REFLECTION PAPER Essay Example | Topics and Well Written Essays - 750 words

REFLECTION PAPER - Essay Example The White supremacists used violence against striking slaves and imposed laws that required the states to arrest all escaping slaves. At the end of slavery, the White supremacists felt threatened and Jim Crow laws that provided for ‘separate but equal’ doctrine were passed in order to maintain White dominance in the society (Brown and Webb 47). The Jim Crow laws enforced segregation that required the separation of Whites and Blacks in public places and prohibited intermarriages. The draconian and unjust laws applied to the public transport system, education system and restaurants thus creating wrong perceptions that blacks were inferior to Whites (Brown and Webb 34). The white women were considered to models of modesty, self-control and self-respect. On the other hand, the black women were stereotyped as seductive, lewd and tempting and their misconceived insatiable desire for sex made them ideal for prostitution. In this case, such stereotypes later led to sexual harassments in other places such as workplace. The scantily dressed black women were stereotyped as lustful and lacking civility. The Blacks were not regarded as citizens and thus were not entitled to protection or respect while the Whites enjoyed higher standards of living due to access to economic opportunities (Brown and Webb 78). The blacks had no freedom of speech, faith, though and right to enter in to contracts and thus were perceived as inferior to the other races in the society. For instance, the Naturalization Act of 1790 only allowed the ‘free white persons’ to become citizens and excluded the racialized minorities (Brown and Webb 37). Accordingly, American women were forbidden to marry aliens since they would automatically lose their citizenship in the early decades of 20th century. The blacks had not civil rights or right to own any property and were barred from obtaining redress against any action of their white masters. Although the Negro Suffrage and Social Equality of 1868

Delegation Essay Example | Topics and Well Written Essays - 1750 words

Delegation - Essay Example Knowledge and competence are criteria that allow decisions to be made at the appropriate level. This means that all members of staff must accept responsibility for achieving high-quality management and not leave that responsibility to the senior management team or middle managers. Healthcare organizations start to apply this concept into practice seeing it as a high level of specialist practice and competitive advantage in healthcare services. Today, a special attention is given to proper function of medical staff and empowerment which helps to improve efficiency of medical practices and introduce technological innovation more rapidly and effectively. Delegation is one of the most important management functions which help a person to handle a task over to another person. At the beginning of the 21st century, healthcare needs nurses able to cope with changing environment, technological challenges and culturally diverse clients. If nurses are able to exhibit strategic leadership that achieves a long-term focus, promotes development and application of core competences, emphasizes the development of human capital, develops an effective culture, and achieves strategic control simultaneously with the allowance of autonomy, restructuring efforts are more like to be successful. Delegation of responsibilities allows nurses to improve their performance and effectively manage daily tasks. Delegation is a skill o... It can be used either as an excuse for dumping failure onto the shoulders of subordinates, or as a dynamic tool for motivating and training your team to realize their full potential". A nursing position and role in healthcare has defined responsibilities or functions, together with the authority to carry them out. Nurses tend to have responsibilities for more work than they can possibly execute themselves. Another definition of delegation can be successfully applied to nursing profession: "delegation is the universally required ability to maintain responsibility yet relinquish authority" (The New Oxford American Dictionary 2001, p. 38). Most managers agree that decisions ought to be delegated to the lowest possible level where they can be made intelligently and where the relevant facts and required judgment are available. Often, in practice, they violate this rule by micromanaging or just telling their subordinates what to do. Or they make the mistake of dumping the decision without enough guidance or taking it back and doing it themselves. All of these mistakes have negative consequences (Blair, n.d.). The personality type of both the boss and the subordinate can have a profound effect on whether effective delegation takes place. Intuitive types may not explain all the details or responsibilities to the subordinate because they believe they have given a broad enough picture. Introverts may not fully communicate all the necessary information they have; their delegation will be patchy and inconsistent. Extroverts may wander with their thoughts and not be concise in their communications (Gulanick and Myers, 2006). Using these definitions, it is evident that delegation in nursing can be defined as the process when nurses give subordinates (usually

Operations Management Essay Example for Free

Operations Management Essay Garland Company is a company known for its excellence when it comes to manufacturing product representing various combinations of reinforcement ma materials, surfacing materials, polymer components, and specific additives such as fire retardants, fibers, and fillers. The company originated in from US in 1895 and to extended distribution in Europe, Garland Company established their branch in Gloucester, England in 2001 called Garland Company U. K. , Ltd. For Garland Company, the best formula for future success is the combination of solid culture, traditional values, high integrity plus the product, strategies, service and technologies. That is why the employees of Garland understand clearly their importance in the company. The Garland’s ISO certification for research and development started in 1998 and up to now they still live up to that quality standard by producing quality products. Every aspect of Garland manufacturing is monitored through ISO 9000 certification processes, which include regular independent audits to ensure predictable, consistent adherence to world-class standards of quality. That is why the company’s products are backed-up with some of the strongest warranties in the commercial and industrial roofing and building maintenance industries.

Impact Of Community Violence On Children And Adolescents Criminology Essay

Impact Of Community Violence On Children And Adolescents Criminology Essay Using the Social Ecological Model as a framework for evaluating the effects of community violence effects on children and template for prevention and intervention programs Abstract The effects on children of community-based violence are consequences that raise grave concern in Jamaica and across the world. Various empirical work and reviews have well-documented the many negative effects. However, relations between community violence, the individual, the environment, and child development do not occur in a vacuum.  The impact can be understood as related to changes in the society, communities, relationships, and other  social  contexts which children experience, and in the psychological processes activated by these  social ecologies.  To promote this inter-related process-oriented perspective, a  social  ecological  model  for the effects of community violence on children is presented, to indicate the need for prevention and intervention programs to tackle the issue of community violence from this perspective.   Research questions: Are the impacts of community violence dimensional Hypothesis: Impacts of community violence are dimensional and have ripple effects across all dimensions as identified in Bronfenbrenner Social Ecological Model Community violence frequently refers to a wide range of events including riots, sniper attacks, torture, bombings war, ethnic cleansing, and widespread sexual, physical and emotional abuse (Logsdon, 2010). Background/Problem Living in chronically violent context has been a perennial problem in developed and developing countries. Community violence is recognized as a major public health problem (WHO, World Report on Violence and Health, 2000; Cooley, Lambert, Ialongo, 2003), and affects all racial, ethnic, and socioeconomic groups, but its impact falls most heavily on poor, urban, and minority groups, particularly youth (Bureau of Justice Statistics, 1997; Christoffel, 1990, Stein et al, 2003). Much of the empirical work done on childrens exposure to community-based violence has focused on implications such as the impacts, protective factors, cause for childrens resilience, mediating and moderating factors among others, all evaluated as detached dimensions. This review proposes that living in a chronically violent context has the potential to affect childrens overall quality of life. Therefore, evaluating the implications of childrens experience of living in chronically violent setting and the impact on their development need to be looked at from a multidimensional level with it all being interconnected. Notably, research that focuses on any one level underestimates the effects of other contexts (Klein et al., 1999; Rousseau House, 1994; Stokols, 1996). The purpose of this review includes mutually greater insight into this particular context of living in chronically violent settings and the provision of a template for study of the impact of childrens exposure to violence in the Caribbean and other regions of the world.  Accordingly, the applicability of this approach is considered for the context of community violence in Jamaica. This review seeks to evaluate the four levels as a mode of informing prevention and intervention programs on how to target community violence based on the interplay intra-context and inter-context. The Social Ecological Model The Social Ecological Model (SEM) allows for the integration of multiple levels and contexts to establish the  overall impact and in conflict communication. (Oetzel, Ting-Toomey, Rinderle, 2006) In examining the effects of community violence, its most likely relevant to assess equally the individuals direct experience of violence as well as the actual amount of violence that is occurring in the surrounding environment, be it direct or indirectly. This distinction is analogous to Bronfenbrenners distinction between the microsystem and the exosystem (Bronfenbrenner, 1977). Direct experiences of violence are part of the childs immediate environment (or microsystem). These direct experiences occur within a broader context-the exosystem-that provides a backdrop for the childs immediate experiences. Rates of violent crime in a neighborhood, for example, provide a measure of how much violence is occurring in a community, even though the child may not be directly experiencing it himself or herself. But these more remote, ambient occurrences of violence still can exert influences on childrens development-through how they affect the availability and adequacy of resources and supports, and how they affect the familys emotional well-being and approach to daily life. Both direct (microsystemic) and indirect (exosystemic) experiences of community violence are important and relevant to investigate, and they each may affect childrens adaptation. It is important for researchers to be clear in specifying what they are measuring so that they can be more precise in their predictions and in their conclusions. However, despite the burgeoning of the research area, the knowledge base remains fairly diverse. It is dominated by research employing a few select measures or their revisions, several of which have yet to have their psychometric properties documented. Rather than reflecting a consolidated body of findings which can be used to direct policymaking and program design and implementation, the available work constitutes an increasingly complex and fragmented body of empirical findings, drawing from differing assumptions and operationalizations of what constitutes community violence (Guterman et al., 2000, p. 572) Social-ECOLOGICAL FRAMEWORK Bronfenbrenners (1979) ecological framework indicated that humans should be viewed in the context of their environment. Three of the levels within this ecology of human development are the macrosystem, exosystem, and microsystem. The broadest aspect, the macrosystem, consists of institutional patterns such as economic, social, educational, and political systems (Bronfenbrenner, 1979; Cicchetti Lynch, 1993). Bronfenbrenner defined the exosystem as a system that includes social settings, such as interactions between the neighborhood, schools, and churches, along with issues such as a lack of employment opportunities and pervasive low socioeconomic status (Cicchetti Lynch, 1993). Similarly, class status, chronic oppressive experiences, and exposure to violence also fit within the exosystem. The microsystem is the most proximal and directly affects a child (Bronfenbrenner, 1979). This level encompasses the complex interactions between a child and his or her family environment. To better understand relations between violence and child development it is crucial to examine the effects from multiple levels of societal functioning, including community and domestic conflict and psychological processes associated with violence exposure (Feerick and Prinz, 2003). its concentration in poorer areas during prepubescence and in younger adulthood (parenting age) suggests that poorer children are exposed to much more aggressive communities. This is likely to contribute to the disproportionate escalation in violence they experience during adolescence. Effective interventions to prevent such escalations are available and need to be implemented particularly in poor communities. Theoretical models need further development and testing. These models are needed for more compelling explanation on how and why exposure to violence affects child development at different levels (ie. Socially, emotionally, cognitively, neurologically). Such frameworks have the potential to better evaluate social, cultural, ethnic, and political contexts that are integral to understanding the impact of violence exposure (Feerick Prinz, 2003). Contextual theory attends to the influence from various contexts, especially the historical or socio-cultural climates. Ecological theory stresses the importance of various context or systems, including the Microsystems, mesosystems, exosystems and macrosystems. (internet cite) Microsystems encompass a setting that includes where we live, our family, our schools, and our neighbourhoods. Mesosystems pertains to the interactions between experiences in the Microsystems. Exosystems are experiences in another social setting that we do not have an active role in, but that have an immediate influence on us. Community violence falls within this level. However, it is clear that even though at another the interrelatedness of its influence is not detached within the system.Macrosystems generally speaking is the culture in which we live. The literature on community violence has shown that many negative outcomes are results from such exposure (Lynch, 2003, Stein, 2003 Osofsky, 1999). One suggestion for better examination of the effects of community violence is the use of longitudinal studies (Stein et. al). The researchers explained that the use of longitudinal studies would allow examination of the effects of violence on the developmental paths of children. Bearing in mind that the chronicity (when, how often, and over what time frame) of violence exposure may significantly influence a childs developmental trajectory longitudinal studies are essential to better understanding how early violence exposure relates to later violence exposure, symptoms development, school performance, violence perpetration, as well as other high risk behaviours (Stein et. al, 2003). This approach would tap into some levels of the systemic approach to examining the effects, but the interactions within and the influences of the macrosystem variables (poverty, lack of resources, socio-economic status, housing) are not factored here. The Context for the individual Exposure rates very high (Luthar Goldstein, 2004) Psychological effects Among the psychological correlates of childrens exposure to community violence are anxiety symptoms and disorders, depressive symptoms, academic failure, and school disengagement (Boyd, Cooley, Lambert Ialongo, 2003 and Cooley-Quille, Boyd, Frantz, Walsh, 2001) Diagram The individual/Microsystem PTSD Post traumatic stress Disorder (PTSD) is the most common psychological impact identified in the field of literature. In one study the researcher explored the relationship between exposure to chronic community violence and the development of complex PTSD that occur as a result of repeated exposure to traumas (Jones, 2007) Findings revealed despite community violence exposure was a daily part of living among the participants, formal kinship and spirituality, along with high levels of combined supports, demonstrated buffering effects on exposure to violence (Jones, 2007). Psychological effects Not surprisingly, many studies have demonstrated that exposure to community violence can be traumatic for children. Exposure to community violence has been positively correlated with symptoms of Posttraumatic Stress Disorder in children ranging in age from the early elementary years through adolescence (Fitzpatrick Boldizar, 1993; Horowitz, Weine, Jekel, 1995; Lynch Cicchetti, 1998a). All forms of exposure appear to have some effect- hearing about violence in the community, witnessing it, and being personally victimized. However, chronic exposure to community violence and personal victimization by violence in particular may be especially relevant in the development of symptomatology (Lynch Cicchetti, 1998a; Terr, 1991). Victimization by community violence has been shown to predict levels of traumatic stress even when demographic variables and prior symptomatology have been controlled (Lynch Cicchetti, 1998a). In addition, victimization by community violence predicted symptoms of traumatic stress in a sample of urban children who had been maltreated by a caregiver, even after the effects of maltreatment severity were Substance abuse (Lynch, 2003) Behavioural problems are also linked with exposure to community violence (Stein, 2003) Among these are externalizing problems and internalizing problems. Notably, though there is a distinct association between behavioural problems and exposure to violence, the direction of that association is probably bi-directional. In essence, behavioural problems are simultaneously a predictor to exposure to violence and a result of exposure (Lynch, 2003). Mesosystem Similarly, exposure to community violence has been found to be associated with a wide range of serious problems that influence almost every area of a childs life. They include internalizing and externalizing problems, substance abuse, disturbances of cognition, poor peer relationships, lowered educational outcomes, and higher rates of juvenile justice offences (for reviews see Osofsky, Wewers, Hann, Fick, 1993; Osofsky, 1995; Lynch, 2003). Children are at high risk of for both internalizing and externalizing problems (Luthar Goldstein 2004). In the face of high community violence, positive family processes may have modest protective potential (Luthar Goldstein 2004); in addition to PTSD and more modest ones with depressive symptoms. Social Cognition More urban youths have been caught in gun crossfire than non-urban adolescents ( 24% vs 4%; Schwarz, 1996). Reseachers have noted that low income communities are likely have higher rates of community violence with inner-city children at higher risk of being exposed to criminal offences (Jipguep Sanders-Phillips, )   Robbery was an almost universal experience affecting children from all schools and socio-economic groups (Samms-Vaughan, Jackson, Ashley, 200). The researchers explained that the high level of community violence in Jamaica is likely to expose Jamaican children to violence. Their study reported that a quarter of the children who completed given questionnaires had witnessed severe acts of physical violence such as robbery, shooting and gang wars, a fifth had been victims of serious threats or robbery and one in every twelve had been stabbed. The researchers recommended that intervention strategies to reduce childrens exposure to violence should include community educati on on the impact of exposure to violence on children, and the development of a range of school-based violence prevention programmes (Samms-Vaughan et al, 2005). This suggestion clearly tracts an ecological approach and valuing the relevance of the exosystem. Relationships/Mesosystem Among families living in conditions of poverty, positive parenting, encompassing high monitoring, support and cohesiveness, can help children maintain adequate levels of adjustment, but even the best of families will be limited in shielding their children when living in neighbourhoods where violence is a constant fact of life (Luthar Goldstein, 2004) This strengthens the point of the need for impacts of community violence not be evaluated in a piecemeal fashion, but as a cohesive whole system. For interventions the findings underscore the need to control violence in communities with efforts at both national policy and community levels addressing issues such as good control, neighbourhood, cohesiveness, communities and safety in schools (Luthar Goldstein, 2004); in essence a systemic approach. According to Pottinger, Many children exposed to chronic violence in their community are also beaten regularly at home and school. Feelings of unworthiness, inferiority and low self-esteem were prevalent reports along with expressions of depression. Girls who were shunned or isolated from their peers and boys who were sexually abused were likely to report depression. Low self-esteem, identified more in our boys, may be reflecting the disenfranchisement of some children, as they learn from early that they are not worthy of being protected from violence. These students may then progress to delinquent and aggressive behaviours during their adolescent years, Pottinger said. Vignette from Crawfords book Peer Relations Exsosystem Repeated general population studies would allow us to better understand how childrens exposure to violence is changing overtime (Stein et. al, 2003). The question here would be are community violence types different now. A clear answer would come from looking at the overall dynamics of interactions within each levels of the SEM. To reiterate, contextual factors are important in determining the impact of violence exposure on children (Stein et. al, 2003). This could be used to better inform violence prevention programmes for both schools and community, and to move the research field toward better science around the interplay between violence exposure, emotional and behavioural outcomes, the impact of prevention and intervention programmes, and needed changes in public policy (Stein et. al, 2003). Educational Outcomes Also reiterated are the impacts of community violence on education and leisure activities . When children experience violence at concentrated levels, in so many doses, and from so many directions, they are affected holistically- emotionally, psychologically and cognitively. This situation undermines their ability to be educated as well as access to education that is available (Crawford-Browne, 2010). It is common that children would miss school because community violence preventing them from doing so/ as a result of violence in communities children are often prevented from going to school or attending other leisure activities such as camp or after school programmes. According to Gayle, United Nations research shows a direct correlation between spending on education and levels of crime. In the Caribbean, Barbados has the lowest violence and highest education. Haiti has the highest crime and the lowest education. One of the strategies to get people to participate less in crime is to educate them. Education leads to character building. At the same time, loss of revenue caused by crime means that less can be used on education, Gayle said. Pauletta Chevannes, a lecturer in the Department of Education, University of the West Indies, noting that crime continues to impact greatly on the education system, insists that only with wider social change can the problem be solved.This wider change reiterates the argument of this paper that implementations has to consider the wider levels of the socio-ecological model. microcosm The school is a microcosm of the society and a lot of the violence experienced in these schools is directly related to what is happening in society. Juvenile justice outcomes While risk of exposure to violence is higher among poor, densely populated urban areas, it is not restricted to this group. In addition, the effects of exposure to community violence on health and functioning are vast, particularly in vulnerable populations. Exposure to community violence was strongly related to PTSD, for both victim and witness had adverse mental health outcomes (Fowler, Tompsett, Braciszewski, Jacques-Tiura, Bates, 2009). Personal and family contextual factors may protect an individual from the adverse impact of exposure to community violence (Gorma-Smith, Henry, Tolan, 2004) Exposure to community violence does not occur in isolation. Further research needs to be conducted on social, environmental and contextual factors that protect vulnerable populations, such as women, adolescents and children from adverse outcomes related to violence (Aisenberg Herrenkohl, 2008). Despite these tremendous stressors, some children appear to be less affected than others (Barbarin, 1993; Barbarin, Richter, deWet, 2001). Coping mechanisms enmeshed in family and peer support are protective factors (Jones, 2007). Macrosystem Many children and adolescents in America continue to be exposed to many types of community violence. Some factors such as sex, age, race and socioeconomic status are associated with higher rates of exposure. Community violence affects children from all backgrounds and communities (Stein, Jaycox, Kataoka, Rhodes, Vestal, 2003). The whole system is interrelated. Multiple risk factors such as poverty, overcrowding, inadequate medical care, scarcity of community resources, and parental problem all contribute to the strain within the exo-system within the context of development. It is important to examine the challenges victims and perpetrators may have. However, to widen understanding of effects of chronic violence on children focus need also be place on the ripple effects of the psychological impacts on children who are affected indirectly (Osofsky, 1999). From a prevention and intervention the most significant implication drawn from the body of literature is that in prevention efforts, the primary focus must be on the environment rather than the individuals experiencing the violence (Gorman-Smith et. al, 2003 and Luthar Goldstein 2004)However both environment and individual factors need to be focused on in tandem as both are equally important in dealing with the crux of the matter in making informed and balanced interventions. The highest recommendation is the prevention of community violence (Luthar Goldstein, 2004). Targeting the issue of community violence as a whole from an ecological model perspective is the more probable successful way to tap every domain that influence its pervasiveness. UNICEFs office in Jamaica estimates that violence costs the country over US$236 million or JA$15 billion annually. IN LOCAL communities affected most by violence, economic and social activities have been considerably reduced. Schools are underpopulated and when there is a flare-up of violence businesses, as well as schools close, the Statistical Institute of Jamaica (STATIN) stated in a 2007 report on violence and its costs. Audrey Pottinger, a consultant clinical psychologist at the Department of Child Guidance attached to the University of the West Indies said that the most frequent and traumatizing experiences students have are cruel tea-sing or verbal humiliation, followed by robbery and physical attack. She was making reference to a recent study done with a sample of more than 200 students from primary and secondary schools. Meanwhile, Dr Herbert Gayle, University of the West Indies-based anthropologist who produced the recent study on early training of males in criminal behaviour, suggested that the Government should invest more in education as one means of reducing crime. (Jamaicas Burden of crime, 2009). The consequences of community violence interrelatedness and broad propensity cannot be overemphasized. Consequences of not providing the necessary preventative, ameliorative or rehabilitative services will put additional strain on Jamaicas economy in terms of Jamaican dollars needed. Apart from the negative emotional health impact on the nation, the quality of life of the citizens will remain at continued risk (Crwaford-Browne, 2010). Macro implications of the impact of violence are insidious. Children develop dysfunctional interpersonal patterns in their relationships as it relates to violence and understanding their world. Psychological impacts through overexposure and trauma is difficult to quantify and this presents far-reaching limitations. Evaluating the system as a whole from the ecological model perspective ease this challenge as factors from the varying levels of the model can be targeted to cushion insidious effects of community violence. Recommendations Feerick and Prinz posited that specific issues for research issues in relation to community violence need to be probed (2003). Suggested issues include consequences of co-occurring risk factors, mediators, moderators and mechanisms. The premise of this review cautions this specific issues approach from the perspective that issues should not be investigated in a detached fashion, but rather enmeshed. Violence Prevention There are individual and community approaches to violence prevention (World Health Organization, 2002). On an individual level, public health authorities should encourage healthy behaviours that do not include violence as well as educating individuals in order to persuade them to change violent behaviours. In the community there are many opportunities to raise public awareness and stem community violence. Advocating for policy changes that address larger environmental issues (See Logsdon, 2010). Only with change that address the issue of community violence from the dimensions of the socio-ecological model- in making informed planning and implementing with regard to prevention and intervention programming. Summary/Conclusion This paper seeks to provide an overview of the current literature regarding effects exposure to community violence on children in systemic framework, and to identify the interrelatedness of the impacts at all levels on the social ecological model. In addition, recommendations are made that prevention and intervention programs use this systemic approach to better address and curtail the impacts of community violence. Violence in its various forms have been taking a heavy toll on the physical, emotional and mental health of Jamaican children, who exhibit symptoms of depression, PSTSD, aggressive impulsive behaviour, difficulty concentrating, bedwetting, and attachment problems. It is important to note that many of these symptoms exist within the context of unstable familial environments and are factors that are associated with aggressive and delinquent behaviours (Samms-Vaughan, 2005), further fuelling our present endemic of violence (Crawford-Browne, 2010). Poor quality of life and marginalization are some social impact of chronic violence exposure (Crawford-Browne, 2010). The researcher expounded that children get caught in the symbolic net of the different forms of violence which interact with each other with gruesome consequences. In explaining further, it is noted that the different types of violence emanates and ricochet from the various systems that interface and intercedes. The impact from a systemic level is quite distinct here. Clear it is that the childs experience here at all levels, the home, family, communities and society are impacted (Crawford-Browne, 2010). Peer Relations Community violence as daily variable offers negative role models that place of the government and community-building organizations (Crawford-Browne, 2010). Role models as such are the perennial figures of a Community Don or notorious gang leader. These negative role models act as agent of socialization. Hypthesis .

Descriptive Essay on Basketball Gym -- description, Observation Essay

The gym where I practice to win, the YMCA, is a place where I know who I am. It is a place I can go to escape my problems for awhile and release some stress. It is not the actual physical building, but rather the events that have occurred over the years. It is where I have formed some of the closest friendships. It is the place I have invested years of hard work for many of my accomplishments. To some it may seem odd that a place associated with sweat and physical pain can mean so much to one person. However, in my eyes it is almost like a second home. A certain familiarity has developed over time that makes it home. As I sit here, I can vividly picture myself there. I drive my car into the pot-hole filled parking lot off the main street, and park in the same spot I always have, people just seem to know that’s my spot. Walking around the back I gently push open the wooden door, which is like a barrier between two different worlds. The hot thick air quickly rushes out and escapes past my body. The familiar damp smell of sweat still inundates my nose when I walk into the ...

Romeo is More to Blame in Shakespeare’s Romeo and Juliet Essay

Shakespeare’s Romeo and Juliet is about two star-crossed lovers, Romeo and Juliet, forbidden to be together because of feuding families. Countless people contribute to Romeo and Juliet’s predestined fate and misadventures. This ultimately leads to Romeo and Juliet’s suicide. Who is more to blame for Romeo and Juliet’s death? Although Juliet acts rashly, Romeo is more to blame. Furthermore, Romeo starts the whole tragedy. True, Juliet acts naà ¯ve, nonetheless Romeo acts hastily by encouraging the relationship. Prior to Romeo and Juliet’s encounter, Romeo is in an infatuation with Rosaline. In Act 1.1, Romeo depicts Rosaline's beauty and says, "She is too fair, too wise, wisely too fair." Romeo’s love for Rosaline is only skin deep and faces heart break when she chooses to be celibate. Yet when Romeo sees Juliet for the first time, he forgets all about Rosaline and instantly falls for Juliet. In Act 1.5, Romeo is the first to spot Juliet and immediately feels an attraction to her. In addition, Romeo thinks Juliet is very beautiful and convinces her to kiss him without knowing each other. Then in Act 2.1, Romeo pursues Juliet and goes to her balcony and begins to profess his love for her. When Romeo is swearing that he is in love with Juliet, she stops him and says everything is happening so quickly. However, Romeo reassures Juliet and they pl an for their marriage. Moreover after knowing Juliet for less than twenty-four hours, Romeo goes to his companion Friar Lawrence and asks him to marry them. True, Juliet is the one who sets up the marriage. However, Romeo is the one who pushed the relationship too far and too soon. In Act 2.3, Friar Lawrence is in shock with the sudden change from Rosaline to Juliet and comments on the ind... ...nd grieving for Juliet. Thinking Romeo’s is defiling Juliet’s grave, Paris and Romeo begin sword fighting. Romeo is extreme with anguish and kills Paris. Consequently, Romeo poisons himself and Juliet wakes up in confusion and heartbreak. Juliet alone and in shock feels her only alternative left is to kill herself and commits suicide. In the end Romeo is responsible for five deaths, Mercutio, Tybalt, Paris, Juliet and himself. Juliet kills herself because she is under different circumstances and does what she feels is the only option left. Juliet is courageous and strong for seeking advice and not being overly sensitive. Romeo is not only weak and foolish but is responsible for the tragic death of his own and Juliet’s. Work Cited Shakespeare, William. â€Å"Romeo and Juliet.† Literature and Language. Illinois: McDougal, Littell and Company, 1992. 722-842

Views Toward Christians :: essays research papers

Some of the most important writings of the Apostolic Age were those of the new testament and the Apocryphal writings. These apocryphal writings resembled the New Testament writings, and many of them fell into the literary categories of gospel, acts, letters, and apocalypse's. These writings did not belong neither to the New Testament canon nor did the writings recognize any of the fathers of the church. Some of the documents were written for initiates in groups such as the Gnostics. For the groups that claimed knowledge derived from a secret tradition, the works were genuinely apocryphal, which means, "books kept hidden." Others were written for open and general use in the churches of which their authors were members. Many of these simply failed to become accepted as part of the orthodox canon of the Bible. There are many different views toward Christians. From an intellectual point of view, Christians agree with others as far as to follow Christ, and many have viewed them as a people who believe in the divine inspiration of the entire Bible and that this bible is sufficient enough to guide us in the right direction concerning all of our matters of faith. They view us (myself being a Catholic) as a people who believe that the moral principles of Jesus are the absolute truth, and that the New Testament must be our only guide in religious faith. On the other hand, there are those who view Christians. On the other hand, There were those who had sworn that Christians were atheists. They claimed that Christians were Atheist because they did not worship traditional religion. People actually believed that Christians supported no religion at all and were nothing other than non believers. They had also claimed that Christians practiced incest among one another because of their family gatherings at dinner time. Although not everyone believed these stories, they were still spread throughout many of the religious communities. The celebrations and the belief in the real, physical presence of Christ in the Eucharist grew from the teachings of the evangelists and St. Paul. They made it plain to the apostolic Church that the Eucharistic elements were literally Jesus Christ continuing His saving mission among men. The Eucharist celebrations began because of the Christians devotion and faith of the Real Presence of Christ in the Holy Eucharist. The celebration of the Eucharist is founded on our Catholic doctrine and it is grounded on the solid rock of our Christian revelation.