Analysis Of Wife Of Bath Essays - The Canterbury Tales,

Analysis of Wife of Bath Analysis of Wife of Bath Geoffrey Chaucer was charged with rape by a woman named Cecily Chaumpaigne around the year 1380. It is most likely that a distinguishable character, such as Chaucer would not have been guilty of this charge. However, the word "rape" probably referred to kidnapping rather than assaulting a woman as it means today. Cecily Chaumpaigne in 1380 released Chaucer of all charges of "raptu meo," a phrase that could be interpreted as "seizing me". It is possible that this allegation of rape brought on to Chaucer by Cecily Chaumpaigne, is the very reason behind the Tale of the Wife of Bath. The wife of Bath is a tough woman with a mind of her own and she is not afraid to speak it. She intimidates men and woman alike due to the strength she possesses. But instead of showing this as a positive characteristic, Chaucer makes her toothless and ugly. However, Chaucer, instead of portraying her low-social class as shameful, Chaucer showed that she is actually prudent and eloquent. Chaucer sympathizes with her because he himself was considered low-class. The wife of Bath has also had five different husbands and countless affairs, thus breaking innocent men*s hearts. Her husbands fell into two categories. The first category of husbands was: rich, but also old and unable to fulfill her demands, sexually that is. The other husbands were sexually vigorous, but harder to control. The first three were rich, old, and jealous. She tamed them by accusing them of promiscuous behavior, that she herself practiced. Her fourth husband had a mistress, so she "gave him a real cause for jealousy". Her fifth marriage was unhappy because her husband who is half of her age beats her. To anger her fifth husband, the wife of Bath tore three pages from his book. After this he beat her again. She pretended to be dead and he felt so guilty that he threw his whole book in the fire. This gave her the upper hand for the rest of his life. The wife of Bath is a very envious women, who desires only a few simple things in life. She likes to make mirror images of herself, through her stories, which in some way reflects the person who she really is. This is all proven through the many ways she portrays her characters. The tale of The wife of Bath is a mixture of philosophical concepts and exemplum. It tells of women*s desire to have authority over men; And true gentleness depends on deeds rather than birth. The tale begin with a Knight who ultimately rapes a maiden. He is taken and condemned to die (such was the custom then) but the king, in honor to the ladies and the queen*s pleas, allows the ladies to judge him. They tell him he can save his life only if a year and a day later he can tell them what it is that women most desire. He wanders long without finding the answer; he is about to return dejected when he comes upon an old and remarkably ugly woman. She says that if he swears to do whatever she will next ask him, she will tell him the answer. He agrees and returns with the answer: women most desire to have sovereignty over their husbands. The queen and her ladies are amazed; they grant him his life. The old woman then makes her demand: that he marry her. She will accept no less. On their wedding night; he turns away from her. She asks him what is the matter. He answers that she is old and ugly and low born. The old woman demonstrates to him that none of these matter -- especially noble birth, since true gentleness depends on deeds rather than birth. She offers him the choice: he can have her old and ugly and faithful or young, beautiful, and possibly unchaste. He tells her to choose; he grants her the sovereignty. When he does so she turns into a beautiful maiden, and they live thereafter in perfect joy. The word rape is often promoted by the wife throughout the story. The king in the wife's tale represents authority. The king would have inflicted punishment on the knight. The queen on the other hand would have commuted his sentence to rape him back, "An eye for an eye." The conclusion is triumph of her theme, tyranny. The wife is the rapist knight herself. The wife having created the knight and theme of rape is a perpetual self-rapist. There is

Free Essays on Womens Fashion And Cosmetics

The fashion industry makes up a large part of our economy. Ten billion dollars a year is spent on cosmetics and skin-care products alone. Some may think that these fashions and products help raise the self-esteem of women and make them more successful. However, success is not based on appearance. We are judged by our hard work and achievements. Women's fashion and cosmetics serve to imprison women rather than liberate them. Make-up is money and time consuming, billboard images send out false portraits and high-fashion footwear is costly health wise and economically. A considerable amount of time is spent on make-up and styling hair. It takes at least fifteen minutes to put on the make-up in the morning and it takes ten minutes to take it off at night and if the make-up isn't removed, it will clog pores and cause acne. This time could be used more productively by perhaps eating a healthier breakfast, exercising or getting to school earlier to prepare for classes. Liane Faulder of the Edmonton Journal says, "Part of the problem with worrying about how you look is that it drains you of time, money and energy which you could use for other things. Like pursing a career, reproductive rights, or equal pay for work of equal value. Or maybe just having fun." It is also money consuming. Make-up and hair products are expensive. The money used to buy cosmetics and hair styling products could be spent for more important things. If one has that much money to give away, why not save it for a college education or donate it to a charitable organization? The time and money spent on cosmetics and hair commodities imprisons women by preventing them from doing more constructive things. Next, billboard images of waif models cause thousands of women to diet to the point of anorexia. People see beautiful models on T.V., magazines and newspapers. These gorgeous models have big breasts, small waists, long ... Free Essays on Women's Fashion And Cosmetics Free Essays on Women's Fashion And Cosmetics The fashion industry makes up a large part of our economy. Ten billion dollars a year is spent on cosmetics and skin-care products alone. Some may think that these fashions and products help raise the self-esteem of women and make them more successful. However, success is not based on appearance. We are judged by our hard work and achievements. Women's fashion and cosmetics serve to imprison women rather than liberate them. Make-up is money and time consuming, billboard images send out false portraits and high-fashion footwear is costly health wise and economically. A considerable amount of time is spent on make-up and styling hair. It takes at least fifteen minutes to put on the make-up in the morning and it takes ten minutes to take it off at night and if the make-up isn't removed, it will clog pores and cause acne. This time could be used more productively by perhaps eating a healthier breakfast, exercising or getting to school earlier to prepare for classes. Liane Faulder of the Edmonton Journal says, "Part of the problem with worrying about how you look is that it drains you of time, money and energy which you could use for other things. Like pursing a career, reproductive rights, or equal pay for work of equal value. Or maybe just having fun." It is also money consuming. Make-up and hair products are expensive. The money used to buy cosmetics and hair styling products could be spent for more important things. If one has that much money to give away, why not save it for a college education or donate it to a charitable organization? The time and money spent on cosmetics and hair commodities imprisons women by preventing them from doing more constructive things. Next, billboard images of waif models cause thousands of women to diet to the point of anorexia. People see beautiful models on T.V., magazines and newspapers. These gorgeous models have big breasts, small waists, long ...

Theoretical Perspectives On Inclusive And Special Education Assignment

Theoretical Perspectives On Inclusive And Special Education - Assignment Example These learning difficulties resulted in the development of special education and special schools. There are several learning difficulties a learner can have which can negatively impact on the reading, speaking and writing skill. These difficulties of children facilitated development of certain provisions and helped to classify children into ‘special’ category. The key thought of special education is that children with learning difficulties can learn more effectively in special schools. However, it has not been evidently found that the learners obtaining education are performing better. There are increasing evidences that very few number of children return to the mainstream schools after entering in the special school. Hence, in order to deal with the educational problem of disabled students, several educationalists have started to argue for educational inclusion (Hamill & Clark, 2005). Inclusive Education The principle of inclusion focuses on active involvement of every child in education. Inclusion considers the diversity of every child and admits that each child is a contributor to the society, irrespective of the capabilities. According to United Nations Convention on the â€Å"Rights of Persons with Disability†, every child with special requirements has equal rights and liberty similar to another child. Furthermore, United Nations Convention also stated that every child has fundamental rights to education and to involve completely in society (United Nations, 2007). Inclusive education is a practice which ensures that each child upsurges to the fullest potential while certifying the uniqueness. Inclusive education is a structure which supports and accommodates miscellaneous requirements and capabilities for all children in a distinctive... This report approves that there is a need for providing appropriate physical setting so that adaptations of children towards new educational system become easier. Furthermore, teachers and other senior executives of schools must ensure that they have adequate time for leading and handling provisions for children with special education requirements. Besides, the schools with special education must have the capacity to operate effectively without providing excessive stress on existing teachers. In order to enhance the capacity of schools for providing education, the number of teachers can be increased so that they can satisfy the growing demand of education This paper makes a conclusion that education is a right for every individual irrespective of any kind of learning difficulties. Considering this factor in mind, the special education and inclusion has been developed by several nations. In this context, it has been observed that Scotland and Greece have their own individuality with respect to special education and inclusion. However, both the nations have faced significant issues due to the implementation of special educational programs and inclusion programs. The above implications would be helpful for schools and teachers to provide education to all children. In conclusion, it can be stated that it is the responsibility of the society to accept and prepare all individuals by providing proper education. Thus, special education and inclusion must be developed in such a way so that it can help to fulfil the educational requirements of all children.

Long Term Financing of Companies Essay Example | Topics and Well Written Essays - 1500 words

Long Term Financing of Companies - Essay Example Financing is necessary for a company to continue its business or improve the business. Mainly financing is necessary for the operations, continuing the day to day activities or expansion of a company. Financing may be of short term or long term. Short term financing is necessary for meeting the need of working capital when long term financing is necessary for a company mainly for expansion of its. If the firm wants to expand its business area then they have to plan for a long term period, because the expansion of a company is not a matter of some days. Then the company needs the long term financing. Usually a company obtains various sources for getting long term financing as there are various sources available in the market for long term financing. The cost of capital is different for the different sources. A company when obtain for different sources of financing then they found for the most suitable sources for financing from the available bunch. This paper is an attempt for analyzi ng the various sources of long term financing and find the type of long term financing is obtain by different sectors. Long Term Financing Sources and its Advantages and Disadvantages Long term sources of financing are needed for a company for getting the needed finance for generally over a year. Long term financing is necessary for expansion of the business.... But the opportunity cost of the source is much as the factor of paying the dividends to the shareholders is there. The retained earnings are also fluctuating as it depend on the company’s profit after tax, so a company can’t depend only on this source for long term financing. All types of companies use this source of financing. Depreciation Charges: The depreciation charges of a company is charged on the assets, but there is no cash outflow for the company but depreciation charge is calculated for the calculation of a company’s profit. As the depreciation save the tax charge on income so the tax savings can be invested again by the company for generating return (Shim and Siegel, 1999, p.198). The cost of capital of the source depreciation charged is minimal which is an advantage for the company but the amount generated for reinvestment is not so much, it is even less than the retained earnings generally. Al types of companies use this internal source of financing . Equity Shares: The equity shares issued by a company in the stock exchange are a large source of investing. The companies issue shares through an underwriter to the market. The investors who invest in the company are thereby become the owner of the company (Hamer and Hamer, 2008, p.4). The company management can generate finance by issuing the stock as an Initial Public Offering (IPO) and Follow on Private Offering (FPO). The advantages to going public and generating the capital from the market is that the cost of capital is not much for using the sources (Draho, 2004, p.3). The companies have to pay dividend to the shareholders of the company when the shares are ordinary or in the form of preference shares. The companies have to provide dividends

Linux Init Processes Essay Example | Topics and Well Written Essays - 2500 words

Linux Init Processes - Essay Example These processes offer a common language that allows the computer to work together with the installed software and hardware. The following report focuses on the Init process, a process that runs in the Linux operating system (Goodwin). The report analyzes the report in detail, its running level and configuration. Introduction to Linux Developed in 1991 by Linus Torvalds, Linux is an open source operating system developed under the GNU General Public License (Firewall.cx Newsletter). This operating system also goes under the name GNU/Linux as its main supporting user space libraries and system tools originated from the GNU project. Its defining component is the Linux Kernel which has set a platform for the establishment of numerous operating systems released on the basis of this platform. It was initially developed for Intel x86 systems. Since then, it has undergone major transformations and has now been ported to more hardware platforms. Its popularity has also increased over time, an d it is now the operating system of choice among servers, mainframe computers and supercomputers (Firewall.cx Newsletter). Commercial applications under the Linux platforms have also experienced immense growth over the past few years. Linux has also made significant contributions to the mobile handset market where it is incorporated into embedded systems. For instance, it is the operating system of choice in some video game consoles, network routers and most importantly, the android system whose use has increased significantly among mobile handset users. Linux Source Code As stated earlier, Linux is developed on the free and open source software platform (About.com). This means that anyone can use, modify and distribute its source code under certain licenses. By definition, source code refers to the programming language statements designed to facilitate the operations of the computer. Linux Init Processes. Linux Init Processes refers to final process in the booting process. It initi alises all programs as defined in the file /etc/inittab. The file usually contains several instances of â€Å"Getty† which become started by the Init process. The instances of Getty then start the shell processes. Basically, Init has control over numerous independent processes needed by the system. Init gets everything run properly after the kernel has started running fully (Linux.die.net). It creates and runs the user space which involves looking for and installing file systems, starting essential user services and also switching to a user environment after the system start up becomes complete. This step does everything that the system needs done at the system initialisation. At the system initialisation, processes such as setting the clock and initialisation of serial ports become accomplished. Init continues reading from the â€Å"/etc/inittab† which describes the set up of the system at each run level. The procedure through which the Init process goes through can b e summarised as follows: Reading the â€Å"/etc/inittab† initialisation file - Init reads a configuration script which sets up a path, swaps and checks the file systems (Garrels). This step takes care of several things such as setting up the clock and initialisation of serial ports. Init continues r

Internalization And Social Learning Theory Young People Essay

Internalization And Social Learning Theory Young People Essay According to research, the effects of inter-partner violence witnessed by the child or young person can cause significant internalized behaviours, whereby the emotional and psychological effects of the violence have caused common problems including anxiety,  [1]  social withdrawal  [2]  and depression  [3]  for children and young people. It is of our own ignorance that some people choose to presume that a child is just being quiet rather than experiencing significant stress and emotional problems (Calder 2004:57). It is this ignorance that increases the childs felt isolation alongside their psychological and emotional disturbances. It is arguable that the lack of mature coping strategies a child has, alongside the failure of others to recognise when a child needs help, is what puts them at greater risk of experiencing such traumatic and indeed clinical behaviours. For example, Davis and Carlson (1987)  [4]  found in their study regarding children of battered women that 68% of preschool children and 53% of school age children in their sample had depression that was of a clinical concern.  [5]   The internalised behaviours of depression, anxiety and social withdrawal are interestingly typical of what the abused mother (victim) often goes through (WHO 2000; Hester et al 2007; McCue 2008). According to the Home Office, 75% of domestic violence cases result in mental health consequences to women (Home Office, 2001). These behaviours are not surprising in relation the physical and emotional harm that domestic violence may cause. The victim may be fearful of when the man may next strike causing anxiety. Depression may come from thoughts and feelings that they cant get themselves and their children out of the abusive home. Furthermore, the stress, anxiety and depression caused by their situation may lead them to avoid social environments, withdrawing themselves from anything which may lead them to be noticed, questioned, embarrassed or shamed. One may question however, how do these behaviours in the child occur? When analysing the environment the child is subjected to, the reasons for why they may have symptoms of depression, anxiety and social withdrawal become apparent: Anxiety Constant reminders around their home may keep them anxious and fearful of when the violence may next occur; there may be broken furniture, blood stained carpets/walls as well as other reminders around the home, even cuts and bruises physically apparent on their parent, signifying the childs lack of control.  [6]   Withdrawal The child is silent and withdrawn. They will have learnt that silence and not being outspoken is the best way to behave if they dont want to get beaten or they do not want to see or hear their mothers beaten. This can be taught verbally and/or visually through associative learning means.  [7]  (Lieberman 2000:41-55). For example if they witness their father repeatedly violating their mother there are two responses; the mother stays quiet and does not respond-the consequence maybe that the father does not continue to be violent, the atmosphere may calm. The second response may consist of a volatile reaction from the mother, screams, shouts and/or crying-the consequence is that their father will continue to violate. Therefore the child learns and associates that being loud, outspoken and overtly emotional will increase the violence, so the child may become quiet and withdrawn with the hope that the violence will reduce. Depression The depression may stem from their insignificance, their silence, their feeling of powerlessness and the feelings of guilt for not protecting their mother. Feelings of powerlessness and guilt may increase the childs emotional and psychological trauma, particularly if there are no significant internal or external supports.  [8]   We can apply these behaviours to social learning theory, which is based on the principle that behaviours observed as a young person will become learned and modelled as if the behaviour they have observed is the norm.  [9]  For example if the normal social behaviours of an abused mother in the home involve depression, anxiety, quietness, such behaviours are likely to be modelled by the child, because of their attachment (psychological, emotional and biological) but also because they havent had the opportunity to learn any other behaviours. Social learning can also be applied by observing an actual activity and seeing what it achieves which is sometimes referred to as associative learning.  [10]  For example, children and young people who internalise their behaviours may do so because they have learnt from their parents relationship that when the mother is quiet and withdrawn the abuse is less likely to occur. A case study which demonstrates this kind of social learning behaviour has been highlighted by a case brought forward to the Domestic Violence Integrated Response Project (DVIRP), a support network based in the East Midlands (UK) which offers supports including the Break-Thru programme for children aged 7-16 years who have witnessed and or experienced domestic violence. An 8 year old boy was referred to the Break-Thru programme for therapeutic sessions after he had witnessed domestic violence. He saw his father hit his mother on a weekly basis. If he attempted to intervene his father would hit him too. Due to this the boy learned to stay upstairs where he would hear the abuse instead. This learning process is one which demonstrates the influence in staying quiet, withdrawing from difficult situations, as arguably this boy learnt that these internalized behaviours were the best way to act in order to reduce trouble. But what about those children who model and socially learn from the perpetrators behaviour? There has been significant research carried out surrounding the cycle of violence thesis and the social learning theory of aggressive behaviour  [11]  (Walker 1979; Straus 1990; Grusec 1992; Bandura 1997) because there is concern that children may learn from their parent, who is the perpetrator, that using such modes of behaviour is the only means of achieving what they want (Calder 2004:23). Effects on behaviour: Externalization and social learning theory A significant impact on children and young people who have witnessed domestic violence considers how the childs experience influences their externalized behaviours.  [12]  highlight how all but one study examining impacts of domestic violence found that children who were exposed to domestic violence on a regular basis externalised significant behavioural problems, most commonly: aggressive, hostile, disruptive and anti- social behaviours compared to children from non-violent homes, similar to that of the perpetrator (in this case the father). However one must consider that the significance of such externalised behavioural problems demonstrated in these cases will vary according to support mechanisms in place during and post domestic violence and other situational circumstances at the time of the study. For example some children and mothers were placed in refuges at the time of the studies  [13]  where a sudden change of home, school, friendships and adjustment to refuge livin g were most probable and likely to affect their behaviours differently to those who still live with the perpetrator. Historically scientists have questioned the motivation behind aggressive behaviour. Albert Bandura (1997)  [14]  , in particular, proposed a social learning theory that focuses on externalised aggressive behaviour and how it can be implanted by roots of observational learning. This theory considers that when children witness adults committing violent acts this will influence children to imitate or model this violent behaviour too.  [15]  Similar outcomes of observational learning have been found in other studies and research surrounding the effects of domestic violence upon behaviour. The case study regarding the 8year old boy brought forward by DVIRP, as discussed previously, highlighted that the boy displayed externalised behaviours including anger for which he had no outlet; this resulted in him copying his fathers behaviour and being aggressive by hitting his mum and breaking household possessions (Appendix 1). This case, along with other such cases which are demonstrated through research by the likes of McGee (2000)  [16]  and Abrahams (1994)  [17]  , highlight that childrens role models (parents) do heavily influence behaviours; if the child had not witnessed his fathers violent behaviour he may not have externalised aggression, he may have been able to diffuse his anger through alternative methods. Not only do such learnt externalised behaviours affect familial relationships, it has been suggested that children living in homes with heightened hostility are likely to resolve their own interpersonal difficulties, for example with peers, by imitating and utilizing the modes of aggression and hostility they have picked up from the home (Straus 1990)  [18]  , thus potentially leading them into drug and alcohol abuse, running away and juvenile delinquency.  [19]  Delinquency was shown in its extreme form by the media attention that surrounded the Sheffield Crown Court case on the Edlington attack where grievous bodily harm with intent was committed by two brothers aged 10 and 11. The barrister on the case implied that the two boys may have learnt such extreme violence and criminal behaviour from their parents. The barrister highlighted that the two boys had been subject to a toxic home life as they witnessed extreme domestic violence in the home; for example they saw their father threaten to slice their mothers face to bits with a knife (BBC News 21/1/2010).  [20]   On the contrary one must recognise that this case is an extreme form of externalization behaviour that has influenced a criminogenic life path, but there is no clear evidence to suggest the criminal acts carried out by the two boys were the sole consequences of learnt behaviour and such behaviours are not representative of all children who have been affected by witnessing domestic violence. However those who do exhibit hostile behaviours, whether it be on a low scale level or an extreme level are likely to affect important stages of their life, including the school learning process and involvement in peer socialisation; arguably two key aspects of developing the self during childhood.  [21]   Alongside the effects of externalised behaviours as a young person, researchers have also paid close attention to the impact of domestic violence on children and young people as they make transitions into adulthood. Many studies have found evidence for the intergenerational cycle of violence theory which argues that adults who externalize violent and abusive behaviour have most likely witnessed violent and abusive behaviour as children  [22]  23 Physical Symptoms Although children present in homes where domestic violence occurs are likely to suffer physical abuse as well, the physical effects of being the witness to domestic violence are quite different than symptoms of abuse, itself. The physical effects of domestic violence on children can start while the fetus is present in the mothers womb. Studies have shown that low infant birth weights are associated with both the direct physical trauma inflicted on the fetus mother, as well as the emotional stress that is placed on the victim of the domestic abuse. Direct physical abuse on the female victim can lead to multiple physical injuries associated with the infant child, ranging from premature birth, excessive bleeding, and even fetal death. Increased maternal stress during the times of abuse, especially when combined with smoking and drug abuse, can also lead to premature deliveries and low weight babies.[3] Infant children who are present in the home where domestic violence occurs often fall victim to being caught in the crossfire. They may suffer physical injuries from unintentional trauma as their parent is battered. Infants may be inconsolable and irritable, have a lack of responsiveness secondary to lacking t he emotional and physical attachment to their mother, suffer from developmental delays, and have excessive diarrhea from both trauma and stress. Physical effects of witnessing domestic violence in older children are less evident than behavioral and emotional effects. The trauma that children experience when they witness domestic violence in the home, plays a major role in their development and physical well being. The children, however, will exhibit physical symptoms associated with their behavioral or emotional problems, such as being withdrawn from those around them, becoming non-verbal, and exhibiting regressed behaviors such as being clingy and whiney. Anxiety like behavior is also a common physical symptom in children who witness domestic violence in the home. These children harbor feelings of guilt, blame, and are constantly o n edge. They may startle at the smallest things, such as a car door slamming or a glass cup accidentally falling to the floor. If their anxiety progresses to more physical symptoms, they may show signs of tiredness from lack of sleep and weight and nutritional changes from poor eating habits.[4] Children who witness domestic violence in the home can suffer a tremendous amount of physical symptoms along with their emotional and behavioral state of despair. These children may complain of general aches and pain, such as headaches and stomach aches. They may also have irritable and irregular bowel habits, cold sores, and they may have problems with bedwetting. These complaints have been associated with depressive disorders in children, a common emotional effect of domestic violence. Along with these general complaints of not feeling well, children who witness domestic violence may also appear nervous, as previously mentioned, and have short attention spans. These children display some of the same symptoms as children who have been diagnosed with attention deficit hyperactivity disorder. On the reverse, these children may show symptoms of fatigue and constant tiredness. They may fall asleep in school due to the lack of sleep at home. Much of their night may be spent listening to or witnessing violence within the home. Children of domestic violence victims are frequently ill, and suffer from poor personal hygiene. Children who witness domestic violence also have a tendency to partake in high risk play activities, self abuse, and death by suicide.[5] Children who witness domestic may show many physical symptoms of trauma, emotional stress, and possibly, physical abuse. Children who witness domestic violence in the home should be assessed for the physical effects of the violence by everyone around them. It is easy to see the physical injuries if the domestic violence turns into child abuse, however, the other physical findings may be difficult to evaluate. Any child who has changes in their eating habits, sleep patterns, or bowel patterns should be further examined or questioned by someone whom they trust. Behavioral Symptoms Domestic violence in the home affects children in different ways and the children exposed to this type of violence are likely to develop behavioral problems. Domestic violence can cause children to have regression with out of control behavior.[6] When a child is a witness of domestic violence, they often imitate behaviors. Children think that violence is an acceptable behavior of intimate relationships. They may develop a sense of social acceptance to this behavior and become the abused or the abuser. Some warning signs of domestic violence in children may be bed-wetting or having nightmares. Some children may become distrusting of adults. The child may try to act tough and have problems letting other people into their life and there are some children that may even isolate themselves from their close friends and family. Another behavioral response to domestic violence may be that the child may lie in order to avoid confrontation and excessive attention getting. Adolescents are in jeopardy of academic failure, school drop-out, and substance abuse. Their behavior is guarded and they are secretive about their family members. They get embarrassed ajbout the home situation. Adolescents dont like to invite friends over and they spend their free time away from home. Denial and aggression are their major forms of problem solving. Teens cope with domestic violence by blaming others, encountering violence in a relationship, or by running away from home.[7] An estimated 1/5 to 1/3 of teenagers who are involved in dating relationships are regularly abusing or being abused by their partners verbally, mentally, emotionally, sexually and/or physically. 30 to 50 percent of dating relationships can exhibit the same cycle of escalating violence in marital relationships.[8] Emotional Symptoms About 3.3 million children are exposed to domestic violence in their homes every year.[9] Not only are these children at risk for developing physical, behavioral, and social problems, but they are prone to develop emotional problems as well. These children often have conflicting feelings towards their parents. Feelings of distrust and affection often coexist for the abuser. The child becomes overprotective of the victim and feels sorry for them.[10] Children exposed to domestic violence often develop anxiety. They fear that they may be injured during an altercation between their parents, or even fear that their parents will abandon them. Children also worry about the safety of the parent that is being abused. Many times children fear that they are to blame for the violence that is occurring in their homes. Grief, shame, and low self esteem are common emotions that children exposed to domestic violence experience. Depression is a common problem in these children. The child often feels helpless and powerless. More girls internalize their emotions and show signs of depression than boys. Boys are more apt to act out with aggression and hostility.[11] Witnessing violence in the home can give the child the idea that nothing is safe in the world and that they are not worth being kept safe which contributes to their feelings of low self worth and depression.[12] Some children act out through anger and are more aggressive than other children. Even in situations that do not call for it, children will respond with anger.[13] Post Traumatic Stress Disorder can result in children from exposure to domestic violence. Symptoms of this are nightmares, insomnia, anxiety, increased alertness to the environment, having problems concentrating, and can lead to physical symptoms.[14] These children are not allowed a normal childhood. There is a role reversal between the child and the parent and the responsibilities of the victim who is emotionally and psychologically dysfunctional are transferred to the child. (see parentification.ua.edu)This is also known as parentification. 20,21 In this situation, the parents treat their child as a therapist or confidant, and not as their child. They are forced to mature faster than t he average child. They take on household responsibilities such as cooking, cleaning, and caring for younger children.[15] The responsibilities that they take on are beyond normal assigned chores, and are not age appropriate. The child becomes socially isolated and is not able to participate in activities that are normal for a child their age. The parentified child is at risk for becoming involved in rocky relationships because they have been isolated and are not experienced at forming successful relationships. Also they tend to become perfectionists because they are forced to live up to such high expectations for their parents.[16] Social Symptoms Children exposed to domestic violence frequently do not have the foundation of safety and security that is normally provided by the family. The children experience a desensitization to aggressive behavior, poor anger management and problem solving skills, and learn to engage in exploitative relationships.[17] The symptoms of children living with violence present differently at various ages of development. School age children exposed to domestic violence present with an excessive worry of possible danger and feelings of resentment towards the perpetrating party.[10] Symptoms include isolation from friends and relatives in an effort to stay close to siblings and victimized parent.[17] Adolescent children present with a difficulty in trusting adults and engage in excessive social involvement to avoid volatile situations at home. The adolescent may display these symptoms by joining a gang or becoming involved in dating relationships that mimic the learned behavior.[17] Children exposed to domestic violence require a safe nurturing environment and the space and respect to progress at their own pace. The caretaker should provide reassurance and an increase sense of security by providing explanations and comfort for the things that worry the children, i.e. loud noises.[10] The children should develop and maintain positive contact with significant others such as distant family members.[10] All family members are encouraged to become involved in community organizations designed to assist families in domestic violence situations. The behavioural effects of domestic violence on education and the school response 4.1 Overview Education is widely accepted as to boost economic and social capital as in to maintain ones life. It is widely understood accepted by the society that compulsory education is a must for children and young people. This is due to the system which emphasises on social skills (interacting with peers, tutors, involving in discussions), moral and cultural knowledge (through learning History, Music), organisation skills (cues in accordance, deadlines and school uniforms) and academic skills (through Maths and Science) which will be a leading path for them for a successful life path. The children who are not able to cope up with the education norms by truanting and excluding themselves will be a great concern for parents and teachers.  [24]   Domestic violence does not impose direct impact on children as per researches done, though the impacts are rather limited yet of great significance. However it has been proved relevantly that domestic violence does give negative impacts on children and young people in social settings which include school.  [25]   Pro social behaviour is seen in children and young people when the family setting is of positive  [26]  and negative result is seen in those of poor family attachment and negative family relationship between child and parents.  [27]   It is agreed that children and young people of domestic violence background are more likely to be involved in negative behaviours outside home which increase the probability of school difficulties. It is easy to say that the domestic violence impact affects the children and young people diversely when they do not conform with the education system and unable to achieve proper academic qualification. Those impacts include increased risk of later employment issues,  [28]  involvement in crime  [29]  and mental health problems.  [30]  It is not to discuss the current impacts of domestic violence After analysing the possible effects of witnessing domestic violence on the childs behaviour in the previous chapter, this chapter shall focus on analysing the effects that these negative internalised and externalised behaviours have on the childs education Internalised and externalised behaviours: Impact on schooling Learning As seen earlier those children who have been affected psychologically and emotionally by domestic violence have internalised behaviours of anxiety, social withdrawal and depression, and externalised behaviours of a disruptive and aggressive nature compared to normal life leading groups.  [31]   Mostly these type of affected children and young people are not able to control their behaviour from social settings outside their home where they will have problems in adult relationship, aggressive or poor communication with peers, low rate of concentration in school and overall poor achievements in school.  [32]   The aggressiveness which shown by these group of people is the outcome of the process of domestic violence at home. Ones these children are placed outside of their home frame, they are restless of what might b happening to their abused parent while they are not present at home. This situation increases the severity where they will ill treat those people around them in schools.  [33]   And if [Dad] beat Mum up I would be at school thinking.What if I go home and Mum isnt there? What if somethings happened? (Hannah aged 15 in McGee 2000:80). Internalised behaviours of fear and anxiety caused by home circumstances have been found to affect rate of concentration and involvement in school practices (Abrahams 1994). Children who have been traumatised and suffer from internalised behaviours are more likely to become totally withdrawn from their class; their state of mind becomes dissociated whereby they become completely disconnected from the environment they are in (the classroom), which results in them missing out on large amounts of information (Cole et al 2005:37). This withdrawal may significantly hinder their academic development and success, particularly because there is potential that educational support by some parents in an abusive relationship is likely to be weaker than in comparable relationships affecting home study. Externalised behaviours may also cause damage to the child or young persons learning process. According to Cole et al (2005:34) a traumatised child may exert aggressive or disruptive behaviours in the classroom to their teachers and peers. While other children in the class (and some teachers) may perceive this behaviour as troublesome and irrational, these externalised, aggressive behaviours maybe a result of Post-Traumatic Stress Disorder (Hester et al 2007) which can often be triggered by the actions, comments or tone of peers and teachers themselves. whenever I hear the teacher shouting, I just used to cover my ears cause I dont want to hear no one shoutingit was like bells ringing in my head (Karina aged 16 in McGee 2000:81). Some children who illicit aggressive behaviour towards a peer or teacher maybe doing so in frustration or defence because a particular tone, comment or action was expressed by them in the manner that the perpetrator did in the process of abuse they witnessed in the home. This illustrates how domestic violence can be detrimental to the communicative skills of children and young people because they gain distorted perceptions of the intentions, feelings, and behaviours of others (Rogosch and Cicchetti 1994 in Cole et al 2005:34) within the school environment. Social Exclusion and Impact on Attendance Not only are children likely to suffer academically because of their behavioural symptoms, their relationships with peers and other adults are also likely to be affected. Internalised behaviours such as depression, anxiety and withdrawal are symptoms which can exclude the www.internetjournalofcriminology.com Internet Journal of Criminology  © 2010 child or young person from their peers; their post-traumatic symptoms or behaviour may acutely disturb a developing close relationship with a best friend, create a sense of isolation from peers, or lead to social ostracism (Pynoos et al 1996:134). This social ostracism is further increased when children have to move schools because they need to be re-housed or take shelter in a womens refuge away from their violent home. This disconnection from both the academic and social life at school may lead children and young people who have been <

The Dark Evil of Racism :: essays research papers

It is much easier to confront the racism of the 1960s than the racial and economic injustices of today. While I'm happy that racist vigilantes such as Edgar Ray Killen have finally been called upon to pay for their crimes, we have work to do in the here and now. Killen's conviction is one of several historical reckonings. In 1994, Byron de la Beckwith was convicted of murdering civil-rights leader Medgar Evers in 1963. Then, just last year, the FBI reopened the 1955 Emmett Till case after finding that as many as 10 more people may have been involved in his abduction and murder. And now Killen will likely go to prison for the rest of his life for his part in the brutal 1964 murders of civil-rights activists Michael Schwerner, Andrew Goodman and James Chaney. These murder cases stayed unsolved for decades, and their resolution may give some sense of closure to the long-suffering families of the victims. But these triumphs are largely symbolic. By congratulating ourselves too much for them, we risk neglecting the challenges of the present. ''There's justice for all in Mississippi,'' state Attorney General James Hood said after the Killen conviction. But the reality on the ground belies Hood's rosy scenario. The lives of black Mississippians, 41 years after the civil-rights murders of 1964, are still mired in poverty and inequality. Yes, there are black elected officials now, but the economic prospects for black people -- and many whites -- is grim. The state suffers one of the nation's highest illiteracy rates. More than 38 percent of the state's black families live in poverty, in contrast to 14 percent of whites, according to the Kaiser Foundation. This doesn't sound like justice to me. Killen and his ilk carried out their crimes under white hoods and the darkness of night.