible about preventing pregnancy.   In this country many adults are uncomfortable talking to their children about sex (Coloroso 228). The better young people are educated about and prepared for male-female relationships in early adolescence the less likely they are to give in to peer pressure (Campbell 51). In most schools, no student can graduate without learning about American History, government, English or science.   Students are taught how to have children and usually how to prevent it, but it is not required for them to learn how to care for the children after they have them.   Unless they come from large families, many young people have no idea how much responsibility is required in caring for an infant.   If they did, maybe they would take more precautions to avoid this until they were ready for the responsibility.   If a law was made to make it mandatory for all freshman high school students to take child development and parenting classes, all teenagers would have a better understanding of the responsibilities involved.   This would make them more likely to take better precautions to avoid teenage pregnancy. Parenting is not easy at any age, but when parenting is combined with dating, and trying to finish high school, it can be overwhelming.   When young girls discover they are about to become a parent, they can go through a range of emotions.   Some do not want to take on the responsibility of parenting.   These girls are faced with the difficult choice of abortion or adoption.   If she chooses to put her child up for adoption, she and the father both have to sign their parental rights over to the adoptive parents (Gay 6).  Ã‚   Some of the girls feel happy about having a baby they may see it as playing house or as an accomplishment (American Academy, 2004).   These girls have no real idea how much responsibility is involved in caring for infants.   They often like the idea of caring for someone. The problem is the people who are currently taking the elective parenting courses are usually the ones who know something about caring for infants and are interested in the subject.   These people already know a little of the responsibility and often are the ones least likely to be teen parents. By making the classes mandatory, those who think it is like playing house or have no idea about babies will get more information.   Many of these classes teach students what to expect throughout the first few years of life.   Infants especially in the first weeks of life need very much of the parent’s time and can be exhausting, and they cry a great deal (Preston 11).   The average day in the life of a mother with an infant consists of waking at approximately 3:00 a.m. and getting very little rest until late the next night.    It involves diaper changes, feedings and constant attention to someone helpless and fragile (O’Callahan 66). When the young people actually begin to realize what life is like for a parent, they can see the consequences of being careless in sexual relationships.   In recent years a new trend has become part of child development class.   Many schools have started using programmable dolls, which cry during the night, need changed, fed and held.   These dolls are amazingly lifelike and can provide young people an idea of what it is really like to be a parent (Memorial Community, n.d.). Teaching young people what parenting is like is sometimes more effective than teaching them methods of birth control or about the risks of disease.   In addition to the dolls, child development and parenting courses teach young people how to cope when they do have children. The good news is the message is getting out.   The number of teenagers age fifteen to nineteen who have reported having sex has decreased by just over 13% since 1991 and the number of teen pregnancies has dropped by 36% in the same amount of time (National Campaign, 2006).   There was a trend in the country for a while where teens were not afraid for parents to know they were having sex, but they did not have enough facts to keep from getting pregnant.   With the increased risk of sexually transmitted diseases, the education about the use of contraception has helped teenagers become more responsible about using birth control to avoid disease and thus pregnancy. If all school districts were mandated to require these classes using the teaching dolls and statistics as a requirement for graduation like they do math and science, students might have a better knowledge of what it takes to be parents.   This would help them know they wanted to wait until they were ready to have children.   It could teach them the financial, emotional and physical requirements involved in having and raising children.   Education is the key to knowledge and knowledge is required to make responsible choices.   In order to teach the teenagers in the United States to make responsible choices, there needs to be a law requiring the system to educate them. Works Cited Campbell, Dr. Ross. How to Really Love Your Child. Wheaton: Victor Books, 1988 Coloroso, Barbara. Kids Are Worth It. New York: William Morrow and Company, Inc., 1994 Gay, Kathlyn. Abortion Understanding the Debate. Berkeley Heights: Enslow Publishers, Inc., 2004 â€Å"MCH Foundation Partners With Schools to Provide â€Å"Baby Think it Over† Dolls.† Memorial Community Hospital and Health System, 1 May 2007 http://www.mchhs.org/news/BabyThinkitOver.htm Preston, Penny. What Every Mother Needs to Know About Her Baby’s First Year. Portland, Maine: Ronnie Sellers Productions, Inc. 2006 â€Å"Reality Works Infant Simulator and Real Care Parenting Program.† 18 September 2006 Horizon Solutions Site, 1 May 2007http://www.solutions-site.org/artman/publish/article_47.shtml O’Callahan, Kitty. â€Å"A Day in the Life of a Mom.† Baby Talk September 2005: 66-7 â€Å"Sex Education: Needs, Programs and Policies.†December2006.TheGuttmacher Institute 1 May 2007 http://www.guttmacher.org/presentations/sex_ed.pdf The National Organization to Prevent Teen Pregnancy. 1 May 2007. http.www.teenpregnancy.org â€Å"When Children Have Children.† July 2004, American Academy of Child and Adolescent Psychiatry, 1 May 2007 http://www.aacap.org/page.ww?name =When+Children+Have+Childrension=Facts+For+Families How to cite Mandatory Child Development and Parenting Classes, Essay examples

Ancient Egyptian Burial Essay Example For Students

Ancient Egyptian Burial Essay Ancient Egyptian and Greco-Romanpractices of preparing the dead for the next cradle ofhumanity are very intriguing. These two cultures differ in amultitude of ways yet similarities can be noted in the domainof funerary services. In the realm of Egyptian afterlife, TheBook of the Dead can provide one with vital informationconcerning ritual entombment practices and myths of theafterlife. The additional handouts I received from TimothyStoker also proved to be useful in trying uncover vitalinformation regarding the transition into another life. Regarding the burial practices of Greece and Rome, parts ofHomers Odyssey are useful in the analysis of properinterment methods. One particular method used by theEgyptians was an intricate process known as mummification. It was undoubtedly a very involved process spanningseventy days in some cases. First, all the internal organswere removed with one exception, the heart. If the bodywas not already West of the Nile it was transported acrossit, but not before the drying process was initiated. Natron (aspecial salt) was extracted from the banks of the Nile andwas placed under the corpse, on the sides, on top, and bagsof the substance were placed inside the body cavity tofacilitate the process of dehydration. After thirty-five daysthe ancient embalmers would anoint the body with oil andwrap it in fine linen. If the deceased was wealthy enough apriest donning a mask of Anubis would preside over theceremonies to ensure proper passage into the next realm. One of the practices overseen by the priest was the placingof a special funerary amulet over the heart. This was done inbehest to secure a successful union with Osiris and their kas. The amulet made sure the heart did not speak out against theindividual at the scale of the goddess of justice and divineorder, Maat. The priest also made use of a peculiar ritualinstrument, a sort of chisel, with which he literally opened themouth of the deceased. This was done to ensure that thedeceased was able to speak during their journeys in Duat. Another practice used by the Egyptians to aid the departedsoul involved mass human sacrifice. Many times if aprominent person passed away the family and servantswould willfully ingest poison to continue their servitude in thenext world. The family members and religious figureheads ofthe community did just about everything in their power to aidthe deceased in the transition to a new life. The communitymade sure the chamber was furnished with everythingnecessary for the comfort and well-being of the occupants.It was believed that the individual would be able of accessingthese items in the next world. Some of the most importantthings that the deceased would need to have at his side werecertain spells and incantations. A conglomeration of readingmaterial ensured a successful passage; The Pyramid Texts,The Book of the Dead, and the Coffin Texts all aided thelost soul in their journey through Duat into the Fields of theBlessed. Besides all these spells, charms, and magical tombtexts, the a ncient practice of depositing in the tomb smallwooden figures of servants was employed. These Ushabistatuettes as they are called, were essentially slaves of thedeceased. If the deceased was called to work in the Elysianfields he would call upon one of the statues to take his placeand perform the task for him. It was not unheard of for anindividual to have a figure for every day of the year to ensurean afterlife devoid of physical exertion. Just about every thingthe embalmers and burial practitioners did during the processwas done for particular reasons. Many of the funerarypractices of the ancient Greco-Romans were also done witha specific purpose in mind. Unlike the Egyptians theGreco-Roman cultures did not employ elaborate tombs butfocused on the use of a simple pit in the ground. Right afterdeath, not too dissimilar from the practices of the Egyptians,it was necessary for the persons to carefully wash andprepare the corpse for his journey. It was vital for allpersons to receive a proper burial and if they did not theywere dammed to hover in a quasi-world, somewhat of alimbo between life and death. One Greco-Roman myththat illustrates this point is The Odyssey by Homer. There isa part in Book eleven of the work in which Homerspecifically addresses proper burial rites. When Odysseuswishes to contact Tiresias, he comes across Elpenor, one ofhis soldiers. This particular man fell (in a haphazard fashion)to his death on the island of the Kimmerians, but did notreceive a proper burial and was stuck in limbo. Elpenorbegged Odysseus and his men to return to the island andcare for his body. Consequently, they did return and Elpenorpassed into the next world. Most likely he was buried in thesame fashion other members of his society were; a pyre wasprobably constructed and the body placed upon it. Alsoplaced on the pyre were items that the deceased held dear inlife with the hope that they would follow him into the nextworld. In order to survive in the afterlife, the deceased isalso presented with a small coin which came to be known asthe ferrying fee for Charon. This can be likened to theEgyptian practice of introducing coinage into the tomb insome cases. Homer also speaks of the psyche, which slipsout of man at the moment of death and enters the house ofAis, also known as Aides, Aidoneus, and in Attic as Hades.This idea can be compared to the concept of an individualsba in ancient Egypt. When someone died, an eternal part ofthem (their ba) would also slip out and seek out theindividuals spiritual twin (their ka) in order to unite with it andfacilitate a successful passage. Many times in myth, the livingdesired to speak with the departed. When Odysseus wishesto speak with the Nekyia in Book eleven, goats must besacrificed and their blood was recognized as inspiring thedeceased to speak. The Egyptians also were concerned withthe ability of the deceased to speak in the next realm; this isexemplified in one of the most important spells in The Book of the Dead, the opening of the mouth. When all the funeraryrites had been done, the next step was to mark the spot ofthe deceased. The grave is marked with a stone, the sign,sema. This grave stone would have the name of the soul,and often some type of epigram in verse form. Invariablynear the grave, some type of guardian of the soul would belocated. Lion and sphinx were found as grave markers andthis idea is paralleled in the practices of the natives of Egypt. .u9cb9b6323f250a2b5fc621f628551bc5 , .u9cb9b6323f250a2b5fc621f628551bc5 .postImageUrl , .u9cb9b6323f250a2b5fc621f628551bc5 .centered-text-area { min-height: 80px; position: relative; } .u9cb9b6323f250a2b5fc621f628551bc5 , .u9cb9b6323f250a2b5fc621f628551bc5:hover , .u9cb9b6323f250a2b5fc621f628551bc5:visited , .u9cb9b6323f250a2b5fc621f628551bc5:active { border:0!important; } .u9cb9b6323f250a2b5fc621f628551bc5 .clearfix:after { content: ""; display: table; clear: both; } .u9cb9b6323f250a2b5fc621f628551bc5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9cb9b6323f250a2b5fc621f628551bc5:active , .u9cb9b6323f250a2b5fc621f628551bc5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9cb9b6323f250a2b5fc621f628551bc5 .centered-text-area { width: 100%; position: relative ; } .u9cb9b6323f250a2b5fc621f628551bc5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9cb9b6323f250a2b5fc621f628551bc5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9cb9b6323f250a2b5fc621f628551bc5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9cb9b6323f250a2b5fc621f628551bc5:hover .ctaButton { background-color: #34495E!important; } .u9cb9b6323f250a2b5fc621f628551bc5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9cb9b6323f250a2b5fc621f628551bc5 .u9cb9b6323f250a2b5fc621f628551bc5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9cb9b6323f250a2b5fc621f628551bc5:after { content: ""; display: block; clear: both; } READ: Analysis Of The Gettysburg Address EssayA certain cult image was buried with the deceased in Egyptin order to look after and more importantly protect ones bafrom being disturbed. It also acted as a type of purge valvefor any ba which may have been unjustly disturbed in thetomb. Burial practices aside one can note an interestingdifference between these two ancient civilizations. Differences can be observed concerning how amicable theafterlife was. The Egyptians had a positive outlook. Theybelieved that after one became Osirus, They would moveinto a new world, which was nice, no one had to work, andeverything was very clean. One could compare their lives inthe next world with the childrens classic board game,Candyland. In this game all was fine and dandy, the dontworry be happy attitude flourished, not distant from the lifein the Fields of the Blessed. On the other hand,Greco-Roman afterlife was a rather dismal place. The deadAchilles summed everything up by saying to Odysseus, Donot try to make light of death to me, I would sooner bebound to the soil in the hire of another man, a man withoutlot and without much to live on, than rule over all theperished dead. Needless to say, the Homeric afterlife wasno Candyland. Candyland or not, both cultures went toextremes in order to guarantee a successful voyage into thenext world. The two ancient civilizations hoped that throughtheir intricate actions the individual would be protected andprepared for their many experiences on the other side. Bylooking at selections of Homers Odyssey and The Book ofthe Dead, one can draw many similarities between the twocultures; however, differences are also apparent due tocultural differences concerning what would happen to thedeparted soul.